The Writing Process that Utilizes Tech Integration

I've been thinking about ways to utilize the efficiencies of edtech and create consistencies for our students lately. While teachers may all expect MLA format at our school, do we also expect the same process in writing? I am not an english teacher but I do enjoy writing. Our school does a wonderful job of growing students that can whip out a paper in no time. It's definitely one of our academic strengths. I believe that is because we see writing across the curriculum, which is a wonderful thing. I also know that some rubrics are either being worked on or are in place to grade papers equally no matter what the subject matter. I love that. 

I can't help but wonder how does technology support that well-oiled process because well...that's what I do...wonder about technology. So I am using this blog post to brainstorm possible ways to suggest technology be utilized both for efficiencies of the teacher/grader as well as to create efficiencies, standardized expectations, and additional learning opportunities for the students. 

http://www.readingrockets.org/strategies/paragraph_hamburger

Prewriting: That time when students are gathering together in their mind what this paper will say and look like. It's the prep stage. I'll always remember sitting in on a fourth grade teacher explaining the parts of a paragraph to his students as a hamburger. I had never heard that before and it has always stuck with me. We, as educators, work hard to help our students learn to write. For many students this planning stage might best be done through pen and paper. Why not allow students to plan using the Wave Rocketbook notebook that would back up to their Google drive? Or let them use some mind mapping tool like Popplet to organize their thought processes to decide which direction to go? Or let them organize their main parts of their paper in Google Docs and allow peer review feedback via comments? 

Drafting: We are a school that uses GSuites. The ability to create their first draft in Google Docs adds so much robustness to the writing process because of the ability to give immediate feedback as soon as a peer or teacher makes suggestions. The ability to see past correction histories in the process can help writers maneuver forward in creating a very good paper. The beauty of self-saving Google Docs is there is less pressure to work on the fine tuning and more ability to just GO while writing. Research shows us that in the process of paper writing creativity is stronger when typing due to the fact that the brain works faster than we can physically write. The act of "writing" slows us down. While I don't believe technology integration = typing papers in class, I do believe the efficiencies of faster creation and a teacher working the room either virtually in a document or reading over a student's shoulder is a huge benefit to today's classrooms. 

Revising and Editing: There are multiple ways that Google Docs aids the revising and editing stages even before anyone other than the author lays eyes on it. For instance, teaching students to turn on the editing options (to the upper right of the paper) as they type allows them to learn as they go. 

One of the more recent features of Google Docs that can help students in researching is the "EXPLORE" feature that allows a student to access a web browser within the Google Doc to quickly look up things to support their writing. This can be found under the Tools tab on the tool bar.

While talking about research, here is where others might disagree with me but I think we are at a time where it is more imperative than ever that we help students learn what plagiarism is and we allow them to make corrections before they actually "turn in the paper."  When I was in high school (a long time ago) I think it was easier to realize if you were plagiarizing or not. I went to a library to gather a limited amount of resources and I read through them. Because it was a limited amount of resources, it was easy to remember what I read verses what I inferred from what I read. Today's students can pick up their device and have access to oodles of information on any given topic. I think it is easier than ever before to plagiarize and not even realize it. Look at all the hot topic media reports of various celebrities and politicians being called out for plagiarism. I know this is a judgment on my part but I wonder if it is truly intentional plagiarism much of the time. 

By expecting students to import their papers to something like www.turnitin.com before turning it in for grading, we help our students become aware of what plagiarism is in the process. Not only that, we put the owness on our students to correct grammatical errors before they get to the teacher (this works unless you are actually grading for grammar obviously). The point I'm trying to make is this can become an effective teaching tool in itself and make for efficiencies for our teachers. I do not think running a paper through a self-checking software means it is a good paper. I do think it can be part of steps that could ensure a paper is well written though.

Rewriting: Teachers being able to give feedback during the revisions stage (after going through something like turnitin.com) via Google Docs comments allows the teachers to see if corrections to suggestions were actually made or just ignored. Instead of having multiple papers in front of them of drafts, this makes for efficiencies as well. On the student side, to be able to click "resolve" in the process of rewrites creates a neatness of process for the student. Dare I say receiving suggestions or questions from a teacher via comments instead of pen marks potentially written all over a page is also both easier to read for the student and less overwhelming when doing final writes?

Publishing: In the past, a "published" document basically meant a teacher and maybe the students in the class got to see the finished document but in today's world the ability to allow students authentic feedback from the world at large is both an amazing ability and meets the ISTE (International Society for Technology Education) standards for students in multiple areas in regards to educational technology. What if our students added their paper to a blog? Shared their paper with a prominent author on the subject of their paper? Created an opportunity for authentic feedback by emailing the paper to scientists, historians, or others they feel might connect with what they have said? 

To repeat the process I think might best meet both student and teacher needs in integrating technology into writing:

1. Students receive rubric for assignment when the assignment is explained.
2. Students create mind maps in their planning stages, either by using digital paper or online graphic organizers.
3. Students draft their paper in Google Docs and utilize both the editing options and the explore options during this process.
4. Students upload the paper to www.turnitin.com to look for both grammatical and plagiarism issues and then rewrite after receiving the results but before sharing with teacher/grader.
5. Students share document with teacher/peers for review and feedback. Comments in Google Docs are used to make the process of corrections more streamlined for students.
6. Expectations for publishing are in place for (x) number of papers a year for every student.

I know I am not an English teacher so I wonder what parts of this seem worrisome? A burden?....Thoughts?

What is Technology Integration Success?

Technology Integration Success. What does it look like? For me? For the programs I'm a part of? For my students? For the teachers I support? Success is a big word full of many nuances. Often times I will leave school finding myself reflecting on what feels like a successful day... perhaps it's seeing a teacher tackle a tech project, feeling that a teacher is seeing the WHY regarding tech integration, watching a student get excited about their learning, seeing growth and understanding with technology as a support to learning. It could be many things that make me feel like a day is successful. 

I think one of the things that many schools haven't done well in technology integration is defining what successes look like. I think technology hit the market for education so quickly and dramatically that many schools got the cart before the horse. 

Instead of deciding WHY technology should be a part, it just was and the groundwork for expectations and philosophy of use is begging to be written. But it's not our kids that are asking what are the expectations? why are we using technology? it's our teachers. Our students accept that technology is a part of their world and they see the value of it as part of their education. I also believe they are the first line of attack/understanding when a bad technology decision is made and should be heard during technology adoption processes. Students know when something is quirky, slow, or not helpful immediately. The difference is that we as teachers often keep trying to make the system work while the student looks for other solutions. I've seen it first hand over and over. Teachers will be asking students to create something using technology and inevitably someone says "is it ok if I use this app/website instead? I find it easier/faster/cheaper/better."

Students are adaptive. They adapt to different adult personalities all day long and they adapt to different expectations all day long. They, sadly, are used to not getting their WHY questions answered. But that's not fair. As educators we have to show them that technology comes with rights and responsibilities. In order to best do that Schools need framework to show how technology can possibly enhance education but in that we must also prepare students for a future of constant access to a powerful resource that magnifies heart issues.

Call it digital citizenship or digital stewardship but the bottom line is there has to be an understanding of these rights and responsibilities in regards to this world of constant connectivity. Creating a constitution of connectivity that can be referenced, respected, and acknowledged as a common ground regarding the WHY,  the HOW, the WHO, the WHEN, and the WHERE gives teachers both the freedom to explore and develop their curriculum with technology in a supported environment. A framework also gives the hesitant teacher the push to make sure all students are equally being taught valuable technology skills for their future. 

So the WHY is the philosophy of technology integration. The WHO is integration expectations. The WHEN and WHERE are the adoption of standards to meet the HOW and WHY. Easy, right? 😉

5 Easy Peasy Options for Tech Integration

There are some ways to integrate technology in your classroom that adds value to your learning environment and pretty much can be a go to no matter what the lesson plan. Here are my favorites no matter what grade level you might teach:

1. Research.
   
    Allowing students to find information on a topic by themselves allows them to delve deeper into areas that appeal to them. It also allows them to be in charge of the path of their learning no matter how "locked down" the requirements for the lesson are. Most school systems have access to online research databases that are grade-based helpful. Teaching students how to curate all the information on the internet is no easy task but placing good research options in their path helps. Using digital encyclopedias and search engines like http://kiddle.co for younger students can help. 
   
   
   Showing older students how to use the Google search engine tools (http://mashable.com/2011/11/24/google-search-infographic/#0vBxYjxrxsqb)as well as how to use your library's digital learning databases are important steps to preparing our students to learn how to find quality information with ease.
2. Mind mapping.
   
    This article talks about the benefits of mind mapping: http://mindmapsunleashed.com/the-mind-mapping-concept-and-how-you-benefit-from-this. There are many free or almost free websites and apps that allow students the beauty of gathering their thoughts on a topic in a systematic way. Apps like Popplet and Simple Mind+ and websites like www.mindmeister.com allow students the ability to creatively make connections to ideas, discern important points, as well as map outlines for papers. Mind mapping has also often shown a benefit to recall as well.
   
   
3. Collaboration.
   
    My favorite way to collaborate is using GAFE (Google Apps for Education), specifically Google Docs so that students can collaborate on writing projects through the use of multiple users on one document or even just allowing collaboration on a document by the adding of comments for reflection. There are also options like Padlet, Google hangouts, Skype, blogging, and the discussion boards of your school's LMS options that either allow students the ability to connect with each other or the world beyond the four walls of their classroom. 
   
   
4. Whiteboard options.
   
   For years teachers have used whiteboards for quick formative assessment to see if daily learning objectives have been met. Today, we have websites and apps like A Web Whiteboard, Explain Everything, ShowMe, and EduCreations that can be used to give students personal access to content. Digital whiteboard options also are a great tool to allow students to use at the end of a class to show their learning for the day as well. Finish your lesson, tell the students to open their Digital Whiteboard and say "create a file that shows me the top three things you learned today in class," or "Create a math problem using the formula we used today and solve the problem." The possibilities are endless. 
5. Studying aids.
   
    Technology is a great way to aid students in studying. Digital flashcard makers like Quizlet and word cloud creators like Wordle are a great way for students to reinforce spelling and vocabulary terms. Khan Academy, ck12.org, and other online options as simple as youtube offer your students additional support in studying for exams or refreshers for homework. 
   
   
   The options for integrating technology into the classroom are endless and the creative ability to what a teacher hopes to accomplish is turning more dreams into reality every day. Technology often affords the teacher extra time to have more one on one opportunities with their students as well as supporting the learning environment in very concrete substantive ways that didn't exist a decade ago. The above 5 options could easily be adapted and adopted in any classroom to reap the benefits of technology in our schools and to equip our students for the world beyond their academic life.