The document discusses a technology-rich approach to writing aligned with Arizona College and Career Readiness Standards (AZCCRS), emphasizing the integration of digital literacy in modern writing practices. It explores the importance of teaching students how to communicate effectively, collaborate, and utilize technology for diverse writing tasks, reflecting real-world requirements. Key considerations include the structures needed to support this approach and the specific goals educators should pursue in developing technology-enriched writing strategies in their classrooms.

1. Writing 2.0: Technology-Rich
Approach to AZCCRS Writing
by Tracy Watanabe & Shauna Hamman
!
This work is licensed under a Creative Commons Attribution 4.0 International License.

2. Image: Web, Martin
Gommel, CC: BY, NC, SA
Today’sGoals:
TechnologyRichApproach
toAZCCRSWriting

3. Overview: Essential Questions
Purpose — Why
• Why have technology-rich
writing?
• How is digital literacy built into
the AZCCRS?
Functions — Outcomes
• What does a technology-rich
approach look like in AZCCRS
writing?
Structures — Logistics
• What structures are in place to
make technology-rich writing
possible?
Processes — How
• How do I build technology-rich
writing in my classroom/school/
district?

4. What do you want to walk away with?
Image adapted from: Time To Walk Like A Rebel, Ian Sane, CC: BY
you

5. What skills are most desired by employers?
Image: Wikimedia Commons

6. What skills are most desired by employers?
Image: Wikimedia Commons
Communicate effectively
Ask insightful and critical questions.
Collaborate well with others.
Solve problems logically, systematically, and creatively.
Conduct logical, thorough research and critically
evaluate evidence.
Weigh the relevance and importance of ideas.
Recognize bias.
See multiple perspectives on an issue and empathize.
Use technologies and visual literacy to learn,
communicate, act, and produce.
Academic Conversations, p. 10. Adapted from Casner-Lotto and Barrington 2006; Hansen and Hansen 2009; National Association of Colleges and Employers 2007; Wagner 2008.
#1 skill on most lists

7. Being literate is being
able to effectively
communicate
Being literate is being
able to effectively
communicate
Image: Andrea Hernandez, CC: BY, NC, SA

8. What does it mean to be literate in the 21st century?
Literacy in the 21st
century includes
Literacy in the 20th century
Image: Reading a book, Karoly Czifra, CC: BY, SA
Image: by Wesley Fryer, CC: BY

10. International Reading
Association (IRA)
National Council of Teachers
of English (NCTE)
International Society for
Technology in Education
(ISTE)
National Assessment of
Educational Progress (NAEP)
Literacy 2.0 by Frey, Fisher, and Gonzalez pgs 2-4
Organizations
thatrecognize
technologyas
partofliteracy

11. Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others'
ideas and expressing their own clearly and
persuasively. SL.1
Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
SL.2
Make strategic use of digital media and
visual displays of data to express
information and enhance understanding of
presentations. SL.5
ArizonaCollege&Career
ReadyStandards
(AZCCRS)

12. Integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words. R.7
ArizonaCollege&Career
ReadyStandards
(AZCCRS)

13. Use technology, including the
Internet, to produce and publish
writing and to interact and
collaborate with others. W.6
Gather relevant information from
multiple print and digital sources,
assess the credibility and accuracy of
each source, and integrate the
information while avoiding
plagiarism. W.8
ArizonaCollege&Career
ReadyStandards
(AZCCRS)

14. Note on range and content in student writing
To build a foundation for college and career
readiness, students need to learn to use writing as
a way of offering and supporting opinions,
demonstrating understanding of the subjects they
are studying, and conveying real and imagined
experiences and events. They learn to
appreciate that a key purpose of
writing is to communicate clearly
to an external, sometimes
unfamiliar audience, and they begin to
adapt the form and content of their writing to
accomplish a particular task and purpose.
ArizonaCollege&Career
ReadyStandards
(AZCCRS)
Source: College and Career Readiness Anchor Standards for Writing

15. !
Image: Langwitches, CC: BY

16. Shift: Literacy includes
digital literacy
Image: Shift, Nick Aldwin, CC: BY, NC

17. What kind of writing
will students do in the
“real world,” outside of
school?
Does what we do in school prepare them
for “real world” writing?
Image: Cartoon artist sketch, Evan, CC: BY

18. Essential Questions
Purpose — Why
• Why have technology-rich
writing?
• How is digital literacy built into
the AZCCRS?
Functions — Outcomes
• What does a technology-rich
approach look like in AZCCRS
writing?
Structures — Logistics
• What structures are in place to
make technology-rich writing
possible?
Processes — How
• How do I build technology-rich
writing in my classroom/school/
district?

19. What does a tech-rich
approach to writing
look like to you?
What do you think of?
Examples?
Image: Tracy Watanabe CC: BY

20. Insert examples

21. Argument
Writing
Slide Presentation
Mrs. Hamman's Blog Post

22. Persuade
100 Word Challenge
Cassie’s post

23. Expository Writing
Link to video
Link to Mrs. Hamman's Blog Post

24. Image adapted from: P365X52-61: EarPods (macro), Faruk Ates, CC: BY
Mute the sound
in a video and have students
write the script
idea from Nancy Frey, Literacy 2.0 Conference, Feb. 8, 2014

25. Functional or How-To Writing
Link to Mrs. Hamman's Blog Post

26. Poetry
Example of bio poem on Haiku Deck

27. Rainbow
poetry
Twitter #cirpoem
Image above: Linda Yollis' Class Blog

28. My Simile Poem
Mrs. Schmidt's students use Animoto for simile poetry

29. Writing Using Augmented Reality

30. Image: Wikipedia Home Page
Submit research
on Wikipedia

31. Commenting

32. 100 Word
Challenge
Fiction

33. 100 Word Challenge -- Week 31
Post 1
Image:
Jane Hewitt
Post 2

34. Write your own book… and add a soundtrack
www.booktrack.com
Fiction

35. Image adapted from: Brown paper packages tied with string Nomadic Lass, CC: BY, SA
Write a
book review
for Amazon

36. Sticky Notes with Padlet
Mrs. Rabe’s Class Blog

37. idea from Nancy Frey, Literacy 2.0 Conference, Feb. 8, 2014

38. Blogging was
part of the daily
writing routine
0
0.93
1.85
2.78
3.70
Fall -- Narrative
Spring -- Expository
2012-2013 Benchmarks
Not an “add-on”
Students wrote the
posts & replied to
comments
Global audience

39. Image: Tracy Watanabe CC: BY

42. Essential Questions
Purpose — Why
• Why have technology-rich
writing?
• How is digital literacy built into
the AZCCRS?
Functions — Outcomes
• What does a technology-rich
approach look like in AZCCRS
writing?
Structures — Logistics
• What structures are in place to
make technology-rich writing
possible?
Processes — How
• How do I build technology-rich
writing in my classroom/school/
district?

43. What structures
do you have in
place?
Devices?
Bandwidth?
Open or blocked sites?
Professional development?Image: Calipers, Ian Sane, CC: BY

44. What structures
do you have in
place?
Tech procedures?
Digital citizenship?
Class culture of risk?Image: The Colorful Bokeh Men, Ian Sane, CC: BY

45. How are the structures in place used?
1.Teacher only
2.Teacher & Students
as consumers
3.Teacher & Students
as consumers &
creators
4.Teachers & Students
as consumers,
creators, & shares to
global audience
Image: Plastered Against The Wall, Ian Sane, CC: BY

46. Structures for evidence-based writing
Image: A Burnside View, Ian Sane, CC: BY
Rubrics:
Hyperlinks
Cite sources for
ideas, images,
multi-media,
etc.

47. Essential Questions
Purpose — Why
• Why have technology-rich
writing?
• How is digital literacy built into
the AZCCRS?
Functions — Outcomes
• What does a technology-rich
approach look like in AZCCRS
writing?
Structures — Logistics
• What structures are in place to
make technology-rich writing
possible?
Processes — How
• How do I build technology-rich
writing in my classroom/school/
district?

48. Image: Journey--First Step, Melody Campbell, CC: BY

49. e.g., note taking, annotations, course readings, video and audio
recordings
Use
Find Use
Create Share
What digital and print-
based information do
students need to find?
(e.g., search engines, WebQuest)
What digital and print-
based information do
students need to use?
(e.g., note taking, annotations, course
readings, video and audio recordings)
(e.g., digital storytelling,
presentation, written content)
What digital and print-
based information do
students need to create?
What digital and print-
based information do
students need to share?
(e.g., blog, discussion board,
video conference)
Nancy Frey, Literacy 2.0 Conference, Feb. 8, 2014

50. What processes do you have in your class, school, or district that
will allow you to be successful with writing 2.0?
What obstacles have you overcome?
What obstacles still remain?
Image:Roadtonowhere,CelestineChua,CC:BY

51. Essential Questions
Purpose — Why
• Why have technology-rich
writing?
• How is digital literacy built into
the AZCCRS?
Functions — Outcomes
• What does a technology-rich
approach look like in AZCCRS
writing?
Structures — Logistics
• What structures are in place to
make technology-rich writing
possible?
Processes — How
• How do I build technology-rich
writing in my classroom/school/
district?

52. Image: Compass Rose, open clip art, free to use
What New idea
are you taking
away today?
What are your
next Steps?
What are you still
Wondering?
What
Excitements
do you have?

53. Special thanks to…
Resources from today:
http://bit.ly/LeadingChangeWriting