This collection shares resources created by educators across the Educator Innovator network who are working to transform their teaching in order to promote connected learning.
Resources in this collection have emerged from a growing partnership between the National Park Service (NPS) and the National Writing Project (NWP) designed to bolster connected learning opportunities within the national parks and reach more young visitors and educators.
This collection features the work of three Teacher Consultants from the UNC Charlotte Writing Project who explored and reflected upon how a "maker" approach to teaching English Language Arts worked to empower students in the classroom and connect them with the community.
This collection of resources demonstrates the ways that middle school teachers at a high needs middle school in Eastern North Carolina are transforming their professional learning and teaching practices with Connected Learning frameworks.
What does it look like when young people are writing on their own terms, in spaces outside of school? What new ways of composing do digital media tools open up for us, and what does that mean as it relates to literacy pedagogy and writing instruction inside of schools? This collection features resources written by Hip-hop & spoken word artists & entrepreneurs who work first-hand with youth on initiatives that center youth production and literacy.
- english class
- high school english
- social justice and art
- students writing
- writing outside
- art and writing
- connected learning
- personal story
- classroom discussion
- public voice
- civic engagement
- peer mentorship
- community connections
- community engagement
- interest-driven learning
- teacher education
- lessons learned
- Group Process
- Social & Emotional Learning
- authentic audience
- LRNG Grant
- LRNG Innovators
- meaningful audience
- broadcast media
- LRNG Innovator
- digital storytelling
- media literacy
At a NSTWP Professional Development Advanced Institute I was co-facilitating, there was much discussion on student culture and identity and using an asset model to best serve our students. My thoughts are this. If each individual being a part of a wider system, and many systems at once, is not aware of his or her identity, this causes potential problems within any network that he or she is a member. If a person's identity is not recognized, affirmed, and responded to, this, too, can cause hiccups in that particular network completing its job and/or fulfilling its purpose.
On a separate project focused on Young Men, Writing and Literacy, I am working with other teachers across the country, the College Board, and National Writing Project to examine how to best serve our minority male students. We pondered the impact of gender in the literacy education: Is gender a significant issue to consider when teaching minority males? Here are my two cents... okay, maybe more than two.
The National Writing Project, through its Digital Is initiative, is exploring the core design and learning principles of Connected Learning. We invite your participation.
This August, in connection with Connected Educator Month and Connected Learning TV, NWP teacher leaders will join a series of webinars looking at connected learning and inquiry within communities of practice among educators.
The National Research Council (NRC) has released a new report on 21st century skills in the classroom and work environments. From the NRC:
Business, political, and educational leaders are increasingly asking schools to integrate development of skills such as problem solving, critical thinking, and collaboration into the teaching and learning of academic subjects. These skills are often referred to as “21st century skills” or “deeper learning.” The National Research Council (NRC) has released a report addressing these issues, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.
The new report:
I developed this map as a way to celebrated The Connected Educator month, and it is part of a larger comic/video that I am working on.
The term 21st century classroom is utilized a lot now. Teachers and Schools alike are making steps towards a 21st century classroom. The steps may be small, (perhaps a crawl) or big; nevertheless, classrooms are edging towards a change. I think there can be some confusion on what that type of classroom looks like. In a recent conversation with a fellow Tweeter we were both examining a graphic that I found through another tweet. Below is the graphic. You can read it better here.
In a recent blog post at DMLcentral, Liz Losh profiled the work of UC San Diego Ethnic Studies professor Wayne Yang. Yang asks the students of his Worldmaking course at UCSD's Sixth College to present their culminating research project in graphic novel format. The interdisciplinary course anaylzes topics such as racism, heterosexism, patriarchy, colonialism, and global exploitation through a study of worlds depicted in film, novels and short fiction, science fiction, art, music, and comics.
Scholars interested in the affordances, uses and risks of social media for youth might be interested in YOUTH 2.0: CONNECTING, SHARING AND EMPOWERING?, a conference planned for March 20th – 22nd 2013 in Antwerp, Belgium
UCSIA & MIOS, University of Antwerp, have announced the organisation of an international, multidisciplinary workshop on young people’s uses of social media in general and social network sites in particular. Contributions from a wide range of theoretical and methodological perspectives and from diverse scientific fields are welcomed. Next to individual paper submissions, proposals for organized panel sessions will be taken into consideration.
The National Writing Project is a partner in Connected Educator Month, launching in August 2012. Connected Educator Month is an initiative of the U.S. Department of Education, focused on connecting educators with online communities and learning networks.
Visit the Connected Educator Month website to find out about more events offered by a range of communities and organizations and for details on how to participate.
Traci Gardner, who has blogged her and blogs at Bedford Bits, has been working through ways to explore connected learning within the confines of an academic writing course. She's working out an idea over there; here's a taste:
Six months ago, I was so proud of myself for having eschewed Twitter for so long. As someone who was hesitant to create a Facebook page (but finally did), I made a solemn pledge that my digital social network would not go beyond that. After all, I'm too old to Tweet, and don't only famous people Tweet, anyway? Also, joining Twitter would add another "distraction" to the already long line of things that are actively distracting me from my work and my family. Why on Earth would I voluntarily sign up for MORE social networking when I'm the person whose heart soars at the thought of a rotary phone, a letter sent or received by the postal service or a conversation on a front porch. I am the queen of slow, deliberate practice, of cursive handwriting and paper notebooks and face-to-face teaching. I am not a product of the digital revolution. In fact, in many ways, I fight the ethos of digitizing our communication. "It'll make us less human," I'd say.
The Make Movement is a shift towards helping us see the value in the act of creating instead of merely consuming. As more young people spend their time online, it is important for us, as educators, to consider how we can help them develop the agency to move from being passive consumers to active creators.
An announcement that Skillshare would be on the Future of Education series reminded me to think more about Skillshare (which is an online platform for peer learning like P2PU). It is a project that aims to democratize learning by enabling "anyone to learn anything from anyone, anywhere." Setting aside hyperbole and the questions about quality teaching which make us in the teaching professions say "hmmmm", I find Skillshare a spirited and generous project to put people in touch with each other for learning. It fits the connected learning model and partially answers the question of how technology and connected learning can intersect.
In honor of the Digital Media and Learning 2011 conference, the good folks at MIT Press are providing open access to the International Journal of Learning and Media for the month of March. You can see the issue at IJLM at http://ijlm.net. In addition to taking a look at IJLM, you can also see its new format which offers more rich media in support of the scholarship presented there. Jill Rodgers, Marketing Manager, invites your comments email@example.com.
With the publication of the “Voices on the Gulf” case study, the MacArthur Foundation's Spotlight on Digital Media and Learning launched the first in an occasional series showcasing how teachers are using digital media to expand learning and create projects that draw the interest and participation of all students.
The National Writing Project's Digital Is website is mentioned in The Education Innovator of the Office of Innovation and Improvement at the US Department of Education, February 17, 2011.
The Cooney Center Fellows
Program encourages research, innovation, and dissemination to promote children's learning. Fellows participate in a wide range of projects and, in doing so, develop broad exposure to scholarship, policy, and practice in the field of digital media and learning. This professional development program offers opportunities to:
NWP Digital Is has a feature that now allows you to share content via Twitter, Facebook, as well as other social networking sites. You'll notice a quick link at the bottom of all collections, resources and discussions.
As many members of the Digital Is community prepare to go to the National Writing Project and National Council of Teachers of English conferences in Orlando, Florida next week, we thought we'd pass along an invitation to contribute to a session led by Bud, Troy and Sara. Here's how they frame the invitation on their blogs:
A conference session is a waypoint, a time and place to check in on where we’ve...
been, but more important, where we’re going. So before we get to that
waypoint, let’s take a moment to share our own reports from cyberspace as a way
of starting this conversation. Here is an open Google doc where we’ve left space for you to jot some thoughts as we move into our time together. If you can join us for the session at NCTE, great. But if not, and you’d still like to report or check in, feel free
to do so.
Digital Is contributors and curators Christina Cantrill, Dave Boardman, and Anne Herrington will introduce the DIgital Is website to site leaders at a focused session at the NWP Annual Meeting in Orlando, FL next week. Stay tuned for reflections on how site leaders think about using the website in their ongoing work. The website builders are eager for even more user feedback and visioning.
Meanwhile, whether you are at the session or not, let us know what you think!
Site-builders Bill Fitzgerald, Christina Cantrill, and Elyse Eidman-Aadahl joined the Teachers Teaching Teachers webcast last night. Contributors and curators Kevin Hodgson, Chris Sloan, Bud Hunt, and Paul Allison also joined hosts Susan Ettenheim and Paul Allison for a discussion of the Digital Is launch. New visitors to the site, along with contributors like Gail Desler, provided builders with a great window into the site's launch and usability. Big thanks to all who joined us and provided feedback.
Welcome to the launch of the National Writing Project's new focused collection of resources on the teaching of writing in a digital age. Today we're going through the count down. By the time you read this, we will have lift-off.
The National Writing Project is the premiere teacher network in the United States focused on the teaching and learning of writing. You can still learn all about us at our central website at www.nwp.org. But there's no mistaking the impact of both the development of new digital tools for composing and of the internet as a global communications and collaboration space. What it means to write, to research, to publish, and to work together has changed dramatically in the last few decades. As educators, we know our teaching must change too.