Response Journals Assumptions. Background O Undergraduate pre-service teachers O Juniors and seniors O First time for instructor to teach this class O.

Response Journals

Assumptions

BackgroundOUndergraduate pre-service

teachersOJuniors and seniorsOFirst time for instructor to

teach this classO2nd time to use response

journalsOFormat provided by lead

instructor

Digital native or digital immigrant?

Generational categories

Name Years born

Period of years

Percentage of pop. In 1998

Baby Boom Jan. 1946 to Dec. 1964

19 23%

GenX, Baby Bust

Jan. 1965 to Dec. 1976

12 15%

NetGeners, Millenials, GenY

Jan. 1977 to Dec. 1997

21 27%

GenNext, Gen Z

Jan. 1998 to present

13 13.4%

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 SamplesOLook at the student samples passed out.

OWhat do you notice?ODid the students follow the instructions?

AssumptionsOStudents are:

Ocomputer literate, e.g. know how to use a word processor

Oknow how to writeOknow how to write

reflectionsOknow the mechanics of

writing

Assumptions on dressOWhat did you think when April and I walked out in our clothes?

OWhat were your assumptions?

QuotesO“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).

QuotesO“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).

QuotesO“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).

QuotesO“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 PonderOWill a handwritten journal

fulfill the goals of the assignment?

OIs it process or product? Or content?

OWill a video or audio recording work?

Points to PonderO 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 ponderODo we assume that

because it’s a college student, they can access all aspects of computer literacy?

OTeachers need to be aware of their own beliefs, understandings, assumptions, misconceptions, prejudices

Burning question

OHow does access to technology influence struggling writers’ authoring/writing skills?

ODoes being familiar with technology facilitate writing?

ODoes being familiar with word processing programs make it easier to write?

ReferencesO Gaer, S. (1998). Integrating computer skills into

low level ESL. Literacy Links, 3(2). Retrieved from http://www-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 21st-century classroom. New York, NY: Teachers College.

O Horne, G. (1998). Reading & writing in cyberspace. Literacy Links, 3(2). Retrieved from http://www-tcall.tamu.edu/newsletr/dec98/dec98b.htm

References OBonk, C. (2009). The world is

open: How web technology is revolutionizing education.

OCollins, A. & Halverson, R. (2009). Rethinking education in the age of technology. New York, NY: Teachers College Press.