DigitalWritersWorkshopFALL2010

=CATNIP FALL 2010= =__ The Digital Writer's Workshop __=

__**Description**____:__ This K12 Online Conference presentation describes the writers’ workshop conducted with a group of upper elementary students. The focus was on the process of writing combining hands-on and technology activities with a special focus on the engagement of multiple intelligences. **__Presenter:__** Jackie Gerstein, Boise, ID USA **__Length of Presentation:__** 22:33 **2** CATNIP HOURS __**URL:**__ []

__**Steps for completing the class**__
 * 1) **Register for the class in True North Logic.**
 * 2) **Write down the Essential Questions located below. You will want to refer to these as you are watching the video.**
 * 3) **Watch video presentation at URL listed above.**
 * 4) **Return to this wiki page to answer the Essential Questions and write a Summary**
 * 5) **Adding to this wiki**
 * 6) **Click on the Edit button located on the right - note that an Editor toolbar will appear**
 * 7) **Scroll down to the next empty spot**
 * 8) **Type in your name**
 * 9) **Write a brief answer for each question**
 * 10) **Write a brief summary as to how you might use this new information in your classroom**
 * 11) **When you are done click on Save in the Editor toolbar**

//If you have questions regarding entering information into this Wiki please contact Kim Thomas (kthomas@msd38.org).//
 * Essential Questions:**

//Your name: Katie Newton// //1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?// //Information/media fluency is the proficiency and ability to use technology in a meaningful and authentic way such that it melds with and enhances core instruction being taught in the classroom. It is the strong knowledge base that students have being applied through using technology and technologically related material on a frequent basis in the classroom. Students who are fluent in media and information are able to manipulate and navigate technology, whether it be the computer, internet, or a particular technology program (depending on grade level) in order to enhance their learning in a motivating and constructive way.//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?//

//Teachers need to make a commitment to engage in praxis related to newly acquired tools, technology, or knowledge. Establishing mission/vision/values for the use of technology in the classroom across a grade level would increase the probability and the likelihood that collaboration would occur and be sustainable.//

//3. How do we ensure equity? How can we narrow the access gap?//

//Technological equity is challenging, but in the Madison district, we do have access to it and we should be ensuring that students are engaged with technology in classroom, because they may be facing a lack of it outside of the classroom. Making families/students aware of what free resources exist for technological use is important, and providing training for students and families for how to use unfamiliar technology would narrow the access gap.//

//4. What should we expect a student’s academic digital footprint to look like?//

//I plan to use a wealth of technology and technological resources in my Kindergarten classroom this year. My students are already use the computer a minimum of three times per week, and I hope the frequency at which they are engaged with the computer and technological resources increases as the year progresses. My hope is that, at the very least, students leave my classroom with a basic knowledge of how to navigate a computer and use the computer in responsible ways, so that their future with technology has already been given a foundation at a young age. I plan to use technology for art, writing, and group projects. My hope is that each child has at least one product to take home at the end of the year which was created using technology in at least one substantial way, but I also hope that the process that the students undergo in order to generate their product is meaningful and long lasting.//

//Summary (How might you use this new information in your classroom?)://

//The resources mentioned in this presentation were very valuable and I have already noted them for future use. More importantly, the process by which this teacher initiated the digital writer's workshop can be adapted and used at any grade level, and it helped me generate new ideas for how to go about writing in the classroom. I think one of the most important messages this presentation sent was that students' creativity and longing to tell stories almost has a timer on it, so tap into it and use it as a resource now. Good writers and good story tellers are hard to find, but if students can develop those skills in Kindergarten and foster them throughout the primary grades, the probability that those will be maintained throughout students' education is increased dramatically. My job as a teacher is to encourage creativity and imagination, and technology can undoubtedly play a large role in that process.//

Your name: Amy Bondeson

//1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?//

//I think information and media fluency this year is incorporating technology into student's lives on a daily basis whether it is in or out of the classroom. Student's will be using teachers websites, internet, interactive websites, wikis, voicestream and more in order to enhance their understanding of a given concept. Both students and teachers should be very familiar with the technological opportunities that are easily available and accessible.//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?//

//I think if students, teachers, and parents are all on board and excited about incorporating technology into learning it will create a love for technology rather than frustration. Strategies that will work are ones in which the student's are involved and ones they enjoy. A lot of the sites and information I have picked up through out the CATNIP classes are not difficult to catch on to and will create high student engagement.//

//3. How do we ensure equity? How can we narrow the access gap?//

//I think it is very difficult to ensure that students with a computer at home and ones without will have the same experiences with technology. I think providing each student with a sold digital footprint and a core knowledge of technology will bridge the gap. Giving students as much time possible to use technology at school ( even before and after) will also help bridge the gap.//

//4. What should we expect a student’s academic digital footprint to look like?//

//I think it is very important that students start to create their digital footprint by the time they are in fifth grade. At this age, as they start going on myspace and other social networking sites, it is important for them to keep a positive digital footprint. Since their digital footprint will follow them throughout their lives it is important they are aware of internet safety and use technology to their advantage.//

//Summary (How might you use this new information in your classroom?)://

//I thought this teacher had a very creative and exciting approach to writing. I am sure her students will love to write by the time they leave her classroom, and even better, they will be able to use technology to tell their stories. I thought her writing process was very collaborative amongst the students and herself and I loved how they got to skype an author. Although I do not teach language arts, I would love to incorporate this idea into social studies. Students could tell a digital story about a Native American Tribe, a biography of a person we learn about, etc.//

//Your name: Danielle Robb//

//1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable? I believe that we shouldn't tell students what we expect from them when it comes to technology. Often times children know more than the teachers and create extraordinary projects/presentations if we just give them the freedom to do so. I believe that if the kids are fully invested in the project they will create the best product that they can.//

//3. How do we ensure equity? How can we narrow the access gap? We need to make sure that everyone in our class has access to the technology that we have available. A lot of times only certain students "get to" go on the computer for Waterford at my school. This is a reading program that helps kids with reading. My "high kids" are often jealous of these students. This year, I have incorporated work activity time into my students daily schedule. During this time students choose a group and a topic. They research and/or read about their topic. They take notes and then come up with ANY project that they would like to complete. They could create a power point presentation, write and perform a play, create a model, create a poster, ANYTHING. I believe that this has REALLY bumped up my reading time. Students are coming up with and creating projects that I could have never thought of. Most students use some sort of technology in their project, I hope that as time goes on we can start to incorporate even more!//

//4. What should we expect a student’s academic digital footprint to look like? I would hope that a student's academic digital footprint reflects their creativity and imagination. I am trying to get away from giving students a set project and start allowing them to come up with a way to show their learning. I think that this helps students to have a very versitile digital footprint that shows their creativity. This also gives them options for the future to//

//Summary (How might you use this new information in your classroom?): After watching this video, I think I am right on track (at least when it comes to Work Activity Time). The teacher in the video focused on creativity and letting the kids think outside of the box. She didn't tell them exactly what they needed to do and that is what I am trying to do in my room too. At first, it was really hard letting go of the control. I was worried that my kids would take advantage of Work Activity Time, BUT THEY DON'T! They look forward to it each and every day. They are independent and work really hard throughout the entire hour. I am so pleased with the projects/presentations that they have come up with so far, and it's only been a month! I can't wait to see what else they can come up with throughout the school year! I plan on earning as much technology as I can through CATNIP courses to increase their possibilities.//

Your name: ** Katie O'Neill **

//1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?// ** Information/media fluency for students means that they are exposed to new technologies on a daily basis and are able to use the new technology in a meaningful way. For students to be able to access new technology at school is essential because some of these students will not have access at home. I feel incredibly blessed that in our school district we possess such an abundance of technology. We certainly need to take advantage of such a gift and utilize it to its full potential. **

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?// ** Video chatting with classes from different states OR creating wikis where people can dialogue and/or contribute on their own time. Plus, it is a great way to document. **

//3. How do we ensure equity? How can we narrow the access gap?// ** As educators we are called to be creative. If someway it were possible to have a school opened over the weekend for a period of time so that students and their families would be able to come in and access the internet. Of course, safety parameters would have to be taken but at least this would ensure access to technology for all people. **

//4. What should we expect a student’s academic digital footprint to look like?// ** Our student's digital footprint should begin with their understanding how to operate a computer and access the basics the computer has to offer (i.e. Microsoft office tools). Furthermore, students should feel confident and safe on the internet and able to access with intelligence. **

//Summary (How might you use this new information in your classroom?):// **I think that all I have learned can be applied to the knowledge I pass on to my third grade class about how to be fluent people in the internet-driven society we live in.**

//Your name: Bonnie McCarthy//

//1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?// //Information/media fluency for the school year is using internet resources and programs to enhance learning in the classroom. It can take students' work to a new level of research, collaboration, and presentation. In this Digital Writer's Workshop, it looks like the students creating a finished product using internet applications and resources along the way.//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?// //Meaningful collaboration can be developed in the classroom and beyond. As students learn and create in the classroom using conventional and internet resources, the global links are opened for the students. They are able to use a wide variety of applications and resources to create and publish their work to a larger audience. The strategies that work are the ones that teachers and parents are comfortable and educated in. In order to collaboration to be possible, teachers must educate themselves, their students, and the students' families to the possibilities available when using internet resources. They can be sustainable if all the teachers within a school or community are utilizing the same resources and challenging their students to stretch their abilities and experience with the internet.//

//3. How do we ensure equity? How can we narrow the access gap?// //Not all families or teachers are comfortable using resources and applications within the classroom. People need to be educated on how to safely use the internet to enrich the experience in the classroom, and school districts need to make a commitment to technology application and education.//

//4. What should we expect a student’s academic digital footprint to look like?// //A student's academic digital footprint should begin early in their educational career and develop throughout the educational process. Students need to be educated in the how and why of internet applications, resources, and safety measures. I like the Digital Writer's Workshop process because it combined traditional schoolwork, collaboration, and multiple intelligences with internet resources to publish work and share their learning with the community.//

//Summary (How might you use this new information in your classroom?):// //This new information made me think about the many different ways that technology can be used in the classroom. Even at the Kindergarten level we are not limited to Waterford for phonics. Students can create and maintain a safe global connection to the world. By learning safe practices from an early age, the students will begin with a strong foundation in internet applications, resources, collaboration, and safety.//

//Your name: Teresa Belnap// //1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?// //Not all students have access to a computer at home. Those students only have access while at school. Madison District has many option available to all of its students. Many student have grown up with technology and have no trouble navigating through the many opportunities it provides. All students need to have the opportunity to learn how to **safely** navigate through these opportunities.//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?// //There are many tools available to students and more appear all the time. The students are able to collaborate with each other in the classroom, with their parents, with students from other classrooms or schools (in their area, state, or outside their state or even country). Allowing students the oppotunity to explore their own interests and talents and using their creativity helps sustain their interest.//

//3. How do we ensure equity? How can we narrow the access gap?// //All the students need to have opportunity to explore the many things that are available in the technological world. Some parents are not comfortable with their child being on computers and the internet. The students and their parents all need to learn all they can to make sure they are safe while on the computer, but to have the opportunity to learn and explore their own areas of interest. Helping the parents learn how to keep their children safe and also helping them discover many of the free resources that are available will help to narrow the access gap.//

//4. What should we expect a student’s academic digital footprint to look like?// //A student's digital footprint begins earlier all the time. If they understand now the importance of being safe while online, it will help them throughout their lives. Their academic digital footprint should also begin earlier and earlier and show more of their own interests. Thinking about the future, I expect we will be able to see a student's technology skills grow and improve and their own creativity increase over time.//

//Summary (How might you use this new information in your classroom?):// //I look forward to helping my students learn to safely explore the world of technology. I will be taking many CATNIP courses to help keep my skills ahead of my students and to give me the ability to introduce these to my students. I love the idea of students creating their own projects using many of these tools and look forward to exploring this on a kindergarten level.//

//Your name: Julie Bradford// //1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?// In regards to information/media fluency, the students focused on the process of digital story telling, rather than the product. The students tapped into their personal talents in order to make their project unique. In the case of the digital workshop, students followed a series of steps to create the final product such as character development, 3D setting, plot development, story boarding, online books, theme song, podcast, and shadow puppets.

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?// Students were able to collaborate in a variety of ways to make connections. They built connections with fellow students based on their characters. Students also had the opportunity to make connections with fellow authors via podcast. Collaborations should be formed with both similarities and differences in mind. The narrator grouped the children together based on the similar traits of their story character. However, each student created their own character which made for interesting collaborations. Throughout the digital workshop, the children were smiling, interacting, and demonstrating interest in the lesson. Clearly, sustainable strategies are those that allow students to tap into their unique talent in a way that is fun and interesting for them.

//3. How do we ensure equity? How can we narrow the access gap?// We can ensure equity by giving all children the opportunity to access technology. In the digital workshop, students worked both independently and collaboratively over an extended period of time. Because the students had such a long time to experiment with technology, they were able to gain a greater understanding of technology. //4. What should we expect a student’s academic digital footprint to look like?// A student's academic digital footprint should be a positive one. In the writer's workshop, students were given an opportunity to experiment with a wide range of digital workshop technology. In this way, students were able to create a digital footprint that was unique to them in a medium that they enjoyed.

//Summary (How might you use this new information in your classroom?):// The process of the digital workshop was exceptional. I really liked how the workshop was scaffolded by first teaching the students, then giving them time to work independently, and then coming together in a collaborative format with their classmates. I look forward to using the format in my classroom in future writing lessons.

Jenny Davey 1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?

Related to the Digital Writers’ Workshop process, information/media fluency is the ability of young writers to use PC and online resources throughout the writing process. For example, they could utilize GoogleDocs or Kidspiration for prewriting (word webs, storyboarding templates), drafting/editing (word processing programs), or publishing their work (TickaTock). They could also use the web to research a topic as background for realistic or historical fiction, and would need to be able to read online resources with a critical eye (see my post on “Wizard of Apps” for more on that topic).

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

Students could engage in meaningful collaboration by working together on a writing project via the web or PC based tools. Resources such as Kidspiration or Wall Wisher could be used to brainstorm and write together as a group. We might even work with another group of students via Skype to write collaboratively on a wiki. Having never used these resources for this specific purpose, I cannot yet speak to their effectiveness or sustainability.

3. How do we ensure equity? How can we narrow the access gap?

Using the Digital Writers’ Workshop process, students are encouraged to engage in the process by using their creativity and imagination. The inclusion of various modalities provides students multiple ways to express their ideas and showcase their unique talents.

4. What should we expect a student’s academic digital footprint to look like?

Student stories might be included on a class blog, the writing process may be documented on a wiki, or their work shared online in an electronic book format.

Summary (How might you use this new information in your classroom?):

While many of the ideas presented lend themselves to older students, my students would really benefit from learning how to tell stories in a cohesive, intelligible way. Storyboarding would be a great resource to help them along that path. I also plan to find the National Novel Writing Month’s Young Novelist Workbook.

//Your name: Victoria Coughlin// //1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?// //I believe that information/media fluency is using technology in a way that allows students to learn the technology and ways to use that technology to in their school work. Instead of just writing a story in draft books, these students created characters, 3-d settings, recording, and podcasts.//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?// //Finding the right technology to share is the first step in making meaningful and powerful connections. Teachers need to look at what students are expected to learn and find ways to use technology to enhance the learning. This may be a video chat with someone from or visiting Egypt when learning about Egypt. It may be Skyping with a basket weaver when learning about weaving. It may be through a class wiki where students can share thoughts and ideas outside of school time. Students need to be able to make a connection to themselves or their learning in order to make any of these things work. Students should also be a part of the process, coming up with interview questions and asking them, for example.//

//3. How do we ensure equity? How can we narrow the access gap?// //Doing the work in the classroom where technology is readily available to all students would help here. Teachers cannot expect that students communicate using technology form home if all students do not have computers or internet access. If needed teachers could open classrooms early or stay late once a week in order to allow students access if needed.//

//4. What should we expect a student’s academic digital footprint to look like?// //This may start small in, a story published on a classroom webpage, but should get larger as students get older. Hopefully teachers begin to allow (and expect) students to have more access to creating projects and publishing them on-line. The difficulty here is educating teachers, showing them the possibilities for their students.//

//Summary (How might you use this new information in your classroom?)// //I love the idea of creating a character, then drawing, making a mask, and then creating a 3-D setting. Teaching K students about character and setting could come alive a lot more if I added some (or all) of these into our writer’s workshop.// //I would also like to look at the on-line storyboard sites…this could be a fun tool for story sequence.//

//Your name:// //1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?//

//2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?//

//3. How do we ensure equity? How can we narrow the access gap?//

//4. What should we expect a student’s academic digital footprint to look like?//

//Summary (How might you use this new information in your classroom?)://