Cherie+Paul+pg.1-59+response

__Because Digital Writing Matters__ Written Response by Cherie Paul ATI August 2011

For me, writing is a form of communication. I found that I could sum my feelings about the first 60 pages of the book __Because Digital Writing Matters__in the quote on page 1 “Writing, properly understood, is thought on paper.” Maybe it is the “properly understood” part that makes me smile- you know, one of those slight giggle, slight sly, slight cynical types of smiles! To me this quote is perfect and relates so well to the ups and downs of the digital age. An example of my reaction can be explained with a family situation. I have always cringed when family just wants to email a discussion of a “sensitive” nature. Just which eyes and frame of reference are they all reading from? How do you “guarantee” the concept of “properly understood?” This to me is why teaching students to be good writers is so challenging. The book keeps emphasizing the fact that digital writing is complex- it is more than just a skill. It still is writing with tools though. Hasn’t teaching the writing process and teaching students to be accomplished or at the very least, effective communicators and writers always been complex? As I see it, teaching the technology part is teaching the skills and tools one needs to use technology. Yes, this is also a bit complex, but it is just another set of tools. This is a skill, one that should be scaffold into the schools curriculum. No one teacher should teach all the tools. I agree with this; students need variety since everyone has their own unique ways of understanding and applying what is being taught. Lisa Each year the student’s technology repertoire should be added to so he/she can become proficient and see the value, as well as pitfalls of the digital age. In fact, this is the reason I am taking this class. I strongly believe and agree with the book (pg. 5) “equipping students to work across and within contemporary networked space, and to write in a range of genres and a diversity of modes to audiences local and widespread, will serve students in their higher education experience and in the workplaces of the future.” We need to teach how to be effective writes and use effective tools!

I find I completely agree with the fact that technology has a positive effect on student writing (pg 8). Good point! It has made it easier to edit and revise. It has certainly made the playing field fair. [I'd enjoy talking with you about this.! Nancy] The use of a word processing program means that even those students who struggle with the physical aspect of writing can enjoy producing polished pieces of work. I love this insight! Lisa The use of word processing programs does not mean student can abandon spelling correctly or using proper grammar. One still needs these skills to properly write for understanding. The program simply helps aid the writer with revision. I have seen year after year, students more willing to edit and revise draft after draft on the computer. This did not occur when we used just pen and paper. I have always said that I want to produce thinkers. Knowledge cramming never seemed appealing. So again, I found I cracked a smile when I read (pg. 25) “All knowledge is a Google away.” So true and students today seem so comfortable with hopping on Google and searching! However, we as teachers need to teach how to properly search and how to find credible websites. Again, a skill that takes time to develop and should be introduced at a young age. Students today are (pg 26) “ digital natives” and I even think some of their parents are as well. I freely admit that I am a “digital immigrant” and work hard to stay caught up and current on the digital world. I openly admit that I am not comfortable with all aspects of technology. I am still trying to incorporate “old world ways” with “new world ways.” I struggle with the concept that texting allows for no capitals or punctuation. It is the short hand of old. I wish we could make students recognize this fact. Texting has its place just as short hand had its place. Texting conventions are not the norm for all writing and speaking.

The choices of how to produce a piece have expanded from a simple word document. Students can produce power points, iMovies, iDVD’s, pieces on google docs, and so on and so forth. It all requires knowledge of how each “program” works. However, no matter what format the student chooses to use, the student must have a fundamental idea of what the purpose is for making the choice of a power point over an iMovie. The student must also have a clear purpose of what it is they are writing and producing so it can “be properly understood.” Again, this makes the process more complex due to the addition of a programs skill set. Yes, we keep coming back to audience, purpose, and product don't we? Catheirne It also, in my opinion, makes the process more complex due to the amount of computers available in our classroom or due to the amount of computer lab time available for each class. It also means schools have to have a balance between security issues and allowing students to use certain sites. As stated (pg 32) the cost of technology is higher than school budgets are able to support. We also struggle with in-services. Again, time and money comes into play. It takes both to have quality in-service and equipment. It takes a great deal of time on the teacher’s part to practice the new skill set and to develop the lessons that will be utilizing the technology. I am often willing to spend the time to explore technology and create lessons, but I know that other teachers are unable to due to other obligations in their life.

An area I have not seen addressed yet in the book is classroom management and security issues. I myself feel fortunate enough to have 20 Alphasmarts (little word processing units) in my class. However, management of downloading and proof reading can be daunting! To me, this is where digital writing can be complex- it is the management of students time on the computer to produce the final form. I also wonder about the security issues- how do you protect student’s thoughts on goggle docs? By protect, I mean from mean spirited other students (goodness knows we have problems now with saving folders!) as well as from “well meaning” parents who have “good intentions” and want to “fix-up” their student’s response? I also have concerns regarding students whose families cannot afford technology beyond a cell phone. This is still a reality at our school. Wow, as a person who has worked with teens from economically disadvantaged backgrounds, I think about this all of the time. It's amazing how intuitive they are once they get their hands on technology. Kids these days amaze me! Lisa

In essence, if we as teachers are trying to teach how to write to be effective communicators, then we need to (pg 39) “remind learners to question technology, to analyze tools, and to carefully select the best tool available for a particular meaning-making task.” We need to value “important practice that support writers’ growth and development over time…” by supporting the writing process, “study the craft of writing and analyze how text in different media are designed and how they function across genres, purposes, and discourse communities.” We must also remember that nothing has changed really when we say we must “help students analyze and understand the rhetorical situations for their writing, including how to think about audience, clarify purpose, and work with form and stance in order to cultivate in students the flexibility and strategic thinking that help them address new occasions for writing.” (Pg 42) We must go back and revisit and update our practice. Wasn’t that what “Learning Network” purposed years ago- teach students to TAP it out Topic, Audience, Plan. You had a free write period to explore ideas than you TAP before you begin. In the process you may find that you are writing an Ode not just a memorial piece and you made the corrections. It would be great to utilize GarageBand software and produce pieces. Again, it all depends on your technology support. Our person pulled GarageBand from the computers because he thought other sources would work. It would be great to utilize many different aspects of technology such as YouTube, but can we with all the roadblocks of security? This is a conflict that can be solved through dialogue- again more time and effort on the teachers’ part. The bottom line is we are all trying our best to support students in the process of writing and studying the craft of writing and how it is used today in the world of multimedia. We must remember all we can due is start out small. It is more complex due to the fact we are adding a new set of skills. Change or add one thing each year and build upon our students’ knowledge. We as “digital immigrants” cannot be afraid to use our “digital natives” knowledge and learn from them! This is a core belief that has worked for me over the past few years. I even notice that students really seem to enjoy helping me learn about the world of technology! It has been a win/win situation. I teach students that “writing, properly understood, is thought on paper” or as I like to add now, thoughts on computer screen or cyber space. Writing well is essential for communicating your thoughts. Students teach me how to expand my skills utilizing various forms of technology so that there can be more choices when writing!