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.
- personal experience
- juvenile justice
- LRNG Innovator
- digital media
- connected learning
- Heart of Texas
- student publication
- connected writing
- english class
- high school english
- social justice and art
- students writing
- writing outside
- art and writing
- personal story
- classroom discussion
- public voice
- civic engagement
- peer mentorship
- community connections
- community engagement
- interest-driven learning
- teacher education
- lessons learned
The Stanford Study of Writing tracked the development of writing practices of Stanford students during their undergraduate and early post-graduate years in a longitudinal study that took place over the course of a five-year period.
Creative Commons understands that your students are all authors and wants them to be credited and respected when they put their work on the Internet for others to view, remix, and appreciate. That is why, they have made it possible to choose your own license based on your needs and hopes for your work
K-12 classroom teachers, librarians, technology support specialists, etc., gather every year at the K-12 Online Conference to join each other as they present and participate in discussions and activities virtually and, in many cases, not in real time.
Profiles in Practice: Digital Storytelling with Teacher Consultants of the National Writing Project is a collection presented by the Pearson Foundation and the National Writing Project that presents the work of five teachers, who have all practiced doing digital storytelling in their classrooms in the hopes of delivering instruction of core skills like collaboration, creativity, presentation, problem-solving, and critical thinking.
Making Stop Motion Movies is a detailed, how-to guide created by middle school teacher and Western Massachusetts Writing Project Technology Liaison, Kevin Hodgson, that showcases the reading and writing elements of film literacy and utilizes a popular medium in a way that is entertaining and educational. This guide creates activities and resources and highlights student work that reinforces how to use this technology successfully and efficiently.
It started with a quandary. As a veteran writing teacher, I was struggling, feeling caught in the middle between my responsibility to prepare my high school students for the traditional academic demands of college and the prevalence of compelling technology in their lives. Although, I recognized the need for computer literacy, I was not willing to trade rigorous academic work time for frivolous computer projects. So, my quandary led to my inquiry: Is it possible to teach academic writing as digital composition? What happens to writing instruction and student learning when we go digital?
This video documents my work supporting students to use digital voice recorders for "book talks" that allowed them to be active participants in their own processes of inquiry and learning. Sharing their "smart thinking" with each other, and hearing their own voices in the recordings made such a difference in the kind of inquiry and learning process we went through together.
While the term "digital storytelling" has been used to describe a wide variety of new media practices, what best describes the Center's approach is its emphasis on first-person narrative, meaningful workshop processes, and participatory production methods.