I remember my first word processing typewriter. That amazing machine could erase up to 12 characters at a time, and display two entire rows of typed text in a visible screen. The newest impressive writing tools include laptops, iPads, and netbooks. Yet, even with the invention of the latest technologies, the writing process lives on in a more shared format than ever. According to a recent report from the National Council of Teachers of English, instead of making technology fit instruction, we must make instruction meet communication technology.
As educators better understand how to teach and write in the 21st century, they will be serving all students, especially boys. Boys like to learn through social interaction, the natural integration of writing and technology. Boys like to express their thoughts in brief statements, as commonly used on Twitter and Facebook. Teachers can use technology to implement some of the most engaging forms of writing to inspire young publishers.
You can read more about Internet pen pals, literature response blogging, and authentic audiences in the articles listed in the left column. The bullet lists help summarize some of the most important points to consider when using online writing.
Some things to remember about writing:
• Students can only write about half of what they are capable of reading (Tompkins, 2010)
• Students will be more motivated to write for authentic audiences (Charron, 2007)
Benefits of online publishing:
• Spell and grammar check options when drafting on the computer (Charron, 2007)
• Ease of writing stages when using a computer (Wollman-Bonilla, 2003)
• Twitter and email allow for short, quick writing responses (Wollman-Bonilla, 2003)
• More engaging than paper and pencil (Wollman-Bonilla, 2003)
• Computer labs often encourage more social interaction than traditional classroom settings (Van Leeuwen & Gabriel, 2007)
A few cautions when using online publishing:
• Use a class folder for safe monitoring of email content (Charron, 2007)
• Have students use pseudonyms or first names only to provide privacy (Charron, 2007)
• Teach keyboarding and word processing skills simultaneously with the writing process (Wollman-Bonilla, 2003)
• Prepare students for delayed responses when using email or Twitter (Wollman-Bonilla, 2003)
• Facilitate, guide, and participate in response to student inquiry (Van Leeuwen & Gabriel, 2007)
• Listen to student requests (Zawilinski, 2009)
