1. Integrating Technology into the Writer’s Workshop

2. Does Technology Support the Writer’s Workshop? An instructor named Jan implemented a writer’s workshop in an online course for middle grades preservice teachers; discussed how it could translate into an actual middle school environment O Students more likely to take risks in their writing O Allows for peer and teacher feedback at all stages O Allows for more effective teacher modeling (revising, editing, and drafting can be clearly seen by students) O Students who struggle with writing/motor skills can benefit by “writing” on the computer O Students can publish works, providing them with an authentic audience O Makes students aware of platforms in which they can present their ideas (Watson & Lacina, 2004)

3. Does Technology Support the Writer’s Workshop? Combining powerful children’s literature with technology O Increases student motivation O Provides students with several resources and engaging activities O http://search.proquest.com.authenticate.library.d uq.edu/education/docview/203280829/13CFDF AB7B6409DFE97/1?accountid=10610 (many ideas for combining children’s literature and technology) http://search.proquest.com.authenticate.library.d uq.edu/education/docview/203280829/13CFDF AB7B6409DFE97/1?accountid=10610 ( Kara-Soteriou & Zawilinski, 2007)

4. Does Technology Support the Writer’s Workshop? Summer camp study integrating writer’s workshop and hypermedia technology (first through fourth grade) O Incorporated various learning types O Hypermedia supported “learner-created, nonlinear formats” O Student experimentation with computers increased their excitement and motivation O Drawback: all steps being completed in HyperStudio took away from stages of writer’s workshop O Guided writing in early drafting stage beneficial for younger students (Mott & Klomes, 2001)

6. Does Technology Support the Writer’s Workshop? Study on digital/multimodal storytelling (third grade) O Transforms literate identities O Notebook writing, brainstorming, and mini-lessons remained traditional O Orally recording drafts lessened the cognitive load and frustration level O To record, students used iPods, Smartpens, or Photo Booth O Listening to oral recordings allowed for easier revisions O Students noticed their focus shifting from drawings to words and content of their stories (pictures used as scaffold instead of a replacement of the writing) (Bogard & McMackin, 2012)

7. Does Technology Support the Writer’s Workshop? Study on digital/multimodal storytelling (third grade) O Resulted in more enthusiastic and meaningful peer conferencing O Stories were discussed after bells rang, in the hallways, at lunch, and at home O After oral recordings, students completed storyboards (narration, pictures, media) on paper (breaking down story used as mini-lesson) O Visuals helped students to sequence, revise, and elaborate O Students very excited to share with others (Bogard & McMackin, 2012)

9. Technology Tools and How They Can Be Used Online notebooks and journals O http://erinbow.co m/vivid/blog.shtml http://erinbow.co m/vivid/blog.shtml O Blogs and wikis O Teachers can keep their own notebooks to model strategies

11. Technology Tools and How They Can Be Used Discussion boards, protected chat rooms, or e-mail O Used for peer-conferencing O E.g.: WebCT (chat room), Microsoft FrontPage (discussion board) O Edit using comments on Word (students took seriously) O Use small groups of students O Pros: Works can be peer-edited constantly, may benefit shy students, students become excited to see if they received peer feedback overnight O Cons: Cyberbullying, students become off-task, must be monitored carefully, cannot replace face-to-face conferences

12. Technology Tools and How They Can Be Used Web-based publishing sites O www.kidpub.org www.kidpub.org O Pro: Motivates students O Con: Students must be aware of acceptable use policies (AUPs) and privacy/safety concerns O Can give students samples of student- created writing pieces O PowerPoint may also be used

13. Technology Tools and How They Can Be Used Inspiration/Kidspiration O Used in prewriting(graphic organizers such as concept maps, mind maps, webs, outlines, plots and graphs) O Pro: Helps students gather and organize ideas O Con: Programs need to be purchased O http://www.stjohns.k12.fl.us/depts/itd/Resource s/Inspiration/Template%20Guide7.6.pdf (provides graphic organizer templates for different purposes for language arts, social studies, science, planning, and thinking skills) http://www.stjohns.k12.fl.us/depts/itd/Resource s/Inspiration/Template%20Guide7.6.pdf

19. Technology Tools and How They Can Be Used O HyperStudio O Free 30-day trial O Mishmash of pictures, video, and sounds O Pros: Allows users to create linear and nonlinear storyboards, built-in recording, very quick to use (up to 80 percent of project through drag-and- drop) O Con: Difficult to find sample projects O http://www.k12.hi.us/~mstlaure/tlcf2000/fun_h s.htm and http://www.rogerwagner.com/hs/testdrive/Welco me_Page.html (how-to) http://www.k12.hi.us/~mstlaure/tlcf2000/fun_h s.htm http://www.rogerwagner.com/hs/testdrive/Welco me_Page.html

21. Digital Storytelling O Required tools O Program such as Photo Story 3, Movie Maker, iMovie, or Animoto (all free) O Microphone O Optional tools O Scanner O Digital camera O Internet resources O Step-by-step instructions and links to free images/music: http://courseweb.lis.illinois.edu/~jevogel2/lis506/howto.html http://courseweb.lis.illinois.edu/~jevogel2/lis506/howto.html O Examples: http://digitalstorytelling.coe.uh.edu/example_stories.cfm?id=21&cid=2 1 and YouTube http://digitalstorytelling.coe.uh.edu/example_stories.cfm?id=21&cid=2 1 O Storyboard templates: http://digitalstorytelling.coe.uh.edu/page.cfm?id=23&cid=23&sublinki d=37 http://digitalstorytelling.coe.uh.edu/page.cfm?id=23&cid=23&sublinki d=37

22. Digital Storytelling Example

23. References Bogard, J. M., & McMackin, M. C. (2012). Combining traditional and new literacies in a 21st-century writing workshop. The Reading Teacher, 65(5), 313-323. Retrieved from http://web.ebscohost.com.authenticate.library.duq.edu/ehost/detail?vid=3&sid=a 2676894-d35c-46a1-80b6- 999b7e6d0908%40sessionmgr4&hid=14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3 d%3d#db=eric&AN=EJ961027 Guidry Lacina, J. (2004). Technology and the writing workshop. Childhood Education, 80(2), 101-103. Retrieved from http://search.proquest.com.authenticate.library.duq.edu/education/docview/2103 86924/13CFDF76619345CCB32/1?accountid=10610 Kara-Soteriou, J., Zawilinski, L., & Henry, L. A. (2007). Children's books and technology in the classroom: A dynamic combo for supporting the writing workshop. The Reading Teacher, 60(7), 698-707. Retrieved from http://search.proquest.com.authenticate.library.duq.edu/education/docview/2032 80829/13CFDFAB7B6409DFE97/1?accountid=10610 Mott, M. S., & Klomes, J. M. (2001). The synthesis of writing workshop and hypermedia- authoring: Grades 1-4. Early Childhood Research & Practice, 3(2). Retrieved from http://ecrp.uiuc.edu/v3n2/mott.html Watson, P. A., & Guidry Lacina, J. (2004). Lessons learned from integrating technology in a writer's workshop. Voices from the Middle, 11(3), 38-44. Retrieved from http://search.proquest.com.authenticate.library.duq.edu/education/docview/2139 32286/13CFDFEE33C5DA7C95F/1?accountid=10610