Creating Agentive Writers with Technology in the Elementary Classroom

1. Creating Agentive Writers with Technology in the Elementary Classroom Chase Young, Ph.D. Texas A&M University – Corpus Christi PPT available for download at thebestclass.org

2. Overview • Conferring with an Avatar • Students use text to speech software to engage in self-revision. • Promoting Peer-Revision through Blogging • Students post their writing on classroom blogs, and use comments from their peers for revision.

3. Inspiration for Research

4. Some Relevant Research The writing process has changed due to access to digital tools (Yancy, 2009). Dalton (2010) suggests that teachers can use technology in every aspect of writer’s workshop. Bogard& McMackin (2012) describe the use of digital stories with third graders. Morgan & Smith (2008) share how students use wikis to publish research reports for a wider audience. Stover and Young (in press) examine the use of VoiceThread for peer revision and editing. Olthouse(2012) suggests that students can use Web 2.0 tools during the each aspect of writing process, including planning, drafting, revising, and publishing.

5. Conferring with an Avatar 1. Choose an avatar on Voki.com Type in story or paragraph 2. Listen to it 3. Listen again while reading along 4. Revise Voki.com

6. Blogging with Friends 1. Set up Kidblog 2. Students publish writing 3. Students comment* on peer’s writing 4. Students make changes 5. Repeat Kidblog.org

7. Teach Commenting • Please reorder your sentences to make more sense. • Can you please add more detail about… • I want to know more about… • Can you please tell me more about… • Can you please spell _______ like _______? • Can you please capitalize ________?

8. Example: First Post “Rachelsmisson is to help people and kids in hadi to build them houses and raise money to build them and do that.To raise all the money she goes to her schools football games and asks pepole if they want to make a donation.Andi bet she makes a lot of money to make all the houses.To help the kods before she makes all the houses she helps the kids by giving food and water to survive  and she helps them learn.Once she earns all the money to build the houses but first she has to find people to help her build the houses and once she finishes building the houses all the children can live in them.”

9. Example: Comment “tell more about the house and how it helps the children and what about there parents.”

10. Example: “Current” Version Rachelsmisson is to help people and kids in hadi to build them houses and raise money to build them and do that.To raise all the money she goes to her schools football games and asks pepole if they want to make a donation.Andi bet she makes a lot of money to make all the houses.To help the kids before she makes all the houses she helps the kids by giving food and water to survive  and she helps them learn.Once she earns all the money to build the houses but first she has to find people to help her build the houses and once she finishes building the houses all the children can live in them.The kids were homeless and needed homes thats why rachel built the houses.Her parents helped her a lot to raise the money.She builds the houses with the money she earned the people in hadi are now all happy and have homes.She helps the kids learn by teaching them like addition and subtraction and some stuff in science the parents are poor to so they share the food all together with the whole family

11. Results

12. Final Dedication

13. References and Bibliography Bogard, J. M. & McMackin, M. C. (2012). Combining traditional and new literacies in a 21st-century writing workshop. The Reading Teacher, 65(5), 313-323. Common Core State Standards Initiative (2010). Common Core State Standards for English Language Arts & literacy. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Offices. Dalton, B. (2012). Multimodal composition and the common core state standards.The Reading Teacher, 66(4), 333–339 Ferris, D. (1995). Teaching Students to Self-Edit. TESOL Journal, 4(4), 18-22. Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH: Heinemann. Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Washington, DC: Alliance for excellent education. Kindzierski, C. M. M. (2009). "I like it the way it is!": Peer-revision writing strategies for students with emotional and behavioral disorders. Preventing School Failure, 54(1), 51-59. Lankshear, C. and Knobel, M. (2003). New Literacies: Changing Knowledge and Classroom Practice. Buckingham, UK: Open University Press. Laru, J., Naykki, P., & Jarvela, S. (2012). Supporting Small-Group Learning Using Multiple Web 2.0 Tools: A Case Study in the Higher Education Context. Internet And Higher Education, 15(1), 29-38.

14. References and Bibliography Morgan, B. & Smith, R. D. (2008). A wiki for classroom writing. The Reading Teacher, 62(1), 80-82. National Commission on Writing. (2003,April). The neglected R: The need for a writing revolution. Retrieved July 31, 2006, from http://www.writingcommission.org/report.html Olthouse, J. (2012). Teaching Talented Writers With Web 2.0 Tools. Teaching Exceptional Children, 45(2), 6-14. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9, 5, 1-2. Strauss, S., & Xiang, X. (2006). The Writing Conference as a Locus of Emergent Agency. Written Communication, 23(4), 355-396. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17(2), 89-100. doi:10.1111/1469-7610.ep11903728 Yancy, K.B. (2009). Writing in the 21st century. Ohio Journal of English LanguageArts, 49(2), 70-79.