Discover the potential of the internet to engage your students in the writing process
Discover the potential of the Internet to engageyour students in the writing process (RASA presentation) by Fiona Beal firstname.lastname@example.org http://schoolnetsa.blogspot.com
Introducing myself…• Have taught Grades 1 - 7 and was then appointed as Computer teacher at a local primary school where I made writing the hub of the computer room. Now working for SchoolNet SA in professional development in technology-integration. Am a Web 2 fanatic for FREE sites!• Writing is my passion – I am a textbook and story writer, a blogger, a creator of technology integration courses, etc.
Background to this presentation (this is an explanation oflearners not being keen on writing in general and the importance of good pedagogy in writing lessons)
The importance of pedagogy in writing – they must WANT to write
Our digital learners start young these days http://www.youtube.com/watch?v=7_zzPBbXjWs
Some of Microsoft’sfree tools can help you produce fabulous writing from your learners
Microsoft’s free ‘Songsmith’ – the learners writethe lyrics and Songsmith creates music for them http://www.youtube.com/watch?v=3oGFogwcx-E
Microsoft’s free ‘Autocollage’The learners could create autocollages and then write poemsabout their pictures. This was done by an 8 year old at a school inJohannesburg.
Windows MovieMaker can be used in so many ways using the writing process http://techblog.stcyprians.net/index/category/Innovative%20Students Grade 8 Science students were asked to create an HIV Aids Awareness campaign using Microsoft Movie Maker. One of the outstanding submissions was entitled Nandis Story and it tells the heartbreaking story of a teenage girl diagnosed with HIV Aids.http://www.youtube.com/watch?feature=player_embedded&v=hOOFik-nxnE
Grade 4 students create their own stories with Windows Movie Maker http://techblog.stcyprians.net/index/grade-4-students-create-their-own-stories-with-moviemaker Our Grade 4 students have been hard at work creating, illustrating and narrating their own stories using Microsoft MovieMaker.http://www.youtube.com/watch?feature=player_embedded&v=_PlSRH34RMM
Creating video projects involves plenty of writing
Little Bird Tales http://littlebirdtales.com/ http://fionabeal.edublogs.org/2011/05/10/we-loved- using-little-bird-tales-today/This is a free online writing programmewhich has a place for the learners to eitherdraw or add their own illustrations to theirstory, and also to narrate it their story so thatone reads and listen at the same time.
One day a little girl was playing in the garden. Her name was Taylor andshe was playing with her cousin Kirsty. You see, Taylor had a wiggly tooth,and it was really bothering her, a lot. All of a sudden, POP! Out came thewiggly tooth!!"Hooray!" said Kirsty. "At last your tooth has come out. You will have to putit under your pillow so that the tooth fairy can come and get it and leaveyou some money.“"Oh really?" said Taylor clapping her hands with excitement.
Our stories with sound projecthttp://fionabeal.edublogs.org/our-stories-with-sound-project/
Blogs have anincredible potential for encouraging writing
Think about starting a classroom blog or a subject blog
Think about starting a classroom blog or a subject blog
Use a blog to write book reports http://josephr4.edublogs.org/2010/07/19/my-report/
St Cyprians Gr 10 blogging project http://techblog.stcyprians.net/index/grade-10-english-blog-assignmentThe reading project that they set up involved groups of three students selecting novels with acommon theme and then blogging about these books as they read them, with each member ofthe group paying specific attention to plot, character or theme. The resulting blogs show how thestudents have engaged with the books and reflected on their interpretations of the novels. Thequestions and answers in the discussion threads show that the blogs have become a virtual bookclub in which students can ask one another questions and agree or disagree with one another’sinterpretations in a non-threatening environment. At the end of this project, students wereexpected to have one-on-one discussions with their English teacher about their books, a taskaccomplished with more flair and confidence after having sustained a conversation virtually onthe blog.Examples of student blogs:The Color PurpleRomeo & JulietEngelbyRumoursA million little pieces
Romeo and Juliethttp://meinpopularity.edublogs.org/
Writing about slaveryhttp://shelleywright.wordpress.com/2011/12/13/life-in-an-inquiry-driven-technology- embedded-connected-classroom-englishMy students decided to create Common Craft-styled videos toeducate viewers about slavery. First, students needed to distill allof their “fact” knowledge into a compelling story. Then theyneeded to write the script, create paper characters, and finallybegin to practice moving their papers on the whiteboard. In theend, it took hours to coordinate movement with script, film &then edit our videos.As part of this project, my students have also Skyped intoclassrooms to teach what they have learned, so that otherstudents can begin this enormously important discussion in theirown communities. This is the connected part.
Reading the diary as a podcast for the classroom blog
The Internet can be an inspiring place for ateacher…find out what others are doing
Join a global projecthttp://thegloballunchtable.wikispaces.com/
Find out about cell phone projects - Teacher fromthe Leap School starts publishing house (Fundza) andincludes three mobi stories via Mxit per month
Find out about the ‘Flipped class’ approachhttp://shelleywright.wordpress.com/2011/12/13/life-in-an-inquiry-driven-technology-embedded-connected-classroom-english “My teaching . . . then and now • Before the technology/constructivist shift in my classroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking. • Instead, inquiry and technology are a natural part of our English classes. It’s what my students have come to expect and have started to design themselves. Instead, of saying, “hand in your assignments,” I say, “publish your assignments and send me the link.” They think about connecting and sharing their learning in the larger world. • That’s the 21st century difference.”
Enter competitions that encouragewriting advertised on the Internet http://e-classroom.co.za/
Skype in the classroom competition http://education.skype.com/
So much is happening in the teaching world via the Internet. Share your experiences with other• Twitter – sharing ideas and resources• Tablets – are they next? Are they the answer?• Join in TeachMeets around the country• Join a local Twitterchat for teachers http://edchatsa.co.za• Share a Scoop.it (as mentioned earlier) CONNECT ON THE INTERNET
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