In The Digital Writing
Workshop, Troy Hicks discusses three elements of the framework of digital writing:
your students, the subject of writing, and the spaces in which we write in. Personally, my experience with digital writing
workshops is limited; however, after reading Hicks (2009) notes in Chapter 7, I
was able to make connections between these three important elements and how they
are portrayed in the classroom. Through
reflecting on my student teaching experiences, I am able to compare and
contrast the framework of digital writing to what I encountered in the
classroom.
In early Fall I student taught in a first grade classroom at
State Road Elementary School. Since my
students were between the ages of six and seven, they had very little exposure
to the digital world. As a result, my
cooperating teacher and I implemented a computer program to assist them in
learning how to type. We incorporated
this activity into our morning centers routine, which allowed students thirty
minutes of computer interaction; consequently they began to develop digital writing skills. Another center which also supported these
skills was the writing center; here students would write and explore about
topics pre-selected by myself and my cooperating teacher. Through practicing writing, students began to
develop literacy skills that will help them become proficient writers in the future.
Writing goes beyond pen and paper, and it was my goal to
illustrate this to my students. Many
times we acted out our thoughts or drew pictures instead of using words to tell
a story. As a result, my students were
able to learn about different crafts they can use to get their ideas across to
others. We also explored the concept of
a genre and learned about the many different types we come across when
reading. Although digital writing involves
a computer, teaching my students these basic skills will help them to organize
their ideas, choose appropriate writing forms and audiences, and become
confident digital writers.
The last element, space, is essential in order for students
to become the best writers they can be. As
educators we need to set up our classrooms in order to support individuals in
their learning. First graders need a lot
of space; therefore, my cooperating teacher and I set up the computers and
chairs along the back wall to allow for “…easy movement and communication”
(Hicks, 2009). We also made sure to have
writing tools such as scrap paper, pens, pencils, dictionaries in accessible
areas around the room. Students had
everything they needed to be successful learners in the classroom. As my students grow older, I know they
will not need as much space and will be able to use Wiki’s, Blogs, and other
writing tools to publish their hard work. Spending time as a first grade educator, my objective was to provide them with the
basics of their background knowledge on writing and teach them skills to
support them in their future.
Technology is growing rapidly and becoming more and more
accepted in the educational field. I
believe it is imperative for teachers to become familiar with these advances
and incorporate them into their pedagogy.
We may not always feel comfortable with change, but it is our
professional responsibility to take risks in order to be the best educators for
our students.
References
Hicks, T. (2009). The Digital Writing Workshop. Portsmouth, NH: Heinemann
