1.Use of Apps to Engage Students in Collaborative Writing Richard Beach, University of Minnesota Handout: Apps recommendationshttp://tinyurl.com/c5 mlkuh

2. Current book project Richard Beach, Chris Anson, Lee-Ann Breuch, and Thomas Reynolds, Understanding and Creating Digital Texts: An Activity-Based Approach, Rowman & Littlefield, in presshttp://digitalwriting.pbwork s.com 3. Apps: Affordances Affordances not in appAppActivityAffordances created by teachersActivityApp 4. Affordances: Social practices Contextualizing texts as actions/spacesInteracting with othersMaking hypertextual connectionsCollaborating with othersConstructing identities as persona 5. Affordances not in tools We need to understand that meaning is not inherent in our tools (writing, media, ideas, language) nor does meaning reside in ourselves. Rather, it exists in the space between our tools, ourselves, and each otherin the space of design. Doug Walls, KAIROS 6. Tools: Recontextualize texts Twitter: Move link from one context to new context Remix: Copy-paste from original to new text Annotate: Add new content to a text 7. Digital texts: Continuum Static DynamicFixedOpenMonologicDialogic 8. Wiki annotations to a Munro story 9. Folger Digital Library 10. Annotations: Hamlet 11. Rap Genius: Annotations 12. Evernote: Clippings 13. Feedback: thesis: Google Forms 14. Research: Middle school students 2011 2012: Using of iPad apps (report at end of handout)2013: Use of Chrome appsLow-income, urban school 15. A Quick Peek at Diigo 16. Diigo bookmarking for sharing annotations 1. Add Diigo to Safari (iPad) or Chromebooktoolbar 2. Find an online text 3. Highlight sections of the text 4. Click on the icon to add a Sticky Note response 5. Have other students add their responses 17. Affordances of Diigo: Collaborative Annotation 18. Affordances of Diigo: Collaborative Annotation 19. Paired Resulting Argument 20. Benefits: Annotations More active reading Alternative perspectives Alternative response practices 21. Sticky-note discussion Discussion prompted by projecting annotations on the pro wind power article Read one of two con articles and added their own annotations using Diigo and DocAS. Students responded to each 22. Scheme 23. Results: Diigo Annotations 34% questioning, 22% integrating/connecting, 13% evaluating,10% determining important ideas, 9% inferring,8% reacting to others comments, 24. 2013 Research: Chrome apps: Mindmeister, Diigo, VoiceThread What app affordances did middle school students employ in using Mindmeister, Diigo, and VoiceThread in studying the topic of weather versus climate? What benefits and challenges did students identify in using these apps? What are some differences between use of iPads versus Chromebooks in using these apps? 25. Affordances: Organization, Multimodality, Ease of use Its easier and its get more into what you going to do because you can use photographs, graphs, and charts and all of that and its more easier to show as if youre doing a presentation to get the person youre showing this to more into it and to show them what you trying to explain to them. It organizes your thinking. When you put in bubbles you could tell the difference and you can put it on each side that you think it is. Its better than writing because you can think of more ideas when youre using that and you can put images when youre explaining. 26. Affordances: Efficiency, Collaboration, Visual When youre doing it on paper and pencil youre just learning from our own thoughts, on Diigo it is more faster and better. Easier. If it is on paper, you are not allowed to collaborate. Its online. You can communicate with other people like if you have a question or a comment on other peoples sticky note or if they have a question you can clarify. 27. VoiceThread: Multiple audiences share responses to images 28. VoiceThread affordances practices Collaborative shared reading Mediated by focus on same iamge Learn from others perspectives Multimodal production 29. Teacher: Multimodality The multimodal aspect of this helps kids gel their understanding and further their understanding of whatever their particular part of the carbon cycle was in a way that was not as rich had we been doing a whole class discussion or another reading on the carbon cycle or all watching a video. What was neat was every kid was processing their leg of the carbon cycle in their own way without being guided by a teacher. In a class often were going to read about it for two minutes and discuss; they could think about it and talk with a partner about it. 30. Advantage: iPads TouchSpeed # apps Video/images 31. Advantage: Chromebooks Costs Google Apps Loading apps Keyboard (problem: trackpad) 32. Identity competencies Negotiating identities across different social worlds Acquiring new, alternative ways of perceiving and knowing Making connections across people, events, and texts Engaging in critical analysis of texts and the worldReflecting on ones experiences based on longterm identity trajectories 33. Habits of mind Curiosity, openness, engagement, creativity, persistence, responsibility, flexibility, and metacognitionFramework for Success in Postsecondary Writing (Writing Program Administrators, National Council of Teachers of English, National Writing Project, 2011) 34. Negotiating identities/adopting perspectives: Online roleIssue: Access play to information on blocked websites Students adopt pro-con rolesconstruct a personaemploy rhetorical appealssupport their position with reasonsidentify and refute counter-argumentsrevise or modify ones own positions 35. Using a Ning as the platform for online role-play: 36. Using Diigo sticky notes to share annotations on related research http://grou.ps/cwhybrid2010t1/talks/5160010/4 37. Threaded discussion allows students easily follow discussion 38. Role construction: Adopting different perspectives EmoGirl: Critique of school Internet policiesI think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person. 39. Strict Father cultural model:The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. Rrated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school. 40. Online resources Handout: Apps, identity activities, study reporthttp://tinyurl.com/c5mlkuh Ebook: Using iPad and iPhone Apps for Learning with Literacy Across the Curriculumhttp://usingipads.pbworks.com