DigitalWritersWorkshop

= ** THIS IS NO LONGER USED FOR CATNIP...PLEASE SEE FALL CATALOG. ** = = **Welcome to the..........The Digital Writer's Workshop** =

__**Description**____:__ This K12 Online Conference presentation describes the writers’ workshop conducted with a group of upper elementary students. The focus was on the process of writing combining hands-on and technology activities with a special focus on the engagement of multiple intelligences. **__Presenter:__** Jackie Gerstein, Boise, ID USA **__Length of Presentation:__** 22:33 **2** CATNIP HOURS __**URL:**__ http://k12onlineconference.org/?p=562

__**Steps for completing the class**__
 * 1) **Register for the class in True North Logic.**
 * 2) **Write down the Essential Questions located below. You will want to refer to these as you are watching the video.**
 * 3) **Watch video presentation at URL listed above.**
 * 4) **Return to this wiki page to answer the Essential Questions and write a Summary**
 * 5) **Adding to this wiki**
 * 6) **Click on the Edit button located on the right - note that an Editor toolbar will appear**
 * 7) **Scroll down to the next empty spot**
 * 8) **Type in your name**
 * 9) **Write a brief answer for each question**
 * 10) **Write a brief summary as to how you might use this new information in your classroom**
 * 11) **When you are done click on Save in the Editor toolbar**

//If you have questions regarding entering information into this Wiki please contact Kim Thomas (kthomas@msd38.org).//

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like? With respect to this webcast, I think information/media fluency can be defined as beginning to explore the internet and how it can aid the writer's workshop process. Perhaps tossing out the old draft books, and allowing the students to be more creative and tech-savvy by writing, creating, and publishing their work on the internet.
 * Your name:** Stephanie Embery

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable? Viewing webcasts such as this one and interacting with other teachers who utilize technology can help us to make connections and learn how to utilize new technology tools. Allowing students to play with these new technology tools and express themselves through its use can help us make connections beyond our classroom walls. It might be a good idea to provide access to the parents so that they can view the students' work online from the convenience of their home.

3. How do we ensure equity? How can we narrow the access gap? Allowing students to utilize technology tools like Scrapbook by Scholastic, Tikatok, Songsmith, and Audacity at school will provide equity for those students who may not have internet access at home. By educating the parents about the use of technology as well, perhaps the gap can begin to close.

4. What should we expect a student’s academic digital footprint to look like? When students create stories using digital storytelling, we can expect their digital footprint to reflect that. One benefit of digital storytelling is that barring any issues, student work will be archived on the internet. How amazing to be able to go back and review that work at a later date!

Summary: I enjoyed reviewing and learning from this webcast. I found it particularly interesting because I would like to find ways to make writing more interesting and engaging for students. Through the use of technology like Tikatok, Scrapbook, Audacity, Songsmith, and Storytop, students can have fun while writing and creating and be more engaged with the process. I am excited to try to bring more technology into my writer's workshop this year. It's more than just word processing their writing on the computer!

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like? Information/media fluency would probably be loosely defined as familiarity with technology and the ability to utilize it efficiently. I am not sure what it looks like, as needs of classes differ. I am interested in viewing more online videos to get a better understanding of how other teacher are using it.
 * Your name:** Jamie Kozimor

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable? I am such a novice, that I am still at the "introducing new tools" stage. I am interested in the possibilities of collaboration at the student level beyond my classroom.

3. How do we ensure equity? How can we narrow the access gap? Exposure, opportunities to explore, and observing other classrooms where new technology is being utilized within the normal routine would help ensure equity and narrow the access gap. Professional development opportunities as well as adequate funding would help narrow the access gap.

4. What should we expect a student’s academic digital footprint to look like? Hopefully increasing in complexity from the start of a student's academic career and continuing as a lifelong learner.

Summary: I am very interested in the possibilities for younger learners. I would like to find more information and blogs form teachers who have used this technology in K-1. I have always thought K-1 artwork is just BEGGING to be animated and their stories told! At-risk readers would have added ownership and motivation to read.

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like? When I think of fluency, I think of one's ability to use and interpret a medium. That said, I believe my students are much more information/media fluent than I will ever be in terms of the digital world. However, it is my responsibility to introduce them to media that they can use to learn and develop their minds. Carol and Carol's digital workshop emboides plenty of examples of teachers doing just that.
 * Your name: Mike Brauer**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable? In my opinion, the best way to inspire teachers to make these connections and use technology like that presented here is to allow them to physically witness its use in the classroom. Videos and webcasts are wonderful, but nothing can substitute actually experiencing a brilliant lesson/project that embraces technology (and is embraced by technology).

3. How do we ensure equity? How can we narrow the access gap? I'm not sure if this question is getting at equity and access for students, teachers, or schools in general. I'll focus on student equity and access. I believe if everyone has access to the internet, we can ensure equity. I constantly remind my students and their parents that they can access the internet at the public library if they don't have access at home. Another way to ensure access for all would be to assign a laptop to every student in lieu of textbooks. I believe this is being done in at least one district in Tucson.

4. What should we expect a student’s academic digital footprint to look like? If we take a student, like my son, who began his academic career within the past few years, we should expect his academic digital footprint to be massive by the end of high school. It would be the ultimate portfolio!

Summary: This presentation walks the viewer through a brilliant creative writing project. This workshop takes students through the steps of character development, 3D setting creation, plot development, storyboarding, online book creation, theme song, oral performance, and shadow puppet performance. As each step is explained, the presenters highlight the various intelligences that the step fosters as well as share the online resources used for the step.

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary:

1. How do we define information/media fluency for the 2009/2010 school year? What does it look like?
 * Your name:**

2. Introducing new tools is one thing, making powerful connections beyond the walls of our schools is another. How can we scale meaningful collaboration? What strategies work? Are sustainable?

3. How do we ensure equity? How can we narrow the access gap?

4. What should we expect a student’s academic digital footprint to look like?

Summary: