Learning Log Entry #2

Overall, the students that I work with are savvy with technology yet still use traditional forms of writing. They often talk about their Facebook pages, texting abilities, and notes from their girlfriends. My students see all of these activities as forms of writing. Some students are familiar with blogs and other social networking sites. Although my students communicate through technology, they still spend time collaborating about technology face-to-face. I do not think students understand copyright laws or know how to access copyright-free material. I know that many students access the internet at home or at the public library.

I agree with Hicks’ (2009) statement “digital writing changes the contexts and purposes for writing” (p. 130). I think many of my students need that change in order to become effective and engaged writers. Hicks brings up the question of writing in the digital age and what constitutes writing. I believe these are questions that will be answered as students and teachers begin to work through digital writing workshop together. I believe that these answers will be different for all groups collaborating together.

I have a strong understanding of the laws surrounding copyright issues and how to access copyright-free material. I also understand the amount of work that is required when creating a video, contributing to a wiki, and writing a blog. Students will learn there is a major commitment when working collaboratively in the digital world.

Based on my experience teaching middle school at Wilson Foundations and reading chapter seven of The Digital Writing Workshop, I believe that the spaces in which students write needs the most improvement. Within my own classroom, there is not enough space for student computers. If computers were to be set up in my classroom, movement would be limited and communication would be hindered. There would be no space for students to sit and collaborate about their writing and no way for students to gather around one computer. The physical space would feel cramped and awkward as students worked on their writing.

There is one computer lab available in my school’s library but the librarian often closes the library to teachers and students. Sometimes a computer science teacher will allow me to work in their classroom during a planning period when their students are not present. This does not allow me to create an open space for students to work and requires me to bring traditional writing tools with me.          

The virtual spaces available for students to write are more abundant, if students were able to access them more frequently. There are plenty of computers with internet access for students to interact within a virtual space. Within my own classroom, I would require students to contribute to a class wiki as a starting point for using the virtual space of our classroom. 

Hicks (2009) raises a question about teaching students to write responses that are respectful yet critical. I think this would be a challenging aspect of teaching students to write in the classroom’s virtual space. Many students’ experiences writing in the virtual world requires abbreviations and using “inventive” spelling to get their point across quickly. Students will have to learn a different form of writing in the digital space.  

I feel that with some teaching and guidance, my students would be able to write in a digital space. I often feel that by not giving my students opportunities to work with technology, I am leaving something out of their education. Students’ lives are based in the virtual world and they have become accustom to learning this way. I believe learning to write in the virtual world is becoming as important as learning to write in more traditional ways.

Overall, the biggest challenge that I face in creating a successful digital writing workshop is access to physical space and computers. I believe that all the other elements can be easily worked through if my students and I are given a chance to try digital writing workshops.