1. Notice This entire presentation, as well as several resources selected to supplement today’s workshop, are available at: technoliteracy.wikispaces.com
3. Background Tony Pennay Tech Liaison, Cal State Northridge Writing Project Curriculum Resource Teacher, SCVi Charter School
4. 4 week summer institute Collaborative professional development Write, research, explore best practices for literacy instruction Get paid and earn credits for attending http://www.csun.edu/writingproject/
6. To share and explore effective uses of technology in literacy instruction, with attendees leaving with ideas andtools that they can implement in the classroom on Monday.
7. Why teach technology? 21st Century Literacy As society and technology change, so does literacy.
8. Why teach technology? 21st Century Literacy The twenty-first century demands that a literate person possess a wide range of abilities and competencies.
9. Why teach technology? 21st Century Literacy These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable.
10. 21st century readers and writers need to: Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
18. I most appreciate the 1st amendment. Not many countries around the world have free speech, press and religion. Many people in other countries could get thrown in prison or get executed if they spoke freely. In America we could petition against the president and not get shot. I think that U.S. citizens definitely take advantage of the amendments. Some don’t realize how lucky they are to live in this country. And that’s pretty much all it is, is luck. People in poor countries are unlucky. They didn’t do anything to be in a cruel, poor country. That’s why we shouldn’t take for granted what we have because for all we know if there was a turn in history that could be us in that unlucky situation.
20. According to Did You Know? The top 10 in-demand jobs in 2010 did not exist in 2004. We are currently preparing kids for jobs that do not exist and technologies that haven’t been invented in order to solve problems we haven’t yet encountered. Karl Fisch, Scott McLeod, and Jeff Brenman
23. I’m so– glad that I didn’t get republican. But I also think that this test is really sexist. They called me a Disadvantaged Democrat just because I supported the poor.I am so *MAD*! Guess what they said. They said that because I want social services for the poor I must be a woman and I must be poor too. And that I get paid lower than 20,000 thousand a year and that I must be a part of a worker’s union. So what they are really saying is that if you have a well-balanced life and are wealthy, you can’t support the poor.
24. I disagree where K***** stands, she thinks that helping the poor is about giving away money. !!!THAT IS NOT WHAT IT IS ABOUT!!!! Yes I think that it is wonderful to help people, but most people are just leaching off of healthcare. It should not be about supporting people financially, but about putting in place a system that can teach people how to work for their money. Instead of just giving them money which just weakens the economy…
26. Me: “What makes this strong writing?” Student: “Well, the writer uses specific examples to develop her argument. Plus there is emotion in her voice. You can tell she is really upset about the issue.” Student 2: “I didn’t know you could put in your feelings. I thought you just had to answer the question.” Me: “Well, in this example, is the author answering the question?” Class: “Yes.” Me: “Does this give any of you ideas about how you might be able to further elaborate on your answers?” Class: “Yes.” Me: “Pull out your notebooks and feel free to add to your initial response.”
28. Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. California State Social Studies Standards, Grade 8
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30. Getting Started Find a blog hosting site -- Edublogs gets through most filters. Establish ground rules: Check district’s fair use policies and user agreements. Create a task, set a deadline, and go. Blog assignments can easily support content standards.
31. Ideas for grading blogs Credit/ No Credit A chance to practice writing and explore ideas. Express opinions on reading material. Points Clearly defined parameters and expectations. Model and celebrate excellent responses. Have students share in class.
32. Tied in to Writing Next Writing Strategies, which involves teaching students strategies for planning,revising,and editing their compositions Summarization, which involves explicitly and systematically teaching students how to summarize texts Collaborative Writing, which uses instructional arrangements in which adolescents work together to plan,draft,revise,and edit their compositions Specific Product Goals, which assigns students specific,reachable goals for the writing they are to complete
33. 5. Word Processing, which uses computers and word processors as instructional supports for writing assignments 6. Sentence Combining, which involves teaching students to construct more complex, sophisticated sentences 7. Prewriting, which engages students in activities designed to help them generate or organize ideas for their composition. Inquiry Activities, which engages students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task.
34. 9. Process Writing Approach, which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing 10. Study of Models, which provides students with opportunities to read, analyze, and emulate models of good writing 11. Writing for Content Learning, which uses writing as a tool for learning content material
35. Podcasting Writing and sharing with an authentic audience. Helps writers with revision. Helps with reading fluency. Collaboration leads to writing improvement for all involved.
Editor's Notes
Tony does overview and intro to website.
Loni introduces the video, giving us a focus for the session.
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Loni- sidenote about MakainaTony
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From Bud Hunt: I think that "we" (those folks teaching "technology," or "integrating" it, or whatever), do a disservice to our students and to our craft when we take a gentle stab at trying something new and then flitter on to the next thing. We're so excited that people are trying out these tools that we settle for garbage so long as it was done on a wiki or via a blog. Heck. It's on the web, so it must be fresh and exciting and new, right? Hardly. Lanier, and you, and me, and probably most of the people on this list, would say, I think, and I apologize for putting words in anyone's mouth, so feel free to rebut me, that the true value of making things, of writing, of creating, is that it helps us to better understand our ideas and the ideas of those with whom we are in communication. We write and blog and podcast and wiki and compose HTML and make sculptures and paint and do stop motion art because we are trying to understand the human experience and, perhaps, to leave a mark on the world, or at least the folks we hope will see our stuff. But we don't write or compose to fill in a blank or to say - "Look! I have made a wiki!" Yet that's how we teach. We "cover" making "websites" like we "cover" "writing" or "expression" or "whatever." Discrete little chunks of nothing that add up to not much but they are doable in a class period or a few. And we get excited because we "did" something. I don't think that's a problem of Web 1.0 vs. 2.0. I don't think we'll be happy when Web 3.0 comes along (or that it's already passed us by.) The container that we use to hold powerful stuff is rarely the problem. It's the stuff we (don't) put into those containers that can be. And y'all all know that, because you're Writing Project people. So forgive these last lines - it's a rough world we find ourselves in. Always has been. Hopefully, always will be.
Prepares students for the careers of the 21st Century.A great equalizer, a forum for reluctant or quiet students to make their voices heard from the safety of their computer.Gives students an authentic sense of audience. Helps all writers by providing models for effective writing.
Despite whatever our intended audience may be when assigning a writing assignment, often students will only see the teacher as the audience.
In the world of blog writing, a real-time dialogue emerges, creating interpersonal consideration of the prompt as well allowing students to connect both to the text and to the perspectives and experiences of their audience. This dialogue between writer and audience exists both directly, as shown above, but also indirectly, as students incorporate, expand upon, and refute the ideas of others as the blog progresses. As a result, the entries towards the end of the blog are often more thoughtful and well-developed than the initial posts. This, I would argue, is a direct result of awareness of and engagement with audience.
In the case described above, much has been accomplished. The students have learned about writing from other students, and been instantly able to incorporate what they’ve learned into their own writing. While everyone is rewriting, I’ll stop by the desk of the author and thank them for teaching the class something new. Frequently this will lead to a huge smile. Students also begin to see a connection between the writing they do via the internet and the writing they do for class.
