Response Journals Assumptions

Background O Undergraduate pre-service teachers O Juniors and seniors O First time for instructor to teach this class O 2 nd time to use response journals O Format provided by lead instructor

Digital native or digital immigrant?

Generational categories NameYears bornPeriod of years Percentage of pop. In 1998 Baby BoomJan to Dec % GenX, Baby Bust Jan to Dec % NetGeners, Millenials, GenY Jan to Dec % GenNext, Gen Z Jan to present %

Instructions O DIALOGUE JOURNAL: After each reading assignment, write a critical response in your notebook. Bring your notebook to class each day to refer to during discussions. Be sure to label each entry with the chapter or article title and the date. In addition, you can use these trigger questions to help you respond: O How does this information connect with any information in your course agenda? O Did any information surprise you? O What does this information mean for various parties (students, parents, teachers, administrators, etc.)? O What is the basis or the source of this information? O How can you use this information in teaching? O What information do you question or think might not be correct? How might you check it out? O What is the most important thing you have learned? Why? O Where do you think you could look for more information on this topic? O You will use these responses during your small group discussions. These responses will also provide a resource for the "Case Study" due at the end of the semester. Each response is worth 1 point. I will periodically ask for these notebooks several times during the semester for the instructor's response. (At least 10 critical responses for 0-10 points) O Format: At least one page, double spaced. Microsoft Word Size 12.

Student Samples O Look at the student samples passed out. O What do you notice? O Did the students follow the instructions?

Assumptions O Students are: O computer literate, e.g. know how to use a word processor O know how to write O know how to write reflections O know the mechanics of writing

Assumptions on dress O What did you think when April and I walked out in our clothes? O What were your assumptions?

Quotes O “Textured literacy – “the ability to comfortably use and combine print, spoken, visual and digital processes in composing a piece of writing” (Herrington, Hodgson & Moran, p. 7).

Quotes O “ELL students do not want to learn computer skills separately from English acquisition. Integrate the two” (Gaer, 1998). O If students don’t know how to use a word processor, what about video and/or audio recording (Horne, 1998).

Quotes O “In order to produce a generation of people who seek out learning, learners need to be given more control over their own learning” (Collins & Halverson, 2009, p. 132).

Quotes O “As technologies have become more available, even in the most remote reaches of the world, and as more people contribute a wealth of online resources, the education world has become open to anyone anywhere” (Bonk, 2009, flyleaf).

Points to Ponder O Will a handwritten journal fulfill the goals of the assignment? O Is it process or product? Or content? O Will a video or audio recording work?

Points to Ponder O How many accommodations/modifications do we make? O What about our second language learners in the classroom? O How do we make sure they're getting what they need?

Points to ponder O Do we assume that because it’s a college student, they can access all aspects of computer literacy? O Teachers need to be aware of their own beliefs, understandings, assumptions, misconceptions, prejudices

Burning question O How does access to technology influence struggling writers’ authoring/writing skills? O Does being familiar with technology facilitate writing? O Does being familiar with word processing programs make it easier to write?

References O Gaer, S. (1998). Integrating computer skills into low level ESL. Literacy Links, 3(2). Retrieved from tcall.tamu.edu/newsletr/dec98/dec98b.htm tcall.tamu.edu/newsletr/dec98/dec98b.htm O Herrington, A., Hodgson, K., & Moran, C. (Eds.). (2009). Teaching the new writing: Technology, change, and assessment in the 21 st -century classroom. New York, NY: Teachers College. O Horne, G. (1998). Reading & writing in cyberspace. Literacy Links, 3(2). Retrieved from tcall.tamu.edu/newsletr/dec98/dec98b.htmhttp://www- tcall.tamu.edu/newsletr/dec98/dec98b.htm

References O Bonk, C. (2009). The world is open: How web technology is revolutionizing education. O Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology. New York, NY: Teachers College Press.