Teaching Writing From 30,000 Feet Good writing is good thinking. Well written is well thought out–which is to say that it’s well planned, well organized, speaks to an audience, has a clear and unique voice and just the right words [...]
An Annotation by Jeff Ayer Poling, who is an administrator in Maryland, looks at the span of uses that blogs can have in a school environment, including: individual blogging, classroom blogging, collaborative blogging, and staff development blogging. Her biggest statement [...]
An Annotation by Jeff Ayer Nelson and Feinstein focus on “Netspeak,” which they define as “a blend of speech and writing” (1). Their greatest point, however, is found in trying to battle the idea/theory that writing frequently leads to improved [...]
An Annotation by Jeffery Ayer Lankshear and Knobel elaborately outline: the history of blogging, the anatomy of a weblog, a detailed step-by-step process of how to set up a blog, and the types of blogs that existed as of 2003. [...]
An Annotation by Jeffery Ayer This article really was by Emily Van Noy, the teacher who employed blogging in her classroom, and Kajder and Bull assisted in writing it. The focus was primarily on steps in setting up and using [...]
This article is the 2nd in a series, based on action research I collected while studying for my M.Ed, explores the impact digital technology can have on how our students learn, and how we, as educators, can leverage that impact for the good of our students. Before I was introduced to wikis in April 2008, I never would have envisioned how much my teaching could use these new technologies. More importantly, my students could not be more ready to take their education to a new level that I sincerely hope will better connect them to the world and prepare them to participate in a digital world. The time is now, and while students have been hungry for this opportunity, the reinforcing research is thorough enough to justify using wikis,blogs, podcasts, Flickr, Moodle, and online writing technologies that I feel can significantly improve students’ writing, and perhaps more importantly, prepare them for digital citizenship.
Before I was introduced to wikis in April 2008, I never would have envisioned how much my teaching could use these new technologies. More importantly, my students could not be more ready to take their education to a new level that I sincerely hope will better connect them to the world and prepare them to participate in a digital world. The time is now, and while students have been hungry for this opportunity, the reinforcing research is thorough enough to justify using wikis,blogs, podcasts, Flickr, Moodle, and online writing technologies that I feel can significantly improve students’ writing, and perhaps more importantly, prepare them for digital citizenship. This series, based on action research I collected while studying for my M.Ed, explores the impact digital technology can have on how our students learn, and how we, as educators, can leverage that impact for the good of our students.
I had accepted a job as a 7th grade language arts teacher, and I was ecstatic to have a job where I could share my love for reading. However, I had no idea how to best teach these early adolescents who everyone seemed to be scared of. This lead me to the action research project I undertook for my Master’s Degree: brain based differentiation. This series of articles outlines what I learned.
Fox, M. (1993). Notes from the battlefield: toward a theory of why people write. In Radical Reflections (pp 1-22). New York, NY: Harcourt Publishing. An Annotation A great essay on the change in her students when the author moved to [...]
Goldberg, G., Roswell, B. (2002). Reading, writing and gender: Instructional strategies and classroom activities that work for boys and girls. Larchmont, NY: Eye On Education. An Annotation Recommended for grades 3-8, this book is loaded with specific lessons, tools, and [...]
Designed by
Copyright © 2012 We Teach We Learn. All rights reserved.
Twitter
Facebook
