Trialling technology to grow writers
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Wellesley College is exploring the integration of technology to enhance writing skills among students, particularly focusing on boys' writing through digital tools. The approach includes fostering student engagement by tailoring learning experiences to their interests and prior knowledge, while leveraging e-learning methods. Key aspects involve collaborative writing, personalized learning, and the use of various digital platforms to facilitate the writing process.
Trialling technology to grow writers
- 1. Wellesley College: Trialling technology to grow writers Karen Melhuish Spencer | @virtuallykaren | 29 January 2013
- 2. No hea au?
- 3. Touchstones • Wellesley character • The value of e-learning • Enhancing writing • Knowing and including our students • Starting our own inquiries
- 5. By the end of our session... Develop a question to trial that combines boys’ writing and digital technologies. by.... ✓Considering your current situation ✓Exploring current examples of e-learning and writing ✓Plotting an inquiry for term 1. http://www.flickr.com/photos/27620885@N02/3018698863/sizes/m/
- 6. Combining writing and technologies The big ideas
- 7. Using Storybird to improve literacy
- 8. what is e-learning? “...learning and teaching that is facilitated by or supported through the appropriate use of information and communication technologies (ICTs). “
- 9. what’s the point? ..so that every student can actively engage in learning in ways that deliberately suit their needs and passions. Civic engagement Greater opportunity to connect, participate & collaborate Digital citizens New pathways to new Access knowledge Inclusion. Personalisation Inclusion Engagement through . prior knowledge Equity Source: wakingphotolife
- 10. “In deep expressions of practice, students' learning activities and the curriculum/knowledge content they engage with are shaped in ways that reflect the input and interests of students, as well as what teachers know to be important knowledge” Bolstad, R., Gilbert J., McDowell, S., Bull, A., Boyd, S., Hipkins, R. (2012) Supporting future-oriented learning and teaching - a New Zealand perspective. New Zealand: Ministry of Education
- 11. Combining writing and technologies What can it look like?
- 12. WhyPlaces and people places are important Why places are important to us http://www.flickr.com/photos/90257728@N02/
- 13. An small example using SOLO My place in the sun - understanding why places can be important o us. • Identify one important place where people go during the summer. • Describe the kinds of places where people spend their summer. • Compare the places - how are they similar? different? • Make general statements about the kinds of places that are important to people.
- 14. Engagement before writing “Help me find my own doorway” “Once we have developed a rich question, we use photos gathered on Flickr, recorded video interviews with family, and examples online, like Digistore, to engage boys’ prior knowledge on a topic.” http://www.flickr.com/photos/learnscope/2547026015/sizes/m/
- 15. Preparing to write “Give me steps...or build me a ramp” “There is more than one way to show understanding - we sketch, digitally mind-map, retell stories using storytelling apps and curate images as we prepare to write.” http://www.flickr.com/photos/kevintice/189207135/sizes/m/
- 16. The writing process “Pathways as memorable as the destination” “We use tools to support collaborative and shared writing, easy editing and authentic publication. Writing for real purposes and audiences has never been easier.” http://www.flickr.com/photos/opedagogen/5265755107/sizes/m/
- 17. Combining writing and technologies How can we turn ideas into action?
- 18. driving your own learning Image:Boudewijn Berends
- 19. design for all Image: ZeRo`SKiLL
- 20. A helpful focus 1. How can I teach writing better using digital technologies? 2. What’s happening in other schools with e-learning? 3. How can I use a collaborative writing tool to engage those identified students who need support at the drafting stage?
- 21. “My students mainly draft writing and then we type it up neatly, or make posters for the wall. To be honest, the work is the same as it has always been - I’m not sure what the possibilities are.” ✓finding out What might our focus question be? ✓planning ✓investigating Image: DavidDMuir
- 22. “We have tablets in the classroom and we use them mainly for research and editing. Some students want to be more creative in the way they work. I feel we could be using technologies to support the learning process more strategically.” ✓trialing What might our focus question be? ✓establishing Image: Christy Tvarok Green
- 23. “ I have begun to use technologies to find new pathways that suit students’ passions and needs. This has meant designing tasks differently to how I have in the past.” ✓ focus on learning ✓authentic use What might our focus question be? ✓shared roles ✓whole community Image: Mark Pinder for the Guardian
- 24. “We integrate technologies so that students’ learning is personalised and richly creative - and we make the most of community and global connections. Learning looks completely different to a few years ago.” ✓higher-order ✓community driven What might our focus question be? ✓networked & blended Image: chesbayprogram
- 25. Test. Trial. Question. Inquire. • What do your students need? What matters most to them, given what you know? • How can you combine literacy, pedagogy and technology in ONE small trial? Frame this as a deep question. • What will you need to know before you trial? • What will you look for? • What happened? What questions do you now have? • Next steps?
- 26. Hands-on activity? Co-develop our inquiry for term 1 www.bit.ly/wellesley1234 http://www.flickr.com/photos/opedagogen/5265755107/sizes
- 27. stars and wishes
- 28. Next steps? What is needed now? Image: Some rights reserved by SFB579 :)
- 30. VLN Groups - online community for teachers www.vln.school.nz
- 31. Further thinking: • Teaching as inquiry - case studies: http://nzcurriculum.tki.org.nz/Curriculum-stories/Case- studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry • Inquiry as a disposition (CORE EdTalk): http://edtalks.org/video/inquiry-disposition#.UPRrXKFeui8) • e-Learning as inquiry on Literacy Online (http://elearningasinquiry.tki.org.nz/What-is-e-Learning-as-Inquiry) • How teachers are inquiring (ERO): http://www.ero.govt.nz/National-Reports/Teaching-as- Inquiry-Responding-to-Learners-July-2012/Findings/Teachers- inquiry-into-the-impact-of-their-teaching-on-students
- 32. What do you notice? Image: Copyright 1995-2002 The Denver Public Library, the Colorado Historical Society, or the Denver Art Museum; http://www.uwec.edu/foundation/
Editor's Notes
- #3: Update this
- #4: Boys’ education and Wellesley character The value of e-learning, within effective teaching, SOLO etc. Enhancing literacy, particularly writing The value of knowing our students’ and tailoring their learning. Our own inquiries: Deliberately asking questions of ourselves as we trial and refine
- #5: We know that in Social Sciences, place can be given particular meaning and importance. Think about summer. Write a sentence to describe a summer place for TipTop. NOW Tell me/show me your place [phones/sketch/talk/laptop] Share me your summer place. Share others’ summer places. List them. Compare them. > email them > [email_address] and tag it summer How would you change your sentences? Write a new one - together. > Google doc Goal: highlight the way technology can help each student find a way to engage - and how a clear SOLO scaffold and context can signpost their way there.
- #6: Review. Discuss. amend as required.
- #8: Watch this video...consider what is happening in terms of literacy knowledge, pedagogy, technology..... How does this compare with your own needs and situation now?
- #9: 4.20
- #10: Why are we trying to lift e-capability for our students? Link to vision? And if we don’t? image http://www.flickr.com/photos/missmoon/8865857/sizes/o/
- #11: http://www.flickr.com/photos/gregpc/500657240/sizes/m/
- #13: We know that in Social Sciences, place can be given particular meaning and importance. Think about summer. Write a sentence to describe a summer place for TipTop. NOW Tell me/show me your place [phones/sketch/talk/laptop] Share me your summer place. Share others’ summer places. List them. Compare them. > email them > [email_address] and tag it summer How would you change your sentences? Write a new one - together. > Google doc Goal: highlight the way technology can help each student find a way to engage - and how a clear SOLO scaffold and context can signpost their way there.
- #15: Capture prior knowledge Curate their own examples Record ideas Interview others Explore new examples photos - curate - Flickr, Animoto, ppt. interview with parents Voicethread google search Digistore etc class wiki storify pinterest
- #16: Sketch Collate Assemble Mind-map KWL Co-creation / Teacher & peer modelling Video ...using SOLO to work towards criteria flickr group digital mind-map (e.g. Bubbl.us) Sketch (e.g. paper app) video animoto collation google docs/etherpad IWB puppet pals, Book creator
- #17: Draft Co-edit Shared writing Guided writing Peer critique Manipulate Publish Respond Revise Write for real audiences ...using SOLO to assess against criteria etherpad / google docs blogs - Blogger, edublogs, wikis voicethread e-book, book creator
- #21: Which question is most helpful and why? - identify the student outcomes - identify student need - identify what they need to do to help students achieve those outcomes -based on belief - connect your learning to students’ learning - focused on the evidence needed for capture How: - work together, critically
- #22: e.g. How can technologies be used to engage my X students in the development stages of writing? > focus on a specific group e.g. How can I use technologies to support the way we engage with a writing topic, not just production stages?
- #23: increased focus on learning growing awareness and use e.g. How can I use technologies to support collaborative content creation for my students? How can I offer a choice for my students so that they are more engaged with the writing purpose.
- #24: aligned & strategic integrated e.g. How can I use technologies to adapt the task so that all students have choice in the purpose, process and product? e.g. How can I engage students more effectively in peer assessment, using technologies? e.g. How can I bring the family community into the work we do in writing so they take an active role?
- #25: sustained ubiquitous 24/7 e.g. How can I work with the students to co-construct rich tasks that offer creative pathways suited to their needs? How can I use technologies to capture the learning to support my review and inquiry process?
- #26: 12.00 Image source: http://keycompetencies.tki.org.nz/In-leading/Discussion-tools/Teaching-as-inquiry
- #27: https://docs.google.com/a/core-ed.ac.nz/document/d/1MCHTVsaGwA86_j1siEhR-bvLlmM5gbNj65z-br4HdgA/edit#heading=h.f9fpnqb6b1wf www.bit.ly/wellesley1234
- #28: http://pixabay.com/en/megaphone-shout-action-call-scream-50092/
- #33: 11.30 It’s not about the tech, it’s about design