I'm testing how to make this work.
"How Do We Form Communities (and why does it matter in English class)?"
Wouldn't it be wonderful to work in a school where teach=in's were encouraged?
"The teach-in proved to be a forum that appealed to broad sections of the student body. Indeed, it created a new relationship between students and faculty. Following the event, the Faculty-Student Committee to Stop the War in Vietnam was formed to organize other protest activities. As Waskow observed, "This teach-in is in the true spirit of a university where students and faculty learn from each other and not from the calendar." "
Really interesting example!
These new readers are starting to get to what we need in the classroom.
"The e-reader screen is used with a stylus that can underline or highlight text, take notes in the margin, pull up a blank piece of e-paper for solving math problems, or touch a link for a video of a chemical interaction that is then displayed on the LCD screen."
I've heard predictions that even more flexible devices will be developed this coming year.
I'm trying to learn more about Zotero, and this professor, Sean Takats, suggests that he used it with a "research-intensive" class this semester:
"With their unprecedented collaborative functionality, Zotero groups promise to transform the way that instructors and students interact with sources, particularly in research-intensive classes. "
I wonder how it went.
I've been thinking about how some of the Diigo tools can help students to become a more thoughtful, slower, more considered process. \n\n"Carr goes on to argue that reading online---the most prominent form of reading for many---has devolved into nothing more than "power browsing," a horizontal trip through text characterized by skimming in search of content that is immediately engaging and accessible. Concentration is irrelevant to the online reader, as new pathways are only a quick click away. "Once I was a scuba diver in the sea of words," writes Carr, "Now I zip along the surface like a guy on a Jet Ski." "\n\nI agree that students tend to skim and perhaps look for nuggets they can use in their own writing when they read online.\n\nChanging this is what I want to use Diigo for.
I'm testing how to make this work.
I love how this article is framed.
"Still, is this shift in pedagogy and policy worth the effort? Will sound, traditional writing instruction still suffice, or do we need to reframe the way we teach students to write due to the global, online spaces they will frequent more in their lives?
In an August 2009 Wired article, Andrea Lunsford, professor of writing and rhetoric at Stanford University, offered her own research to suggest that students are writing in environments far removed from those from even a generation ago. “I think we’re in the midst of a literacy revolution the likes of which we haven’t seen since Greek civilization,” she says. According to her five-year study of student writing, technology is pushing writing literacy in new directions that educators must begin to make sense of. "
I like all of the definitions in this blog post. They sound connected to past research, yet new. I know I was feeling odd at the "Digital Is..." Conference, because I don't want to let the technology disappear into uses. It's better, I think to look for what we can get out of particular technologies. That's what we are doing now with Google's Wave.
"Alongside these discussions Frances Bell suggested the term Co-Digital as a better term to describe the process of “…seizing the opportunities presented by the newness of technologies to spot changes and then shape the development of the technology.”"
As this paragraph suggests, we still need to look at "digital technologies" to see how we can exploit them for what we need.