1. + Blogging for Struggling Writers Jackie Misiak Integrating & Implementing Technology Fall 2012

2. + The Struggling Writer Learning to produce written language effectively is among the important achievements of a developing person, whether that person is a child at an early stage of learning to write or an adult struggling with similar aspects of the process. —J. Newman, “On Becoming a Writer,” 1983, 860

3. + Who are they? Unable to effectively and efficiently write text Often seen sitting for long periods of time with little progress being made Avoid writing tasks Don’t see the value of writing as being worth the effort Need specially designed instruction Demonstrate weaknesses in one or more of the following areas: ideas, organization, voice, word choice, sentence fluency, or conventions

4. + How Can Technology Help Bridge the Gap? Digital Mapping Tools Kidspiration Inspiration Text-to-Speech Software iPad Apps Dragon Dictation ReadWriteGold Digital Storytelling Blogging

5. + What is a Blog? Web Log Website with various entries in chronological order in the form of a daily journal Contains links, images and comments to create interactivity among users “Can’t I just email you a link to my blog, Miss?”

6. + How Does Blogging Have an Effect on Literacy?

7. + Advantages Encourages participation and discussion Practice with writing skills Sense of ownership Allows students “think time” Access to material outside of class Motivation Authentic audience Erases the classroom walls Peer feedback Word processing = less tedious revision process, spellchecking tools and typing vs. writing Higher order thinking skills Cooperative learning “If I knew that other people were going to read what I wrote and react to what I was writing, then I would make it better and I would want to do the best that I could at it.”

8. + Limitations Possible difficulties keeping blogging comments relevant Writing may be more casual than traditional methods If students don’t have anything to say in response to a blog post, they will only write the minimum without proper reflection Could pose difficulties for those with a lower level of computer skills Difficulty following the discussion with too many posts

9. + Effectively Using Blogs in the Classroom

10. + Elementary & Secondary Writing Prompts Book Responses Answer Questions about a Specific Topic/Content Area Field Trip Experiences Explaining Math Problems Making Connections with Content and the Real World Creative Writing Making Predictions for a New Unit Parent Communication

11. + High School Digital Portfolios Written assignments Reflections What has been read What has been learned Discussion of Classroom Topics Homework Pre-class Prep

12. + Blog Sites Kidblog.org Edublogs.org

13. + Blogging & SAMR Sharing ideas using a variety of multi- media and collaborating with students around the world on projects Turning the task of question response into collaborative group work that can be completed outside the classroom Responding online to other students’ posts to the given question Responding to a question about a given topic in typed vs. written form

14. + Final Thoughts… Goal: pushing students to write for a variety of purposes and audiences “Students who learn only to write in response to writing prompts with imagined audiences learn only the genre of writing for timed tests and imaginary audiences.” Peer feedback is effective in improving the writing quality Must also teach safety and appropriate social interactions Steps: Choose a platform Set guidelines Teach your kids Define a purpose for each blog Emphasize content over form Don’t forget multimedia Put safety first Look for inspiration

15. + Let Blogging be Part of the Solution “Writing well is not just an option for young people – it is a necessity. Along with reading comprehension, writing is a predictor of academic success and a basic requirement for participation in civic and life and a global economy…Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as part of this national literacy crisis.” (Graham & Perin, 2007)