|Photo by vanhookc|
As a beginning teacher I was heavily steeped in holistic models of teaching which encouraged authentic assessment, formative assessment, differentiation, and student choice. Technology has allowed educators to help students understand that reading and writing are not activities done only in the classroom. I am interested in how teachers are leveraging technology to connect students with authentic audiences for their writing endeavors. But also I wonder how digital writing is changing how students understand texts.
|Amanda Lyons' Visuals for Change from EduCon|
But don't misunderstand me; I am not advocating the death of paperback books in schools. An e-reader cannot replace the feeling of a well-worn, well-loved book, whose pages are annotated with connections, definitions, and reminders of readings past. Helping students understand how to navigate and enjoy a good printed book is a skill. However, what I am advocating is that we need to bring the digital texts that students are also reading into the classroom, hold them up for inspection and help students become critical readers of these texts in thes same way we do traditional texts. But this is not a new suggestion. Troy Hicks has been talking and writing about this for years! And like Hicks, I agree that students should be using these digital texts as mentor texts for their own writing.
Oh, there's an idea for an e-book - The Digital Mentor Text: Teaching Writing 2.0. So who wants to help write it with me?