This link has been bookmarked by 1 people . It was first bookmarked on 21 Jul 2008, by Ms. Stern.
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21 Jul 08
Ms. Stern"That's online writing, not boring school writing": writing with blogs and the Talkback Project.(FIRST PERSON)
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During a parent-teacher conference to discuss my concerns about her lack of involvement, I was shocked to hear her parents say, "But she writes all the time! She's on the computer writing essays and poems for hours each night." Cassandra was quick to reply, "That's online writing, not boring school writing. We all do it on Xanga."
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Leu and Kinzer (2000), in their research of technologies and literacy, found that "the convergence of literacy instruction with Internet technologies is fundamentally reshaping the nature of literacy instruction as teachers seek to prepare children for the futures they deserve" (p. 111).
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There are many successful weblog projects used in K-12 schools, such as the fourth-grade blog by students in Whitefish Bay, Wisconsin, which won the International Reading Association's Miss Rumphius Award for technology integration (Kreul, 2001).
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To begin the project, I signed students up as users on the blog, using my school e-mail to avoid forgotten usernames or passwords, and assigned each student a pseudonym to use while signing their blog entries. My students posted their journal entries on the Talkback Project blog during class time on one of the 25 computers I had available for student use. The preservice teachers read the novels along with the students and also responded on the blog weekly.
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importance of clarifying expectations for both students and preservice teachers.
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Finally, both groups felt that the end of the project was anticlimactic.
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The good news spread as far as Iraq, where a soldier wrote to ask if he could participate in the book discussion with his son's literature circle group.
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One student wrote, "By taking away our access to the Talkback Project blog, you have taken away my voice."
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