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2008 NWP Annual Meeting AM 18 - Writing in a Digital Age. Thursday, November 20, 2008 9:00am - 12:00pm Grand Hyatt San Antonio 4th Floor, Salon D - Texas Ballroom San Antonio, TX. Welcome and Overview. Felicia George, NYC Writing Project Sarah Hunt-Barron, Upstate Writing Project - PowerPoint PPT Presentation
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2008 NWP Annual Meeting 2008 NWP Annual Meeting
AM 18 - Writing in a Digital AgeAM 18 - Writing in a Digital Age
Thursday, November 20, 20089:00am - 12:00pm
Grand Hyatt San Antonio4th Floor, Salon D - Texas Ballroom
San Antonio, TX
Welcome and Overview
•Felicia George, NYC Writing Project•Sarah Hunt-Barron, Upstate Writing Project•Rebecca Kaminski, Upstate Writing Project
•Seth Mitchell, Maine Writing Project•Jason Shiroff, Denver Writing Project
•Laura Stokes, Inverness Research
Time to Write
What are the implications for writing in a digital age?
Dimension #1 On the discipline: The Nature of Literacy in 21st
Century
Laura Stokes, Inverness ResearchRebecca Kaminski, Upstate Writing Project
Felicia George, NYC Writing Project
Building NWP Capacity to Strengthen the Teaching of Writing in the Digital Age:
A Framework
Laura Stokes and Katherine Ramage Inverness Research
Inverness Research studied the NWP’s technology initiative
• Tracked growth in numbers of NWP programs that include attention to teaching writing with technology
• Documented sites’ strategies for developing the capacities
they need to provide more professional development on the teaching of writing with technology
Data on growth in NWP programs that include approaches to teaching with technology
1,4861,764
1,944
-
500
1,000
1,500
2,000
2,500
2004-2005 2005-2006 2006-2007
# P
rog
ram
s
T
Number of all NWP programs
168 177 192
-
100
200
300
2004-2005 2005-2006 2006-2007
# P
rog
ram
s
Number of invitational summer institutes
572677 731
-
400
800
1,200
2004-2005 2005-2006 2006-2007
# P
rog
ram
s
Number of continuity programs
Data on growth in NWP programs, continued
608717
838
-
400
800
1,200
2004-2005 2005-2006 2006-2007
# P
rog
ram
s
32,94438,987 43,031
-
20,000
40,000
60,000
2004-2005 2005-2006 2006-2007# E
du
cato
r p
arti
cip
ants
Number of inservice programs Number of teachers participating
Building site capacity demands “R&D” work along several dimensions
• Knowledge of the discipline—writing in the digital age• Effective approaches to teaching the discipline—classroom
practice • Designs for teacher development—effective inservice
programs in real contexts• Strategies for developing teacher leadership (TCs)—the
engine of all NWP work
Notes • There is overlap…teacher-leadership is central and generative of all
A framework for examining site capacity-building
NWP SITE—DIMENSIONS OF CAPACITY
KNOWLEDGE OFDISCIPLINE
NEW LITERACIES
LEARNING GOALSFOR STUDENTS
PD DESIGNS
*FOR TCs
*FOR Ts IN SERVICE AREA
RANGE OF TEACHING CONTEXTS
PRIORITIES?
TECHNOLOGY INFRA -STRUCTURE?
OUTCOME
INSERVICE PROGRAMS
(CONTENT AND DESIGN)
TC LEADERSHIP DEVELOPMENT
EFFECTIVECLASSROOM TEACHING APPROACHES
SERVICE AREA—DISTRICTS AND SCHOOLS
TO SUPPORT TEACHER LEARNING IN CONTEXT
Building Teacher Leadership to Strengthen the Teaching of Writing in the Digital Age:
One TC’s Story
Rebecca KaminskiDirector, Upstate Writing Project
Clemson University
Dimension TwoRefining Classroom
Practices
Dimension ThreeBuilding Site Capacity
Dimension FourEvolving Teacher
Leadership
Before SI During 2008 SI Following 2008 SI Continuing
Earned a B.A. in English with a concentration in Poli.Sci. from Boston College. Worked as a business consultant, assistant to the president at a college, and then marketing director for local school.
Earned M.A. in Education from Furman University.
Taught Middle School ELA for 3 years.
Began using word processing technology in classroom and a laptop initiative at school enabled her to expand her scope.
Presented “Using Blogs and Wikis for Meaningful Instruction” at local tech conference and at SCCTE.
Accepted for the UWP 2008 Summer Institute.
Accepted into PhD program at Clemson University.
Shared classroom practice of online communities during SI interview and coaching sessions.
Developed a teaching demonstration focusing on her work with Wikis.
Used her teaching demonstration as the focus of her SI research in order to write a professional piece for an educational journal.
Hired as UWP PhD Grad Assistant beginning August 08.
Collaborates with other 08 Summer Scholars to plan and host the Fall Back to School Special Writing Conference.
“Teaching for the Future: The Art of Collaboration through Wikis” article accepted for publication in South Carolina English Teacher.
Invited to join the UWP Middle School Inservice Team to plan year-long PD at area school.
Invited to join the UWP Tech Team and develop the Tech Thursday program.
Presents her wiki teaching demonstration as a session at the Fall Back to School Special Writing Conference.
Proposal was accepted to present session at SCCTE conference on “Bringing Research to the Big Screen (student documentaries).”
Plans and teaches model writing workshop lessons in MS classrooms for PD.
Shares Wikis development strategy during Tech Thursday sessions.
Invited by TLN LT to collaborate to develop a session for the NWP Annual Meeting in San Antonio.
Invited to participate in NWP NVIVO Retreat in Atlanta in October 2008.
Invited by Paul Oh to develop a resource on Wikis for NWP webpage.
Met with Dixie Goswami and Tharon Howard to discuss a cross-campus research project to investigate the impact of BreadNet, the Breadloaf online community.
One TC’s story
Building Site Capacity to Strengthen the Teaching of Writing in the Digital Age:
NYC WP Experience
Felicia GeorgeAssociate Director, NYC Writing Project
Lehman College-CUNY
Overview Of NYCWP’s Technology Program
Moderated listserv with more than 200 subscribers Nicenet or blackboard used in NYCWP sponsored courses
Summer Advanced Institutes: beginning in 2000 through 2008
School Year events:“First Saturdays” monthly technology “workshops”Technology Advisory Committee (TAC) – meetings 4 – 6 times a yearTechnology retreats – Friday evening and all day Saturday event once or twice a yearShoot and Write Flickr Marathons – an adapted writing marathon meeting periodically Technology Thursdays – monthly to bi-monthly meetings Teacher Teaching Teachers weekly webcast Teacher to Teacher annual site-sponsored conference featuring technology presentations Friday Teacher-Consultant Meetings
Teacher-consultants use Nicenet to extend classroom conversations
Example of teachers’ conversations about course readings
Teacher-consultants are introduced to Google docs and use of technology takes off
Exploring Google Groups to Extend Conversations beyond meeting times
We use a Ning to share our writing and stories during the 2008 Summer Invitational/Summer Tech Advanced Institutes
Dimension #2 On teaching the discipline: Integrating
Technology into the Teaching of Writing/Literacy
Sarah Hunt-Barron, Upstate Writing Project
Inquiry questions:• How can I engage diverse students who may
or may not want to be in my classroom?• How can I help all students become better
critical thinkers, researchers, and writers?
Online Writing Communities in the Online Writing Communities in the ClassroomClassroom
• Where was I?o Snapshot of Berea Middle
• Why did I start using online writing communities?o reluctant writerso students appeared to write moreo extend these benefits and see where online
writing could take us
A little background…A little background…
• Post-technology changeso More democratic classroomo Discussions were enrichedo Students were able to explore their own culture
and interestso Peer/ social groups were expandedo Community outside the classroom wallso Students were able to collaborate
ImpactImpact
Wikis: Online Writing Example Wikis: Online Writing Example
Blogs: Online Writing ExampleBlogs: Online Writing Example
The teacher becomes the student.The teacher becomes the student.
Lessons learnedo “Roadblocks” are opportunitieso Start small, be flexible
My work with wikis pushed me to:o Think about how technology can enhance practiceso Evaluate my definition of what it means to be a
literate, critical thinkero Yield my seat as an "expert" to my students o Share what I learned with others
What are the implications for the definition of writing in the digital age on the work of your site? For goals for literacy instruction?
Table TalkTable TalkTable TalkTable Talk
Take a short break….
Dimension #3 On teaching teachers:
Building Site Capacity
Seth Mitchell, Maine Writing Project
• People need to be given time to experiment. “Play is trial without the possibility of error.”
• Extended support from mentors or thinking partners encourages learners to move beyond comfort zones.
Work at MWP exposed two major themes:Work at MWP exposed two major themes:
What Doesn’t Work
The traditional hit-and-run approach to PD:
• Spending too much time discussing theory • Offering little room for experimentation• Providing one-shot opportunities for participants to
draw on presenters’ expertise• Focusing on specific content or tech projects
What Doesn’t WorkWhat Doesn’t Work
What Does Work
Meeting for “play” on the tech playground:
• Discussing enough theory to sell the technology• Offering wide range of models• Establishing formal and informal opportunities for
mentoring relationships• Supplying tools for a variety of content and the time to
consider application• Providing options (when possible)• Scheduling plenty of time to “play”
What Does WorkWhat Does Work
MWP Tech Capacity & PD DevelopmentMWP Tech Capacity & PD Development
What are the implications for the design of your site’s professional development programs with technology?
Table TalkTable Talk
Dimension #4 On developing teacher leadership:
The Tech Liaison
Jason Shiroff, Denver WP
No one is an island: The case for building teacher leadership
• 2004 – Very little technology in the DWP• How do we build new literacy skills among
teachers?• How do these skills get transmitted to
students?• My Goal: Build digital literacy skills by
building teacher leadership.
Building Teacher Leadership with a Technology Team
Building my skills
Improving technology support at DWP
•Exploring technology with my students
•How do I make technology as ordinary and invisible as a pencil?
•Big Goal: Give students lots of practice with technology so it becomes a natural part of learning.
•I’m a TL, now what?
•What does the site need?
•How do I help DWP use technology more, better, smarter?
Networking on a national level
•Attended Tech Matters
•Formed a national Network: Common Threads
•Networked, shared success, woes, and technology.
•Big Goal: Develop Teacher Leaders
•Formed a technology team. Now what?
•Technology needs assessment for the DWP
•Build our own skills and capacity as a team
Building Teacher Leadership with a Technology Team
•Clear leadership goals and roles•Practice what we preach in our own classrooms•Once our Leadership capacity is developed, reach out to the DWP community•SI sessions, offer advanced technology institutes, etc,•Big Goal:Share what we know with other teachers so it reaches more kids
Building my skills
Networking on a national level
Improving technology support at DWP
Building Teacher Leadership with a Technology Team
Success?
•Yes! Formed a very capable technology team
•Yes! The team is using technology in their own classrooms (grades 4 – college)
•Yes! Summer Institute technology integration
•Yes! Website redesign (twice…)
•No… Canceled advanced technology institute
•No… Feeling like our roles and goals are not so clear now
Success?
•Yes! Formed a very capable technology team
•Yes! The team is using technology in their own classrooms (grades 4 – college)
•Yes! Summer Institute technology integration
•Yes! Website redesign (twice…)
•No… Canceled advanced technology institute
•No… Feeling like our roles and goals are not so clear now
Lessons Learned?Lessons Learned?
• Connect all the resources– Networking locally, nationally– Learn your technology
• Have a clear role and purpose for Teacher Leaders
• Troubleshoot• Try again!
Table TalkTable Talk
What are the implications for developing technology leaders at your site?
o What are your technology leaders’ goals and roles within the project?
Planning for Our Sites
Reflect on what you have experienced during this session that you will take back to your site. How will it impact teacher knowledge, leadership, or site capacity related to writing in the digital age?
Consider:•Who would I talk to? •What resources would I need?•What do I do next? •What would my site do next?
Time toshare
Any questions?