writing 2.0: technology-rich approach to common core writing
DESCRIPTION
Tracy Watanabe's and Shauna Hamman's presentation for Arizona Department of Education's Leading Change presentationTRANSCRIPT
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.
Image: Web, Martin Gommel, CC: BY, NC, SA
Today’s Goals:
Technology Rich A
pproach to A
ZCC
RS W
riting
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?
What do you want to walk away with?Image adapted from: Time To Walk Like A Rebel, Ian Sane, CC: BY
you
What skills are most desired by employers?
Image: Wikimedia Commons
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
Being literate is being able to effectively
communicate
Being literate is being able to effectively
communicate
Image: Andrea Hernandez, CC: BY, NC, SA
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
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
Org
aniz
atio
ns
that
reco
gniz
e te
chno
logy
as
part
of
liter
acy
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
Arizona C
ollege & C
areer R
eady Standards (A
ZCC
RS)
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.7
Arizona C
ollege & C
areer R
eady Standards (A
ZCC
RS)
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
Arizona C
ollege & C
areer R
eady Standards (A
ZCC
RS)
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.
Arizona C
ollege & C
areer R
eady Standards (A
ZCC
RS)
Source: College and Career Readiness Anchor Standards for Writing
Shift: Literacy includes digital literacy
Image: Shift, Nick Aldwin, CC: BY, NC
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
Essential QuestionsPurpose — 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?
What does a tech-rich approach to writing
look like to you?
What do you think of ? Examples?
Image: Tracy Watanabe CC: BY
Insert examples
Argument Writing
Slide Presentation
Mrs. Hamman's Blog Post
Persuade
100 Word Challenge Cassie’s post
Expository Writing
Link to video
Link to Mrs. Hamman's Blog Post
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
Functional or How-To Writing
Link to Mrs. Hamman's Blog Post
Rainbow poetry
Twitter #cirpoem Image above: Linda Yollis' Class Blog
My Simile PoemMrs. Schmidt's students use Animoto for simile poetry
Writing Using Augmented Reality
Image: Wikipedia Home Page
Submit research
on Wikipedia
Commenting
100 Word Challenge -- Week 31
Post 1
Image: Jane Hewitt
Post 2
Image adapted from: Brown paper packages tied with string Nomadic Lass, CC: BY, SA
Write a
book review for Amazon
Sticky Notes with Padlet
Mrs. Rabe’s Class Blog
idea from Nancy Frey, Literacy 2.0 Conference, Feb. 8, 2014
Blogging was part of the daily writing routine
0
0.93
1.85
2.78
3.70
Fall -- NarrativeSpring -- Expository
2012-2013 Benchmarks
Not an “add-on”
Students wrote the posts & replied to comments
Global audience
Image: Tracy Watanabe CC: BY
Essential QuestionsPurpose — 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?
What structures do you have in
place?
Devices? Bandwidth?
Open or blocked sites? Professional development? Image: Calipers, Ian Sane, CC: BY
What structures do you have in
place?
Tech procedures? Digital citizenship?
Class culture of risk? Image: The Colorful Bokeh Men, Ian Sane, CC: BY
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
Structures for evidence-based writing
Image: A Burnside View, Ian Sane, CC: BY
Rubrics:
Hyperlinks
Cite sources for ideas, images, multi-media, etc.
Essential QuestionsPurpose — 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?
Image: Journey--First Step, Melody Campbell, CC: BY
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
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: Road to nowhere, Celestine Chua, CC: BY
Essential QuestionsPurpose — 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?
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?
Special thanks to…
Resources from today: http://bit.ly/LeadingChangeWriting