I am certain that I want to focus on the effects of digital writing on reluctant writers, but I may need to tweak my question. As it stands now, it's a little vague: How does digital writing affect reluctant writers? To be more specific, I certainly want to improve my students' attitudes toward writing, but I, of course, ultimately want to make them better writers. So, how about this: How can digital writing improve students' attitudes toward writing and improve the quality of the writing?
I have several plans in mind. First, I have established Moodle courses for each class and intend to become more Moodle savvy. In fact, I attended a workshop last week and have a group of colleagues at school who are meeting to help one another. Moodle became available to us last year, but I never used it to its full capacity.
So today I launched my first attempt to write digitally using the forum option on Moodle. As a reading activity, I had my students (the class I'm focusing on for this inquiry) read an article about banning books since it's Banned Books Week. I then posted a question and began a forum (online discussion) about what they believed about the issue. Every student pecked away fervently for what seemed like hours, but when responses were posted, I realized they were spending more time playing with fonts and text color than composing pithy statements. BUT, they were certainly engaged. Here's an example: i agree with what you say. i think banning books is stupid.
So, this is what I'm wondering: What kinds of parameters or expectations should I establish for online discussions? Should I allow the type of writing we use when texting? Does this eventually lead to better writing? The opportunities for digital writing seem endless, but it's still new, unchartered territory.
So, how about this: How can digital writing improve students' attitudes toward writing and improve the quality of the writing?
ReplyDeleteYour updates question is much more explicit - way to go!
So, this is what I'm wondering: What kinds of parameters or expectations should I establish for online discussions? Should I allow the type of writing we use when texting? Does this eventually lead to better writing? The opportunities for digital writing seem endless, but it's still new, unchartered territory.
ReplyDeleteGood question - I still haven't touched discussions yet - even with AP students because I can't wrap my head around how to manage the whole thing. I can see their possible benefit - but I'm not sure that I trust high school students enough yet....not without the right controls....
Personally I don't think that "text speak" leads to better anything, however, writing for a real audience - one's peers in this case, has serious merits. We do this in class everyday - just in the old fashioned no blogger way (pen and paper...)
Text speak:
ReplyDeleteHere is a weird thing I've heard more than a couple of times in my classes. Kids are expressing frustration with text speak, at least as used on facebook and in online forums. They find it pretentious, especially when used by younger siblings and parents. Some of this might be blowing smoke but some seems sincere.
Online Discussions:
In my classes I run them something like we do for these discussions. There are rules for posting; no text speak is number one and responses must be substantive is number two. I use them for different purposes. It varies from peer review of work to discussion of two or three different questions. I like that it allows students to participate in more than one asynchronous conversation at a time.
Jennifer,
ReplyDeleteI think it's only natural that your students want to play. I would honor the work they did, and explain how your expectations will be different for the next session. Naturally, as you get experience/practice anything, you get better. I would come up with a set of criteria so they know what you expect. Do you want them to include research? Or evidence to back up their statements? Think skill...what skill do you want them to show that they've mastered in their writing?
I really like your question and how you revised it. I will be very interested in following your research and conclusions as they evolve. I am trying to go paperless using Google Docs and have the same concerns and issues as you do. I've set my students up with Google Docs accounts and have received my first assignments. Now I am working on organizing all that I receive. I know that the quality of their submissions requires the expectations that you and others who commented suggest. At this point, we're all learning how this is going to work. Fortunately my tech-savvy science teacher is on board with this. He missed the first several weeks of school, due to a family tragedy, but he will be a great support to me, as all of you will be, I'm sure.
ReplyDelete