Computers & Writing: Some Reflections
As part of our second technology workshop for this opening week of the 2005 Summer Institute, I'd like each of you to spend about ten minutes reflecting on your own use of and relationship to technology (and you'll do this, appropriately, via this blog). As you do so, you might begin to consider how technological literacy might converge with your previous (or current) notions of literacy generally. After briefly describing your current level of skill with computers (novice, competent, expert), please use the following questions to guide your responses:
What do you think about computers now? Do you read about computers? If so, where? What do you read on computers? What value does your school place on computer use and computer literacy? What do you think about as you consider (and question) the intersection of computers and writing? How would you respond to Neil Postman's assertion that "Technology education is not a technical subject. It is a branch of the humanities"? If you agree with him, what do you think such an education should entail?
What do you think about computers now? Do you read about computers? If so, where? What do you read on computers? What value does your school place on computer use and computer literacy? What do you think about as you consider (and question) the intersection of computers and writing? How would you respond to Neil Postman's assertion that "Technology education is not a technical subject. It is a branch of the humanities"? If you agree with him, what do you think such an education should entail?
12 Comments:
I get around a computer well enough to keep electrically networked. I am no code manager and felt much smarter about what was going on when I worked in word perfect and code access codes than in Word. One of my students said that Word was fascist. I relate to that... try writing a poem when you are concerned about all your first lines automatically capitalizing.
I word process and e-mail all the time, and I can no longer imagine life at school without e-mail. I don't read about computers, but I read professional literature on computers quite often. Many times I print the articles out, though.
The use of technology is encouraged at my school, and they offer inservices each year for those of us who want to learn more. I try to take advantage of these opportunities, although it's never been my main area of interest. After your workshops and Dave's demonstration, I'm moving into a new way of thinking about technology, and I'm becoming more interested. Multi-modal learning seems to offer all kinds of communication possibilities that I had never considered, not to mention the motivation that is inherent in technology. I'm beginning to see how technology is a branch of the humanities. I feel like there is not a choice about whether I need to keep learning as much about multi-modal literacies as I can.
I think computers are a very useful tool for both my professional and personal lives. There is an unfortunate tendency, however, to think of anything computer-related to be superior to the way we used to do things. I read short e-mails and info I am searching for on the computer. Anything longer, I print out. My school of 1200 places little value on computer literacy as compared to most other high schools. We have three computer labs (one with 25 and the other two with 15)that are available to all classes. I see the intersection between writng and computers as a very rich one that needs to be approached in a cautious manner. I am very excited about having students make multi-modal essays, using video clips, sound clips, images and their own writing. I will agree with Neil Postman's assertion in a few more years. At present I cannot fully envision how the computer will impact writing, but I imagine that it will, indeed, be a branch of the humanities with the many aspects it offers.
I am fairly competent with computers, particularly with Microsoft software, publishing software, and the Internet. Nevertheless, I use computers, and technology in general, quite infrequently with my students. This is a conundrum for me. The cop-out answer is that technology is not very highly valued at my school and access is limited. While that is true, the more accurate answer probably has to do with the fact that I teach very technologically illiterate students (at least in terms of the technologies most often valued in school). Many of my students have never used the Internet before, some have only typed out a paper once or twice. They have vague memories of playing Oregon Trail in elementary school. The thought of teaching them the technology they need is overwhelming and often gets shuffled to the back of my to do list. That said, I am quite interested in using current and emerging technologies to teach media literacy in my classes. I mostly read about computers as they relate to promoting literacy. I do believe technology is a part of the humanities, and I need to get with the program.
I consider myself to be competent in the use of technology. My school district (the administrator)is supportive of the use of technology and our school is well-equipped in that area. We have a computer lab with twelve computers and I have four computers in my classroom. I use computers in kindergarten mainly for two purposes. First, we use the Hyperstudio program to write an ABC book each year, one letter-one week at a time. The students illustrate the books and type the words to describe the illustrations using the program. Secondly, I use the computer for skill practice with letters, sounds, and early literacy skills through a website called Starfall. I would like to expand my use of the computer and am looking forward to innovative programs and writing projects for the 6th grade language arts class.
I do not read about computers and what I read on the computer usually consists of articles I am using for research. I guess it would be accurate to say thatI use the computer as a database.
Computers have changed communication. I love a computer to write with. I use it every day and I would love to be able to teach all my writing sections in a computer lab but it isn't possible at my institution.
The rooms with computers are considered business classrooms and are difficult to schedule for any type of writing class. Because I have been at my school for a decade, I have been able to finagle a computer lab for 3 sections of writing. But that is all.
My students have mixed background with computers--from none to quite extensive. I use computers and require students to become familiar with computers.
Up with techies.
Mmmmm.... I would say that I am a competent interacter with technology. I would love to know more - have more time to tinker and learn some basics to help me jump in easier - have access at school to more intense digital video editing capabilities. But, I also realize that I need to purposefully use digital video.
I always want the best next thing to sliced bread when it comes to technology, but realize I must temper that with some realities. Yet, I still seek to shoot for the stars and find ways to make things happen as best I can.
I see the possibilities of what technology offers to students' literacy acquisition. Reading and writing in a multi-modal world as well as traditional print-based world and balancing the two and inter/intra breeding the two worlds to deepen comprehension and written expression.
I cannot wait to read and wallow in articles about visual rhetoric and Cynthia Selfe articles about literacy and multi-modalities and reread William Kist's book and talk with folks about switching my doctoral thesis area to this idea of mine and then figuring out where to head and what to do and who would serve on my committees and so on and so on.
I cannot wait to begin playing out my wonderings and inquiry in the classroom this fall.
I am in many ways a one way gang with what I do, but I am creating rationales for what I do to support what I do so that not only can I articulate clearly best practices, but help others see why these are best practices. Many in my district see technology as a tool - I am not sure I agree with it as being a tool. I think it is a means to empower, to level the playing field between haves and have nots, to write a world personally and critically.
I use the computer largely for word processing, image finding, and for "at my fingertips" research.
I think the word processor has, in fact, encouraged student writers to use the dictionary and thesaurus more frequently than "pre" computer-age writers.
I would like to use technology more in my classroom; the ONLY real constraint is time, for me. I just haven't set aside the time to attend workshops for learning more. The motivation is finally here since I think I will be getting a SmartBoard and the technology that accompanies such bonuses--something to be said for seniority and longevity, I guess :-) But I know students use the technology platform SO MUCH. Email, chat rooms, text messaging, and related communication formats are so relevant to them. I want to tap into that portal as a way in, to "turn them on" to writing.
What I think about computers is they are tools like any other, whose potential is shakily understood by me, which I use daily, and whose attraction to young people is as natural as air was to me.
I read about computers insomuch as commentary accidentally comes across my consiousness. I find myself more willing to read what could be considered "critical" commentary, usually bemoaning the death of quiet conversation, or the diminishing skills at other types of human to human interaction.
The intersection of writing and computers does gobble much attention, and I do like some of the possibilities. Mostly, I like the ease with which computer writers can edit and store previously composed work. I am a huge believer in the effectiveness of rewrites and various edits, and computers make those things easy.
Neil Postman might very well be correct, but I fear various unnamed harms arising from reliance on computers. (The law of unintended consequences seems to lurk at high speeds!) I fear that language removed from other communication cues and clues will lead to misunderstandings and sterility not yet understood. Humanities stress meaningful intersections of human understandings and endeavors, but I doubt that two (or two thousand) simultaneously on-line folks, well-meaning and good hearted, are really having what I understand "Humanity" type contact. I would be glad to be convinced otherwise. In fact, I am hoping to be convinced otherwise. If I cannot be, I may be that voice in the wilderness:-)
I find computers to be a necessary evil. I use computers to post grades, take attendance, word precessing, ordering on-line, and booking travel on-line.
My district palaces a high priority on technology and will train me in its use next fall.
We have had computers in our classrooms and a lab for several years. In second grade, as a teacher, I use it everyday...email, posting grades,attendance,etc.
My students use it mostly for research purposes. My second graders have little experience with keyboarding. "Hunting and pecking" doesn't get them very far when they use it to write stories.
I realize computers are here to stay and I continue to look for valuable ways for primary students to use them.
Computers are intimidating to me to a certain extent. I get frustrated very easily when I cannot keep up. I basically know how to use them, but I am not completely comfortable trying to keep up with the class. I learn best when someone shows me one-on-one, and I know that is not always possible in a group setting.
I do not read about computers unless I have to.
I read information that I need to get on the computer and I use it to publish papers, etcetera.
The school where I have been encourages computer usage.
I think the intersection of the use of computers and writing is a very important one. I can see the need for using technology extensively in the writing process. I feel that I have much to learn!
I believe that technology is becoming an essential component in the writing process in the present day. In the past, it was optional. Today, it is essential. I need to increase my computer skills in order to help my students better! It is absolutely necessary!
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