Response to Chapter 4

After reading this chapter on how writing can be supported with technology, I feel that I have learned many new things as well as confirmed many of the ideas I already possessed concerning the use of technology to foster writing. Considering the fact that practically all papers, reports, or articles have to be typed, students experience with technology in the writing realm should not be limited to word processors. I feel that in many classrooms today, in writing, students use computers to type documents, use the dictionary, or check their grammar in programs such as Word. However, I feel that the possibilities to improve and help students in their writing are endless with technology.

The chapter highlights the use of concept maps to help students organize their writing. Many teachers already employ this method using basic supplies such as paper and pencil, but adding the technological aspect of concept mapping will not only give it more relevance to students but, make it easier and more fun, in my opinion. I have just recently discovered the usefulness and simplicity of using online concept maps. The book suggests two sites, Inspiration and Semantica, neither of which I have experience with. I have been using Webspiration, which is just a free branch of concept mapping and outlining through Inspiration. I have thoroughly enjoyed learning and using this site to organize my own ideas as well as create presentations. I actually used this to create the concept map I used in my controversial issue presentation. In the past, I have always found concept mapping mildly helpful but very boring. I think doing it online and using programs such as this has truly opened my eyes to how effective concept mapping can be. In my previous experiences, I never linked the nodes on the concept maps I simply used my central idea and cultivated basic topics and drew them in little circles. However, after using concept maps more and more I have realized the importance of those links and the subsequent impact they have on writing. The program mentioned earlier, Webspiration, allows you to create useful links and link multiple nodes to create a more comprehensive and connected map. The “link” portion of the concept maps allows the map to read like a sentence. I have found that these linked nodes can serve as simple basis sentences to build upon within my papers. I would love to utilize such tools in my future classroom with my future students so that they do not have to wait as long to discover the value of such an easily accessible and useful tool.

The chapter also looks at presentation writing. Again, in my previous experiences, whenever I was told to do a presentation my mind instantly diverted to PowerPoint. I saw this as the easiest and most effective means to displaying information in an interesting format. This book and this class are quickly changing my mind. I think that my lack of knowledge of programs available is what has stopped me from exploring more creative and entertaining programs. The chapter outlines both the pros and cons of such a program. The interesting thing is that many of the things that I looked at as pros of the program, are actually what the chapter considers the cons. For example, I have always thought that having too many slides was not a problem as long as they were not overloaded with information. Instead of loading one slide with tons of information, I would just make five slides to say what I wanted to in one. Although I never thought this was a great thing, I never thought of it as negative before now. Also, many of the positive points that the chapter highlights about PowerPoint, I did not even know existed. I have always thought of myself as proficient in the program and I now realize that I am clueless to what it actually has to offer. For example, I have never used or explored the “Auto Content” wizard. I can think of five different projects off the top of my head that I completed in PowerPoint and could have used such a tool for. Just like what is mentioned in the chapter, many times when PowerPoint is used, it is done to simply display information, returning to the idea of learning from technology rather than with it. I really liked the books idea of using old PowerPoints to have students analyze and evaluate them as a learning tool to further their use with the program. As I continue to learn about the existence of other presentation programs such as Prezi and Slide Rocket, I struggle with the idea of using PowerPoint in my future classroom. I feel that as technology advances daily, using PowerPoint with my future students in 5 years may be like using a typewriter to process a document. I want to continue to explore new options not only for myself but, for use with my future students as well.

The idea of publishing students writing to the Internet is something that has never occurred to me before but is something that I hope to employ in my future classroom. I agree with the chapter in that it says “the simple activity of placing their work on the Internet for public access inspires many students to take their work more seriously and to engage in a level of reflection about their work that is otherwise rare” (Jonassen, Howland, Marra, Crismond, 2008, pp. 71). When I think about work that I have done or anything that I have posted on my Facebook or personal blog I realize that I take much more care of what it says because I know many others will have access to it. I visited the KidScribe page that the text recommends. I think that this is a superb site that could be used with all students, especially ESOL. I love that it is so easy to navigate and for kids to publish. I also really like that it is a bilingual site. I originally thought that it translated, but it actually just supplies the option of submitting in another language. It was really neat to go on the site and see the writing of students from all over the world. I also really liked that it posted different topics to respond to. For example, on the writing page students could submit a blurb about what they believe peace to mean. There are different pages including jokes, poems, and stories where students can submit their different genres of writing. The global perspective of this website allows for students to feel like and become global and respected published authors!

The idea of collaborative writing using technology is also new and exciting to me. When I think of collaborative writing, I think of group papers. However, collaborative writing entails much more than that. I think that the best idea that I extracted from the section on collaborative writing deals with students being involved in global writing communities. Using asynchronous settings students around the world are able to communicate and create together. I think the idea of having students in the US and elsewhere around the world reflect and write on a specific topic to come to a collaborative conclusion will not only give students a more global perspective but also allow them to connect with a student whom they would have never had the opportunity to. Technology fosters these opportunities. Students from around the world can work together to actively seek answers to questions that plague this globe. Using technology to foster learning will not only allow students to become better writers but also more well-rounded citizens. Collaborative writing also reminds me of what we did this week with our blogs. I think that being able to comment on each other’s work allows for positive, quick, and effective feedback. The chapter touches on feedback on writing using technology and I believe that commenting is a great way to get constructive feedback and criticism. I realize that I say it in each learning log, but weekly I am blown away by what technology is available and how it can foster amazing learning within the classroom.

I think that this chapter to date has been my favorite. I really enjoy writing, but in my experiences thus far I feel like it is a hit or miss topic to teach. Students will either excel and love it or struggle and hate it. I believe that with technology advancing as rapidly as it is, being exposed and learning about these new opportunities is imperative as a future educator. I hope to continue to professionally develop in my personal technological realm in an effort to become the most effective and culturally relevant teacher to my future students.