Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
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Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference

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description of how apps serve to mediate collaborative writing as described in research on middle school students science inquiry reading and writing

description of how apps serve to mediate collaborative writing as described in research on middle school students science inquiry reading and writing

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Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference Presentation Transcript

  • 1. Use of Apps to Engage Students in Collaborative Writing Richard Beach, University of Minnesota Handout: Apps recommendations http://tinyurl.com/c5 mlkuh
  • 2. Current book project • • Richard Beach, Chris Anson, Lee-Ann Breuch, and Thomas Reynolds, Understanding and Creating Digital Texts: An Activity-Based Approach, Rowman & Littlefield, in press http://digitalwriting.pbwork s.com
  • 3. Apps: Affordances Affordances not ―in‖ app App Activity Affordances created by teachers Activity App
  • 4. Affordances: Social practices • Contextualizing texts as actions/spaces • Interacting with others • Making hypertextual connections • Collaborating with others • Constructing identities as persona
  • 5. Affordances not ―in‖ tools • ―We need to understand that meaning is not inherent in our tools (writing, media, ideas, language) nor does meaning reside in ourselves. Rather, it exists in the space between our tools, ourselves, and each other—in the space of design.‖ Doug Walls, KAIROS
  • 6. Tools: Recontextualize texts • • • Twitter: Move link from one context to new context Remix: Copy-paste from original to new text Annotate: Add new content to a text
  • 7. Digital texts: Continuum • Static Dynamic • Fixed Open • Monologic Dialogic
  • 8. Wiki annotations to a Munro story
  • 9. Folger Digital Library
  • 10. Annotations: Hamlet
  • 11. Rap Genius: Annotations
  • 12. Evernote: Clippings
  • 13. Feedback: thesis: Google Forms
  • 14. Research: Middle school students • 2011 – 2012: Using of iPad apps (report at end of handout) • 2013: Use of Chrome apps • Low-income, urban school
  • 15. A Quick Peek at Diigo
  • 16. Diigo bookmarking for sharing annotations 1. Add Diigo to Safari (iPad) or Chromebook toolbar 2. Find an online text 3. Highlight sections of the text 4. Click on the icon to add a Sticky Note response 5. Have other students add their responses
  • 17. Affordances of Diigo: Collaborative Annotation
  • 18. Affordances of Diigo: Collaborative Annotation
  • 19. Paired Resulting Argument
  • 20. Benefits: Annotations More active reading Alternative perspectives Alternative response practices
  • 21. Sticky-note discussion Discussion prompted by projecting annotations on the pro wind power article Read one of two con articles and added their own annotations using Diigo and DocAS. Students responded to each
  • 22. Scheme
  • 23. Results: Diigo Annotations 34% questioning, 22% integrating/connecting, 13% evaluating, 10% determining important ideas, 9% inferring, 8% reacting to other’s comments,
  • 24. 2013 Research: Chrome apps: Mindmeister, Diigo, VoiceThread What app affordances did middle school students employ in using Mindmeister, Diigo, and VoiceThread in studying the topic of weather versus climate? What benefits and challenges did students identify in using these apps? What are some differences between use of iPads versus Chromebooks in using these apps?
  • 25. Affordances: Organization, Multimodality, Ease of use It’s easier and it’s get more into what you going to do because you can use photographs, graphs, and charts and all of that and it’s more easier to show as if you’re doing a presentation to get the person you’re showing this to more into it and to show them what you trying to explain to them. It organizes your thinking. When you put in bubbles you could tell the difference and you can put it on each side that you think it is. It’s better than writing because you can think of more ideas when you’re using that and you can put images when you’re explaining.
  • 26. Affordances: Efficiency, Collaboration, Visual When you’re doing it on paper and pencil you’re just learning from our own thoughts, on Diigo it is more faster and better. Easier. If it is on paper, you are not allowed to collaborate. It’s online. You can communicate with other people like if you have a question or a comment on other people’s sticky note or if they have a question you can clarify.
  • 27. VoiceThread: Multiple audiences share responses to images
  • 28. VoiceThread affordances practices Collaborative shared reading Mediated by focus on same iamge Learn from other’s perspectives Multimodal production
  • 29. Teacher: Multimodality The multimodal aspect of this helps kids gel their understanding and further their understanding of whatever their particular part of the carbon cycle was in a way that was not as rich had we been doing a whole class discussion or another reading on the carbon cycle or all watching a video. What was neat was every kid was processing their leg of the carbon cycle in their own way without being guided by a teacher. In a class often we’re going to read about it for two minutes and discuss; they could think about it and talk with a partner about it.
  • 30. Advantage: iPads Touch Speed # apps Video/images
  • 31. Advantage: Chromebooks Costs Google Apps Loading apps Keyboard (problem: trackpad)
  • 32. Identity competencies • • • • • Negotiating identities across different social worlds Acquiring new, alternative ways of perceiving and knowing Making connections across people, events, and texts Engaging in critical analysis of texts and the world Reflecting on one’s experiences based on longterm identity trajectories
  • 33. ―Habits of mind‖ Curiosity, openness, engagement, creativity, persistence, responsibility, flexibility, and metacognition • • Framework for Success in Postsecondary Writing (Writing Program Administrators, National Council of Teachers of English, National Writing Project, 2011)
  • 34. Negotiating identities/adopting perspectives: Online roleIssue: Access play to information on blocked • websites Students adopt pro-con roles • • construct a persona • employ rhetorical appeals • support their position with reasons • identify and refute counter-arguments • revise or modify one’s own positions
  • 35. Using a Ning as the platform for online role-play:
  • 36. Using Diigo sticky notes to share annotations on related research http://grou.ps/cwhybrid2010t1/talks/5160010/4
  • 37. Threaded discussion allows students easily follow discussion
  • 38. Role construction: Adopting different perspectives EmoGirl: Critique of school Internet policies I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person.
  • 39. ―Strict Father‖ cultural model: • The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. Rrated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
  • 40. Online resources Handout: Apps, identity activities, study report http://tinyurl.com/c5mlkuh Ebook: Using iPad and iPhone Apps for Learning with Literacy Across the Curriculum http://usingipads.pbworks.com