05.12.10 Virtual Classroom
1.31.2010
The Virtual Classroom:
Transforming Teacher Practice
With the New Writing Pedagogy
Sue McIntyre
HSU, English Composition
RWP Director, TC 2004
Transforming Teacher Practice
With the New Writing Pedagogy
Sue McIntyre
HSU, English Composition
RWP Director, TC 2004
So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best. Then, let's push it and pull it some more. And let's do it quickly, so the 22nd century doesn't catch us by surprise with too much of our work undone. --Marc Prensky
Before we start:
- Please fill out the hard copy (gasp!) survey being passed around the room. I’m going to use it to gauge current knowledge and create groups.
- Log on to the computer, open your browser, and navigate to the TechMatters blog: http://rwptechmatters2010.blogspot.com/
- Access the workshop agenda by selecting "Virtual Classroom" from the Workshops list in the blog's left column.
- If you have a GoogleDocs account, please open another browser tab and sign in to your account. If you don’t have an account, I’ll pair you up with an assistant/expert!
- Remember that computers have a 10-minute time out. I’ll try not to run on too much, but in the event that we’re off the computer for more than 10 minutes, please keep your eye on the log-off warning. (I’ll do my best to remind you to joggle your mouse on occasion!)
TODAY’S (TENTATIVE) PLAN
Introductions (5:05 start): Name, grade/subject, interest in the Virtual Classroom
Sue’s Class-Transformation Journey (5:10): becoming a (partially) online teacher
Read and Write (5:20)
Click the article title to access and read “The New Writing Pedagogy: Using Social Networking Tools to Keep Up with Student Interests” by Angela Pascopella and Will Richardson.
AND
Open a new GoogleDoc and put some of your thoughts in writing. Specifically, what benefits can you see when using the new writing and moving class activities to online spaces? What concerns do you have about the new writing and online classroom activities?
Small Group Virtual Response (5:40)
- Check your GoogleDocs for the list of group names and email addresses.
- Copy the email addresses provided for your group
- Return to your reading reflection and share the document with your group members by selecting “Share” and pasting their addresses into the space provided.
- Read the responses of your group members and comment on their interests and concerns regarding the new writing. Use colored text or Insert Comment so group members can hear your “voice.”
- As time allows, read and comment on the comments!
It all boils down to ________________. (5:50)
In round-robin fashion, each participant shares one word/phrase that summarizes his/her thoughts on the Virtual Classroom and/or the New Writing. For us, it all boils down to . . .
Break (5:55)
Show and Tell: Sue’s Sample Transformed Activities (6:00)
Grade-level face-to-face group discussion (6:15)
Meet with colleagues and discuss specific activities from the writing classroom that you may be able to transform with the New Writing
Whole Group Share (6:35)
Final Words (6:50)
Resources
In round-robin fashion, each participant shares one word/phrase that summarizes his/her thoughts on the Virtual Classroom and/or the New Writing. For us, it all boils down to . . .
. . . collaborative knowledge building.
. . . authentic audience.
. . . socio-economic class (access)
. . . "I'm important."
. . . increased, improved options.
. . . authentic audience.
. . . socio-economic class (access)
. . . "I'm important."
. . . increased, improved options.
Break (5:55)
Show and Tell: Sue’s Sample Transformed Activities (6:00)
Grade-level face-to-face group discussion (6:15)
Meet with colleagues and discuss specific activities from the writing classroom that you may be able to transform with the New Writing
Whole Group Share (6:35)
- Assemble a collaborative wiki college-writing guide.
- Host an online story discussion rather than simply talking following a reading.
- Collaborative authoring: serial composition using a single computer.
- Collaborative prewriting: generating information for each other by taking turns writing down everything known about another's topic.
- Classroom blogs: posting photos of captured drawings (or illustrated stories), composing reading responses, sharing essay topics. . . .
- Beginning communities in the computer lab, before F2F classroom discussions. If the conversations start online even though we are all sitting in the same room, saving verbal discussions for later in the term, we can develop that sense of community faster, better, stronger. (It's easier to embrace the talking after the writing--not so much the other way around.)
- Blogging after listening to podcasts, allowing/encouraging/forcing students to hear voices/perspectives other than the teacher's.
Final Words (6:50)
- Students and Digital Citizenry
- Colleague support
- Administrative support
- Time
Resources
- “The New Writing Pedagogy: Using Social Networking Tools to Keep Up with Student Interests” by Angela Pascopella and Will Richardson. http://www.districtadministration.com/viewarticle.aspx?articleid=2202
- “Shaping Tech for the Classroom: 21st-Century Schools Need 21st-Century Technology” by Mark Prensky http://www.edutopia.org/adopt-and-adapt
- The National Writing Project website (nwp.org) has a wealth of information on the New Writing and uses of technology in the classroom. This link will specifically take you to a Resources page compiled by NWP‘s Technology Liaisons Network: http://www.nwp.org/cs/public/print/programs/tln?x-t=resources.view
