Real Time at Bright Ideas 2008

I thought it would be interesting to keep a conference log - and to try to do it as close to real time as possible. It may look a little bit like notes, because that's largely what it will be.






9:00-9-50. Get to Know Chris Crutcher.
Chris Crutcher is an YA author. He has a website: Author, Chris Crutcher

I thought the introduction was very unique. Rather than the traditional introduction where an authority goes through a litany of accolades, an Okemos high school teacher and two of her students created a short kit based on a scene from Sarah Byrns. After the skit, they discussed what they liked about his Crutcher's books, and finally introduced him.

I haven't read any of Crutcher's books, but I now feel I should get to it. His stories actually come from his own experiences, although his young self usually plays minor roles.

10:00-10:50. Authentic Writing in a Digital World. Christina Helsel, MSU; Michelle Rafferty, MSU; Daniel Babcock, MSU.

They have a website for the presentation: Authentic Writing in a Digital World.

The need to give students a real purpose and a real audience for their writing. One way to meet this need is via digital means.
Problems: getting students to recognize when to use formal and informal writing.

The identity of a writer is separate from the physical self (like an avatar). On-line writers are not necessarily the same as the person writing.

Pros

• Authentic audience and purpose


• Intertextuality


• Greater risk-taking in writing


• Continued communication in academic environment outside school boundaries


• Potential increase in reflection


• Connection with student interests


• Content standard requirement
  

Cons

• New boundaries between student and teacher


• Inequity in technology


• Time-consuming nature


• Potential threats to privacy and propriety


• Technological difficulties


• Programatic backfires

Using Blogs

Helsel used blogs as a method of peer review. It forces students to learn a holisitic approach to peer review since they can't just mark up a paper for mechanical errors.

Helsel found students were excited to see their work published. Students already are used to interacting online. Students did, indeed, learn to use a holistic approach to peer review. Not all ths students enjoyed blogging, however.

Using Message Boards

Can be formatted and customized to meet needs of teacher and classroom. Can use filters for language. Boards can named and customized for various instructional purposes.

The teacher created two boards: one for academic discussion and on for general discussion.

The students engaged in authentic discussion. They re-identifiied themselves outside of the class walls as class members.

Students were asked to post twice a week. The teacher is able to maintain communication with the students outside of class.

Flaws: Requires prior experience with the message board. Requires about two hours per week of maintenance.

11:00-11:50. Social Networking, Teacher Education, and English Language Arts. Robert Rozema, GVSU; Troy Hicks, CMU.

Rozema opened with a short video about social networking and how teachers can use it especially since it is so transparent and allows everyone to view your activities.

Use group to allow you to communicate with your students through Facebook.

We were instructed to jot down an observation or question.

How creepy is it when professors are on Facebook? Can we create both an academic and a private identity?

Facebook was created for students, not faculty. If faculty uses it, we need to monitor how we use it. One suggestion, don't befriend current students. Another, use caution when posting.

Teachers should be up to date with what students are doing, but we need to use balance.

At a secondary level - how to use it even if you're not willing to use it.
Character study. Teachers have students create a paper-based "Facebook profile" for characters in literature you are studying. Rozema gave us an example from a class that was reading Much Ado about Nothing.

Another option would be to use Ning.com to create a private social network for students in a class. You can create networks across institutions, and you still own your work, unlike institution-run networks and sites.

Hicks provided a link to his wiki page on social networking for educational purposes: Social Networking, Teacher Education, and English Language Arts. It has a ton of links you can check out if you're considering using a social networking tool in your classroom.