What Now? Shifting Our Colleagues' Perceptions of Digital Writing

2014 ◽  
pp. 629-642
Author(s):  
Troy Hicks
Keyword(s):  
Network Modeling ◽  
Fair Use ◽  
National Writing Project ◽  
Writing Teachers ◽  
Digital Writing ◽  
Writing Project ◽  
Personal Learning ◽  
Entry Points ◽  
Personal Learning Network ◽  
Writing Tools

Though many teachers, including the authors in this collection, are incorporating digital writing tools and making significant changes in their instruction, too many other teachers are not. Based on the results of a Pew Internet and National Writing Project survey, this chapter explores six skills that a majority of writing teachers describe as “essential” or “important.” Building on the premise that all teachers want their students to learn these skills, this chapter describes strategies for how digital writing tools could be used in that capacity. With examples such as alternative search engines, creating a personal learning network, modeling the digital writing process, and understanding the dimensions of fair use, copyright, and citation, the chapter provides entry points for all teachers - even those unsure about why or how to use particular technologies - to begin teaching digital writing.

Tools Matter: Mediated Writing Activity in Alternative Digital Environments

2018 ◽  
Vol 35 (3) ◽  
pp. 344-375 ◽  
Author(s):  
Kory Lawson Ching
Keyword(s):  
Word Processing ◽  
Writing Teachers ◽  
Digital Writing ◽  
Software Developers ◽  
Writing Technologies ◽  
Writing Processes ◽  
Digital Environments ◽  
Study Participants ◽  
Writing Tools ◽  
Standard Word

This study examines the experiences and perceptions of writers who composed text using “distraction-free” writing tools that stand as alternatives to standard word processing programs. The purpose of this research was to develop a clearer understanding of how digital writing tools may shape the activities and practices of writers, as well as what writing with unfamiliar tools and technologies might reveal about writing processes. Analysis of study participants’ reflective narratives of their composing experience suggests the extent to which writing tools and technologies influence routine practices, assist writers as they try to direct their attention (and avoid distraction), motivate writing, and impact writers’ “text sense” as they compose. Moreover, findings indicate how different tools and technologies may be viewed as more or less useful for different writing tasks. This article ends with a call for writing researchers, writing teachers, and software developers to attend more critically to the ways writing technologies shape the practices of writers.

scholarly journals PEDAGOGICAL TRAINING OF LEARNING ENGINEER

2019 ◽  
pp. 161-174
Author(s):  
Volodymyr Kukharenko
Keyword(s):  
Distance Learning ◽  
Professional Competence ◽  
Digital Technologies ◽  
Training System ◽  
Educational Process ◽  
Personal Knowledge ◽  
Personal Learning ◽  
Personal Learning Network ◽  
Professional Information ◽  
Distance Courses

Digital technologies command determines the information and professional competence of a teacher. The first competences help him to organize a modern educational process, others provide access to the latest professional information. Studies show that serious complex strategies for the use of digital technologies are beginning to emerge, and a teacher is becoming a leader in future education. Digital technologies are becoming more complicated and there is an urgent need for new professionals - learning engineers who have to provide new strategies in education. The paper considers a complex of open distance courses for the training of teachers to use new educational technologies. The courses use the results of the annual polls of the world's pedagogical community to identify popular pedagogical instruments. They form teachers’ personal knowledge mastery. This contributes to the development of a personal learning environment and a teacher's personal learning network. The learning engineer's training system should consist of software engineering and the proposed teaching block. The last block includes sections for the formation of skills of personal knowledge mastery, the design of a distance course, the development of the structure, organization of distance and blended learning, expertise of the distance course. All sections of the pedagogical unit were tested in open distance courses at the Research Laboratory of Distance Learning at NTU "KhPI". During 2013-2018 open distance learning courses were learnt by more than 2,600 teachers of Ukraine and 370 of them successfully completed the training. The next step should be to integrate efforts with IT specialists, identify competencies of the learning engineer and prepare a training program for a specialist in the future.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2014 ◽  
pp. 336-359
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Teachers' Use of Social Networking Sites for Continuing Professional Development

2015 ◽  
pp. 1694-1717 ◽  
Author(s):  
Daniel Xerri
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
Personal Learning ◽  
Digital Era ◽  
Pedagogical Skills ◽  
New Knowledge ◽  
Personal Learning Network

On the basis of the results of a study conducted amongst secondary school teachers of English in Malta, this chapter explores the use of Social Networking Sites (SNS) for professional development purposes. In the digital era, SNS provide teachers with the opportunity of creating a Personal Learning Network (PLN), which is an increasingly significant way of acquiring new knowledge and enhancing pedagogical skills while also having the capacity of making teachers feel they belong to a Community of Practice (CoP). This chapter shows how despite their regular use of SNS for personal reasons, teachers do not always exploit these sites to achieve professional development. It is argued that training is a necessary means of not only enabling teachers to learn how to use such tools for such a purpose but also of redefining the way they think about the process of acquiring and sharing knowledge and skills in the 21st century.

Framework for Technology-Enriched Active Class Learning of Physics in Secondary Schools in Kenya

2021 ◽  
pp. 131-151
Author(s):  
Elizabeth Sarange Bosire Abenga ◽  
Elijah Owuor Okono ◽  
Mzee Awuor ◽  
Sarah Otanga
Keyword(s):  
Active Learning ◽  
Online Courses ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Opportunity ◽  
Personal Learning ◽  
Expert Opinions ◽  
Directed Learning ◽  
Personal Learning Network ◽  
Physics Labs

Active learning transforms the learning process and activities from tutor focused to learner-cantered and is driven by the learner's learning ability. In other words, active learning provides an opportunity for self-directed learning that enables the learners to engage with the learning materials at personal level and pace. Thus, this chapter argues that active learning can provide equal learning opportunity for every single learner irrespective of the differences in their personality traits that would otherwise affect how they learn. Hence, this chapter proposes a framework for technology-enriched active learning for young learners that provides a personalized learning that deviates from the traditional “fit-for-all” classroom setups that tends to favour only the extrovert students. The proposed framework leverages advancement in technology such as personal learning network, virtual physics labs, massive open online courses, and crowd-sourced expert opinions to provide the learners with just-in-time active learning opportunity.

Knotworking with the National Writing Project

2015 ◽  
Author(s):  
Stephanie West-Puckett ◽  
Kerri Bright Flinchbaugh ◽  
Matthew S. Herrmann
Keyword(s):  
National Writing Project ◽  
Writing Project

Stepping into the Role of Professional Writer

2011 ◽  
pp. 250-260
Author(s):  
Christine Aikens Wolfe ◽  
Cheryl North-Coleman ◽  
Shari Wallis Williams ◽  
Denise Amos ◽  
Glorianne Bradshaw ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Annual Meeting ◽  
National Writing Project ◽  
Professional Writing ◽  
Control Group ◽  
Santa Fe ◽  
Writing Project ◽  
Professional Writers ◽  
Experimental Group

A group of National Writing Project teachers from around the nation attended a Professional Writing Retreat in Santa Fe in 2004 and continued their collaboration. This chapter examines the progress of the group’s commitment to communicate by electronic means about writing about teaching. Teachers from the experimental group, those who answered the call to examine their continued involvement with the group, provide qualitative research narratives about how each responds as they help one another to step into the role of professional writer. Statistics gathered from both the experimental and a control group of teachers (who attended the same retreat but did not answer the survey) allow the reader to chart the teachers’ success in: (a) presenting together about being professional writers, (b) writing together as professional writers, (c) writing individually about teacher-practice, and (d) meeting at the National Writing Project’s Annual Meeting in order to continue to support each other’s work.

scholarly journals Learner-Created Podcasts: Fostering Information Literacies in a Writing Course

2019 ◽  
Vol 29 ◽  
pp. 51-63
Author(s):  
Stephanie Bell
Keyword(s):  
Meaning Making ◽  
Undergraduate Research ◽  
Writing Pedagogy ◽  
First Year ◽  
Digital Writing ◽  
Research Skills ◽  
Writing Project ◽  
Constructive Developmental ◽  
Digital Environments ◽  
Professional Writers

This paper describes an experimental learner-created podcasting assignment in a first-year This paper describes an experimental learner-created podcasting assignment in a first-year undergraduate research skills course for professional writers. The podcasting assignment serves asa contextualized experiential writing project that invites students to refine their research skills by participating in the invention of an emerging genre of radio storytelling. The power of the podcast assignment lies in the liminal space it creates for learners. It moves students beyond familiar andregimented essay conventions to an unstable writing environment where digital tools for producing, publishing, and negotiating meaning offer a range of possible audiences, modalities, forms, and modes of meaning making. This space creates the pedagogical conditions for epistemic development, through which students adopt as their own the research practices of adept and experienced writers. The multiple demands of this course on writing, research, and digital environments generates the beginnings of interdisciplinary writing pedagogy involving Kent’s (1993, 1999) postprocess mindset, the ACRL’s (2015) Framework for Information Literacy in Higher Education, Baxter Magolda’s (1999) constructive-developmental pedagogy, and Arroyo (2013)’s elaboration of participatory digital writing pedagogy.

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