More Related Content
Similar to Technology in the Center: iPads, Reflection, and Engagement
Similar to Technology in the Center: iPads, Reflection, and Engagement (20)
Recently uploaded
Recently uploaded (20)
Technology in the Center: iPads, Reflection, and Engagement
- 1. Technology in the Center: iPads, Reflection, and Engagement
- 4. Goals of the Grant Study ● To experiment with, identify, and theorize best practices of digital composition in writing center consultations. ● To provide our writing center administration and consultants a professionalization opportunity through practice using iPad technology and publishing research regarding this pedagogical strategy. ● To include the University of South Florida and the IWCA in the emerging conversation about digital composition initiatives as they are being practiced in writing centers nationwide. ● To practice environmental sustainability in our own center and model the feasibility of these practices for the IWCA community.
- 5. Implementation Plan ● 2 iPad Minis ● “Notability” Application ● 3-4 consultants ● Course-based (“embedded”) and typical sessions ● Evaluation based on consultant blogging, student surveys, and post-pilot interviews
- 6. Benefits of iSessions ● Enables visualization ● Increases agency and engagement ● Allows for clarification/re-visiting of session discussion
- 7. Challenges of iSessions ● Time-consuming at beginning of session ● Distracting to other writers in the space ● Technology literacy (initial learning curve for writer and consultant)
- 8. Challenges of iSessions (technology) ● Tech: -iPads -Internet -email -Google Drive -Notability -Bluetooth keyboard -styli -dongles -New Media Stations -Software/operating systems/upgrading
- 9. Preliminary Study Survey Results ● All 16 participants rank their experience as a 4 or 5 on a 5-point scale. ● Students described their iSessions as “engaging” (3 students) and “convenient” (2 students). ● Students believe the sessions help them “visualize” their work (4 students) and allow them to “go back to clarify” (5 students).
- 10. Future Plans ● Formalized instruction sets ● Expanded consultant participation ● Advanced planning for embedded iSessions (in consultation with the instructor) ● Assistant Coordinator to transition from tutor to facilitator/administrator of the project
Editor's Notes
- "Technology in the Center: iPads, Reflection, and Engagement": This presentation will discuss the implementation and preliminary results from an International Writing Center Association-funded study into the the use of mobile technologies during writing center consultations. Though writing centers have long had a challenging relationship with emerging writing technologies and spaces, this project suggests that through thoughtful implementation and flexible, reflective consultant training, mobile technologies allow for creative invention and contemplative revision. In addition to preserving writing center theory's emphasis on reflection, technology-enhanced consultations offer opportunities for writing centers to participate in emerging conversations about digital writing and to participate in more environmentally sustainable practices.
- 50 minute sessions iPad connected to new media screen and paper displayed Using Notability, session is recorded and notes are made on a PDF copy of the writer’s paper
- Used with embeded/course based tutoring Summer: provisionally admitted athletes Fall: controlled metriculation FYC courses for ELL writers from INTO USF Traditional sessions Undergraduate, including first-year students Graduate students, including ELL writers
- All 16 participants rank their experience as a 4 or 5 on a 5-point scale. Open ended survey questions How did iPad-enhanced sessions differ from a “traditional” writing session? How confident do you feel that information from your session will be helpful as you revise your document? Students described their iSessions as “engaging” (3 students) and “convenient” (2 students). “Since students do all of their assignments on computer, iPad-enhanced helps them.” “It’s a more collaborative activity.” “It helps you engage with the reviewing process.” Students believe the sessions help them “visualize” their work (4 students) and allow them to “go back to clarify” (5 students). “I can always refer back to [the recording].” “Very confident because it has a recording.” “I can listen again to “It helps [me] visualize my process.” “It records notes much better than handwriting.” “Connections could be easily made and seen.” “Knowing it was recorded was helpful in knowing I could go back to clarify info.”