In a technology driven world, students are motivated by the latest and greatest technology. Our world has evolved dramatically from just sending an email or writing an essay. Students have technology readily available and it is changing everyday. Blogging, texting, and online gaming chat forums are just a few of the platforms that engage students today. As we integrate technology in the classroom, we should immerse our learners into the world of digital writing. Androutsos and Brinia (2019) state “in the current education system, creativity, and innovation are not valued enough, while failure is stigmatized”. Students should not be afraid to fail or make mistakes. The motto in my classroom is “mistakes are how we learn”. We need to tap into our students' creativity and use what they already know about technology to grow our students.
The art of the writing process is essential for delivering a published piece of writing in a traditional way, we can apply that to our digital writing as well. Teaching students to write well and use etiquette in their writing is imperative. In 2017, Turner and Hicks argue that “without both the technical and the rhetorical knowledge to produce digital texts, writers may make just a mess” (p.11). Educating students to understand the audience they are trying to reach and write in ways that are respectful and meaningful is crucial. As a first grade teacher, writing is something that often causes tears and frustration. Using technology to write digital pieces can engage and motivate students more than the traditional way. It captures an audience that may have a different learning style. It also allows further differentiation for all learning levels.
So why do we need to teach students to write digitally? Students can embrace technology and use it to create a voice for themselves and have a creative outlet. Allowing students to think outside the paper and pencil box opens an avenue for new and improved learning. In doing this, “we can help our students-and our colleagues-think critically, creatively, and carefully, about when, how and why to introduce the moves of digital argument in their curriculum” (Turner & Hicks, 2017, p.15).
Students are naturally gifted with technology skills. As teachers, we should use that to implore students and teach them digital skills that are truly meaningful for future endeavors. “Design thinking in educational practice leads students—through an artful and experiential way of thinking and doing—to be much more creative and innovative, and also be more responsible by allowing them having the ownership of the creation process” (Androutsos & Brinia, 2019).
One way I plan to allow my students to create digitally and take ownership is to introduce blogging to them. Kidblog is a great tool for students to begin their digital writing. Kidblog allows students to move away from traditional writing styles and allows them to explore creative ways to say what they want to say. This takes their writing to a new level and it becomes more meaningful because they know other people will see it, not just their teachers. Check out this YouTube tutorial from a classroom teacher to get started. Digital platforms like this also allow student creativity to show how they can use pictures, videos, or even hyperlinks to elevate their writing. While I will have to start slowly, I know I will be surprised by what they can already do. I am excited to see their digital learning and creations reach new heights.
References
Androutsos, A., & Brinia, V. (2019). Developing and piloting a pedagogy for teaching
innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship. Education Sciences, 9.
Edens, D. (2019, December 5). Kidblog Tutorial. [Video]. YouTube.
https://www.youtube.com/watch?v=-37fdeomCgI&t=10shttps://www.youtube.com/watch?v=-37fdeomCgI&t=10s
Giphy. Working Cartoon Network. https://media.giphy.com/media/11BbGyhVmk4iLS/source.gif
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts:
Argument in the real world. Heinemann.
Erika, your blog is so relatable! I know you teach first grade but Kidblog is totally something I could use with my high school students and seems very user friendly (especially for students that have never written blogs before). Thanks for sharing this tool! I could also see my students adding a personalized video component to their blog to expressing themselves in that way too. Turner and Hicks also discuss using Google Forms after students have completed a digital task as a quick assessment strategy. This seems like it would be extra work for us but I can definitely see the added benefits with my older students.
ReplyDeleteBelow are the example questions they used in their Google form:
1. Please discuss what aspects of argumentation you learned from completing this project.
2. Please discuss what knowledge of argumentation you gained by watching and analyzing the trailers of others.
(2017, p. 131)
I had not thought about using a Google form in addition to the digital assignment since it does add a little extra work on the teachers part. But, it is nice to see what the students say they've learned rather than just having them complete the assignment and moving on. Reflection is always beneficial for students and it also allows us to see all of their areas of growth!
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts:
Argument in the real world. Heinemann.
This comment has been removed by the author.
ReplyDeleteI love the Kidblog tool! I think this is something that could be extremely beneficial with all age groups, especially first graders. I know one of the hardest things we have faced in teaching writing to such young students is teaching them how to put their thoughts on paper and make it make sense to their audience. I think the more we put tools and platforms such as Kidblog in front of students, the more it will become like second nature to them. I go back to the personal narrative writing unit we did every year with our kids and how difficult it was to try and explain to them that they are writing to tell about themselves and about a special moment.
ReplyDelete"If we consider that our students are now communicating to a global audience, the need for crafting successful arguments is more important than ever, and making implicit (or explicit) connections between evidence and claims is a key skill in this craft" (Turner & Hicks, 2017, p. 9). Maybe using something like Kidblog to help them express themselves and "tell" their story would help bring this idea home for them. They may not necessarily be communicating to a global audience at this age, but instilling this in them early on will provide for more socially responsible students.
I also think it is important to realize that professional development in this area is desperately needed. There are so many resources out there and it is almost impossible to wade through what is useful and what is not when it comes to teaching authentic, relevant, and intentional writing lessons with a digital component. Many students are "using technology to consume rather than create" (Howell et al., 2020). Writing, especially in the younger grades, is a very social, collaborative experience, however, many literacy teachers are not given adequate tools or information on how to incorporate digital tools to engage students in writing (Howell et al., 2020). Hopefully, this will change especially after this last year we had due to Covid!
References
Howell, E., Perez, S., & Abraham, W. T. (2020). Toward a Professional Development Model for Writing as a Digital, Participatory Process. Reading Research Quarterly, 56(1), 95–117. https://doi.org/10.1002/rrq.294
Turner, K. H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts:
Argument in the real world. Heinemann.