Using Technology in the Writing Workshop

Integrating Technology into the Writers Workshop

1Does Technology Support the Writers Workshop?An instructor named Jan implemented a writers workshop in an online course for middle grades preservice teachers; discussed how it could translate into an actual middle school environmentStudents more likely to take risks in their writingAllows for peer and teacher feedback at all stagesAllows for more effective teacher modeling (revising, editing, and drafting can be clearly seen by students)Students who struggle with writing/motor skills can benefit by writing on the computerStudents can publish works, providing them with an authentic audienceMakes students aware of platforms in which they can present their ideas

(Watson & Lacina, 2004)

2Does Technology Support the Writers Workshop?Combining powerful childrens literature with technologyIncreases student motivationProvides students with several resources and engaging activitieshttp://search.proquest.com.authenticate.library.duq.edu/education/docview/203280829/13CFDFAB7B6409DFE97/1?accountid=10610 (many ideas for combining childrens literature and technology)

(Kara-Soteriou & Zawilinski, 2007)

3Does Technology Support the Writers Workshop?Summer camp study integrating writers workshop and hypermedia technology (first through fourth grade)Incorporated various learning typesHypermedia supported learner-created, nonlinear formats Student experimentation with computers increased their excitement and motivationDrawback: all steps being completed in HyperStudio took away from stages of writers workshopGuided writing in early drafting stage beneficial for younger students

(Mott & Klomes, 2001)

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Does Technology Support the Writers Workshop?Study on digital/multimodal storytelling (third grade)Transforms literate identitiesNotebook writing, brainstorming, and mini-lessons remained traditionalOrally recording drafts lessened the cognitive load and frustration levelTo record, students used iPods, Smartpens, or Photo BoothListening to oral recordings allowed for easier revisionsStudents noticed their focus shifting from drawings to words and content of their stories (pictures used as scaffold instead of a replacement of the writing)

(Bogard & McMackin, 2012)6Does Technology Support the Writers Workshop?Study on digital/multimodal storytelling (third grade)Resulted in more enthusiastic and meaningful peer conferencingStories were discussed after bells rang, in the hallways, at lunch, and at homeAfter oral recordings, students completed storyboards (narration, pictures, media) on paper (breaking down story used as mini-lesson)Visuals helped students to sequence, revise, and elaborateStudents very excited to share with others

(Bogard & McMackin, 2012)

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8Technology Tools and How They Can Be UsedOnline notebooks and journalshttp://erinbow.com/vivid/blog.shtml Blogs and wikisTeachers can keep their own notebooks to model strategies

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10Technology Tools and How They Can Be UsedDiscussion boards, protected chat rooms, or e-mailUsed for peer-conferencingE.g.: WebCT (chat room), Microsoft FrontPage (discussion board)Edit using comments on Word (students took seriously)Use small groups of studentsPros: Works can be peer-edited constantly, may benefit shy students, students become excited to see if they received peer feedback overnightCons: Cyberbullying, students become off-task, must be monitored carefully, cannot replace face-to-face conferences

11Technology Tools and How They Can Be UsedWeb-based publishing siteswww.kidpub.org Pro: Motivates studentsCon: Students must be aware of acceptable use policies (AUPs) and privacy/safety concernsCan give students samples of student-created writing piecesPowerPoint may also be used

Technology Tools and How They Can Be UsedInspiration/KidspirationUsed in prewriting(graphic organizers such as concept maps, mind maps, webs, outlines, plots and graphs)Pro: Helps students gather and organize ideasCon: Programs need to be purchasedhttp://www.stjohns.k12.fl.us/depts/itd/Resources/Inspiration/Template%20Guide7.6.pdf (provides graphic organizer templates for different purposes for language arts, social studies, science, planning, and thinking skills)13

Technology Tools and How They Can Be UsedHyperStudioFree 30-day trialMishmash of pictures, video, and soundsPros: Allows users to create linear and nonlinear storyboards, built-in recording, very quick to use (up to 80 percent of project through drag-and-drop)Con: Difficult to find sample projectshttp://www.k12.hi.us/~mstlaure/tlcf2000/fun_hs.htm and http://www.rogerwagner.com/hs/testdrive/Welcome_Page.html (how-to)19

20Digital StorytellingRequired toolsProgram such as Photo Story 3, Movie Maker, iMovie, or Animoto (all free)MicrophoneOptional toolsScannerDigital cameraInternet resourcesStep-by-step instructions and links to free images/music: http://courseweb.lis.illinois.edu/~jevogel2/lis506/howto.htmlExamples: http://digitalstorytelling.coe.uh.edu/example_stories.cfm?id=21&cid=21 and YouTube Storyboard templates: http://digitalstorytelling.coe.uh.edu/page.cfm?id=23&cid=23&sublinkid=37

21Digital Storytelling Example

22ReferencesBogard, J. M., & McMackin, M. C. (2012). Combining traditional and new literacies in a 21st-century writing workshop. The Reading Teacher, 65(5), 313-323. Retrieved from http://web.ebscohost.com.authenticate.library.duq.edu/ehost/detail?vid=3&sid=a2676894-d35c-46a1-80b6-999b7e6d0908%40sessionmgr4&hid=14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ961027Guidry Lacina, J. (2004). Technology and the writing workshop. Childhood Education, 80(2), 101-103. Retrieved from http://search.proquest.com.authenticate.library.duq.edu/education/docview/210386924/13CFDF76619345CCB32/1?accountid=10610Kara-Soteriou, J., Zawilinski, L., & Henry, L. A. (2007). Children's books and technology in the classroom: A dynamic combo for supporting the writing workshop. The Reading Teacher, 60(7), 698-707. Retrieved from http://search.proquest.com.authenticate.library.duq.edu/education/docview/203280829/13CFDFAB7B6409DFE97/1?accountid=10610 Mott, M. S., & Klomes, J. M. (2001). The synthesis of writing workshop and hypermedia-authoring: Grades 1-4. Early Childhood Research & Practice, 3(2). Retrieved from http://ecrp.uiuc.edu/v3n2/mott.htmlWatson, P. A., & Guidry Lacina, J. (2004). Lessons learned from integrating technology in a writer's workshop. Voices from the Middle, 11(3), 38-44. Retrieved from http://search.proquest.com.authenticate.library.duq.edu/education/docview/213932286/13CFDFEE33C5DA7C95F/1?accountid=10610

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