Transforming Writing Instruction in the Digital Age—Techniques for Grades 5-12
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Wolsey, who is associated with the literacy graduate degree programs for teachers at Walden U., and Grisham, who teaches online courses in reading for teachers at National U., offer a guide for middle and high school teachers that illustrates how technology can aid in writing instruction. They argue that writing should be a transformative learning experience within and across content areas and address 37 aspects or techniques for writing with technology in the disciplines. They use hashtags to help readers find and cross-reference ideas, and avoid organizing techniques by type of technology. They examine the nuts and bolts of working with technology, including the use of computers and hardware, direct instruction, and differentiation, then how to encourage students to think of themselves as creators of ideas and transformative thinkers. Subsequent sections address using technology to provide writing instruction in the disciplines, including in discussion, short pieces, electronic journals, blogs and classroom websites, online literature discussion, vocabulary, collaborative writing, and texting, as well as science and social studies inquiry, literature and the language arts, and multimedia. Each technique relates information on why it is important, how technology will help, what to do, differentiation, additional resources, and examples, including those online. The last section covers advocacy for technology, high-stakes writing assessments, automated tools, and publication. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Thomas DeVere Wolsey, EdD, is Specialization Coordinator for the literacy graduate degree programs for teachers at Walden University and an affiliate researcher at the National Center for the Twenty-First Century Schoolhouse at San Diego State University. He worked in public schools for 20 years teaching English and social studies. Dr. Wolsey is interested in how school spaces affect learning, how technology changes and intersects with literacy instruction, and how writing in the disciplines is best taught.
Dana L. Grisham, PhD, is a member of the Core Adjunct Faculty at National University, where she teaches courses online in the master of arts program in reading for teachers. A retired professor from The California State University, she also coordinated the Graduate Reading Program at San Diego State University and served as Faculty Coordinator of the Center for the Advancement of Reading for the Office of the Chancellor. Her research focuses on the intersection of literacy and technology. Dr. Grisham is Associate Editor of Reading and Writing Quarterly.
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