When I began my work at the University of Wisconsin-Madison in 2013, I was surprised to find both confusion and concern over teaching with technologies from the millennial preservice teachers I worked with- so-called tech-savvy digital natives. Little coursework and even fewer opportunities in practicum/student teaching placements offered experience planning for or implementing technology in the classroom. Even when I integrated digital writing projects into our methods curriculum, we still faced the challenge of transfer, as preservice teachers needed support diving into the why of designing their own digital writing projects in order to make them manageable and meaningful for their differing classroom contexts. It struck me that these were many of the same challenges facing practicing teachers in the schools I had worked in previously.
My background is in English Education and Educational Technologies as I had the opportunity to explore digital writing with my students as a middle school and high school teacher in Michigan. Currently, I'm a doctoral candidate at the University of Wisconsin-Madison and excited to continue experimenting with digital writing with my new students-- preservice teachers.