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Chapter 3 Prompts

Write what is on your mind regarding digital writing after reading Chapter 3.

What did you find interesting in this chapter?  What were the ah-ha moments for you?

Nudges:

“Do you know whether or not your school/district has an AUP?  Should you as a teacher have input into this document?” and use that.

“Read again the definition of technology activity discussed on page 86–which on page 87 is changed to technology steward.  Are you willing to be a technology activist/steward in your teaching situation?  What will that mean for you?  What further knowledge would you need in order to do this?”

3 Responses to “BDWM Chapter 3”

  1. writingwithtechnology says:

    Below are my ramblinbs from reading Chapter 3.
    Ecologies for Digital Writing—Wow we are talking my (science) language.
    How much of this chapter do/should teachers have to know? Should teachers have to know all the legal stuff? Should teachers have to sign an Acceptable Use Policy (AUP)?
    Physical Space:
    How many of you have had input into the physical space of computers in your room or in a computer lab? Designing spaces that are flexible, comfortable, sensory stimulating and with ready support could describe any workplace environment whether it includes computer equipment or not. I feel this design of physical space should also consider the people who interact in that space. Some people are more comfortable with rows, while other teachers like table arrangements.
    How many of you have had input or know what the Acceptable Use Policy for your school even looks like? Maybe it is time to access a copy of that document. How many years ago was it written? Who wrote it? There are numerous federal and state policies that must be considered. Both the student’s privacy and the legal and ethical use of what is on the Internet must be considered. What are the boundaries of acceptable behavior within online communities? Many of our students are participating in an online environment without having been orientated into some of the consequences of that involvement. Do we need to address that issue? I think we do. If we don’t who does? There are adults out there in positions of authority who do some stupid things and then get upset when found out. “If you cannot say something nice, don’t say anything at all.” comes to mind. Or when Bud Hunt talks about speech that is inappropriate for class is not appropriate for your blog. If you wouldn’t want it on a billboard with your name as the author, you shouldn’t put it on the Internet. What do you do if you have a flaming blogger in your class? Or what about someone who is using an online tool as revenge? I had this happen in a workshop I presented.

    Copyright issues: I highly recommend as many of you as possible attend the Copyright workshop Feb. 3 at PLWP from 4:30 to 6:30 pm. Valorie Stokes is the presenter. Find materials from Valorie’s workshop here http://attachments.wetpaintserv.us/v0lQsVaGClNMAFe5iSzMGA87711
    The third component of online environments for digital writing breaks into three areas: accessing content for research, accessing tools for composing and creating, and last accessing spaces for publishing, sharing and commenting on digital writing. Since just about anyone can access the internet and publish content, how do we teach our students what is authentic truthful material?
    What tools do we use for online composing and creating? Online is similar to compatibility of software for student writing between home and school. A student composes his work using a free program that comes with all computers, but the school does not run that program on the school computers. How does that student work on his project at school? Or how does he/she print it at school. Compatible tools can be a problem whether online or offline.
    Publishing, sharing, and commenting on digital writing links back to the AUP and protecting the privacy of our students. If we the teachers do not teach them Internet safety, then who will? Most students know much more about using the technology available than any of their parents. They do not usually think about the ramifications of their actions when using the Internet. They also seem to see the writing they do outside of school as different from the writing they do for school assignments.
    Below are a couple of interesting sites.
    http://budtheteacher.com/wiki/index.php?title=Sample_Blog_Acceptable_Use_Policy Bud Hunts classroom AUP draft.
    http://undefined.edublogs.org/2011/01/26/videos-and-blogging/ videos about blogging by Patti Forster

  2. writingwithtechnology says:

    From Mya
    I’m embarrassed to admit this, but I’ll be honest. I have no idea if
    our district has an AUP. Surely they do. Possibly I have seen it,
    but it is just not in my consciousness, nor would I bet the
    consciousness of anyone else I work with. In my world, our focus is
    so much on reaching AYP and improving everyone’s reading levels that
    issues of the digital world take a back burner. Chapter 4 deals with
    this, but as long as our high-stakes, large-scale assessments continue
    to focus on traditional content and ways of assessing that content,
    then teaching is not likely to change much.

    In thinking about becoming a “technology activist/steward” I am
    reminded how Ellin Keene advocates creating teacher reading groups
    when first introducing the comprehension strategies and how to teach
    them to a staff. In her own PD, Ellin starts with handing out a short
    piece of reading–something a little cryptic–and she asks teachers to
    read it and then discuss what they think it means and how they came to
    those conclusions. By doing this, she gets teachers to actively
    reflect and analyze what they are doing in their own minds to
    comprehend some text, and it is a great introduction to the comp
    strategies. In this same way, I wish we had the opportunity to have
    groups of teachers who would start by just creating some things
    together using digital tools. For fun. To get comfortable with the
    tools and to reflect on the process they used to learn about them and
    decide how to incorporate them into a finished product. That would be
    some cool PD, but I don’t think it would be immediately measurable
    enough to qualify as PD for many schools.

  3. writingwithtechnology says:

    From Tia
    Now I know that there are other middle/high schools that have iPod
    touch carts and one is getting an iPad cart…yes I did say cart there
    meaning between 25 and 32. Lucky them! They get them because they
    have teachers who are not afraid to use them and make it known to
    their administrators that using the technology is important as well as
    enhancing their learning experience. That said, we are becoming a
    little more vocal with the great things that we are doing with
    technology in our building, and I have a feeling that it will pay
    off. :)

    In our building the AUP is in with our student handbook that parents
    and students have to sign. Our Science and Comm Arts departments use
    blogs, wikis, and other digital publishing tools, next year Social
    Studies is going to try it too. The leadership team in our building
    is in support of the technology and has our technology coordinator
    (who happens to be our media specialist/librarian) come in to our
    department time every other week to show us some new programs to use
    with our kids, websites to share, or to solve any problems that we’re
    having. It has become the most valuable professional development that
    I’ve had all year.

    When it comes to technology problems in my classroom, I take a very
    Socratic approach to the problem and begin with “What have you done to
    fix the problem?” And my questioning goes from there. Once a student
    really nails a concept or problem or finds a new way to do something,
    I get permission to share their knowledge and have them be the new
    expert. It is great because then I don’t have to answer questions all
    of the time.

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