DigiLit Sunday: The Need for Continuous Access

As part of a continuous collaboration among educators interested in digital learning, Margaret Simon has started a weekly Digital Learning round-up on her blog:  DigiLit Sunday.  I'm joining the event for the first time today.  Stop by Reflections on the Teche to read and link.


Beyond Event Technology
When I think back to how I used technology years ago, I realize how much my thinking has changed.  It used to be technology seemed very separated from the real work students were doing in the classroom.  I always felt like I was planning for technology.  It was unnatural and out of place in our daily routine.  The lessons never quite fit into what students were learning.  We'd wheel the carts to our classroom to have, what I now call, event technology.  In this case, everyone used the same device, the same software, and completed basically the same task.

This was a response in Pixie to sharing new
learning in nonfiction.

In my days of event technology students didn't really own this learning.  I planned most of what we would do, when we would do it, and how the final product would look.  In the last five years, I have changed the way I personally use technology which has changed the way I think of using it with my students.  As I discovered Twitter, Shelfari, and Pinterest, I began to see ways we could use these applications to collect, curate, and collaborate with our families, community, and the world (class Twitter, Shelfari, Pinterest).   As I began to blog, I realized the power in developing a learning community that blogs as well.  As I started playing with applications I began to find those best suited for the learning taking place in our classroom.  I began to realize that students needed opportunities to use technology in ways that worked for them, in times that worked for them, to create artifacts that mattered to them.

Curating, Creating, and Collaborating

When available, students now use technology to share, create and collaborate.  When available students pick up devices to create artifacts to show their understanding of topics of study.  They write about their reading.  They create new pieces for writer's workshop.  They show new math discoveries or ways to solve problems.  They write for, and respond to, their friends.  They interact with communities beyond our classroom as well.

A math partnership shares their problem solving strategies.

As students create and share their thinking I am able to reflect on their understandings, strategies, and challenges.

However, when technology isn't available this all comes to a stop and the rhythms of learning are temporarily slowed.  This happened Friday as students started to settle into our Reader's Workshop, I noticed a buzz beginning in our classroom.  It quickly grew louder as students looked around to see if we had any technology available.  Often we are able to share a few iPads and a laptop or two between our first grade classrooms, but today there wasn't any technology available.  I explained to the students that everything was checked out for the day, but they could still use one of the three desktops available in our classroom.

Desktops work well for writing a blog post or commenting on a friend's blog.  We can also use them for creating in Pixie, but desktops can't always do the same thing an iPad can do.  First graders can easily use an iPad to create.  They can snap pictures, record audio, capture video, and create digital artifacts to show their thinking.  My students like to use Educreations, Pixie, and Kidblog to create, collaborate and share.  They can carry a laptop over to an area where they have books spread out or math tools are being used to learn.

This impromptu "how to" video was created after Skyping with Mrs. Moran's class in Maine about indoor recess possibilities.  It has made a perfect springboard for conversations about "how to" writing, but wouldn't have happened without immediate access. 

The Need for Consistent Access

We're truly fortunate to have desktops consistently in our classroom, and access to iPads and laptops as they are available.  I know many educators wish for this type of access.  I'm fortunate to teach in a district that has been very strategic about its plan for technology by keeping technology, not only available, but up-to-date.   When technology is available for our workshops students use them to share their thinking.  Sometimes they write responses.  Sometimes they publish stories they have written.  Sometimes they create digital pictures, screencasts, or videos to share their thinking digitally.  However, when they are not available the work comes to a screeching halt and momentum is lost.

The internet is abuzz with talk of one-to-one devices.  Surely, this will be common in the future, but for now we could do so much with just a few different devices consistently available in our classroom.  With a couple of iPads, a few laptops, and the desktops students have a wide variety of choice for tools.  More consistent access would also help us work toward improving the quality of artifacts created by being able to revisit them in a timely fashion.  Consistent access to a variety of tools allows students to choose the tool to match their purpose.  Want to write a blog post?  Go to the desktop.  Want to create something on Educreations?  Grab an iPad.  Want to write about a book you are reading and need to be at your seat?  Choose a laptop.  Want to turn a written story into a digital book?  Grab an iPad.

In a time when we value personal learning and innovation, it makes sense to have the tools available to support student choice.  It makes sense to have a variety of devices available for students to use in learning all of the time.  It makes sense to have continuous access for learners.

Really, a Post About Markers?

Really, a post about markers?  Oh, it's worse than that.  My colleagues and I spent an entire lunch period discussing markers in Writer's Workshop.  Only primary teachers could obsess over something so minor.  (OK, maybe only I can obsess over something so minor.)

I'm not going to lie, for years I did not have markers out for students to use during Writer's Workshop.  I know some of you are cheering to hear me say that.  I also know some of you are shaking your head in disgust.  Markers - like erasing, writing on the backs of paper, using scissors and allowing conversation - are an aspect of Writer's Workshop we don't want to discuss.  People feel strongly one way or another about it.

Today I'm a little embarrassed to admit I didn't have markers out for a long time, and over the years I realized I needed to rethink this.  The more I read and the more I talked about Writer's Workshop, the more I began to think markers needed to be a choice.  So a few years ago I started introducing them.  My introduction went something like this, "Here are the markers....listen for the click when you are done using them."  For some reason (I wish sarcasm came across better in writing), they just never took off.  Students never really chose them.  Imagine that.

The Day It Happened
Well, this year was different.  I introduced markers as I always do, and they sat.  Imagine that.  Then one day someone grabbed the markers.  I was busy conferring with a student, but had noticed the sudden murmur moving across the classroom.

Finally someone spoke up, "Mrs. Mere, _____ is using the markers."  A hush fell across the classroom.  Everything was silent.  No one moved.  No one breathed.  Everyone looked at each other.  Everyone looked at me.

I glanced at this young writer, marker in hand.  She looked at her friends and then she looked at me.  I could tell she was worried about her standing with her friends and her teacher.  This was an important moment for her.  "_____, why did you choose markers for your illustrating," I asked rather nonchalantly (outwardly).

"I thought it would make the pictures look better," ____ replied in a hesitant whisper.  (Well, it was something like that.  That's really not important.)

"Seems like a smart choice of tools for your writing," I replied matter-of-factly and went back to conferring with writers.  Yes, I acted like this choice seemed perfectly logical, but I also knew what was coming.

Here's What Was Coming
Yes, young writers gleefully jumped up from their seats to grab the markers.  FREEDOM!  Weeks went by and markers were a part of workshop.  It was actually going pretty well.  Illustrations had maintained a reasonable amount of detail and popped with color on the pages of stories.  We had made it through the coloring over our words part of the process, and I was noticing some students were actually better able to draw with markers.  They just seemed to sit in their hands more comfortably; it seemed easier to form lines and make circles.  I was rather proud of myself for getting over another control hurdle and trusting my students.  They never fail me.

Then....

One day, I noticed it here.

I noticed it there.

I noticed it here and there.

Students were writing words with markers instead of pencil.  GASP!  (This post really needs sound effects.)  Now I was the one who wanted to shout, "Teacher, ______ is using a marker to write his words."  Actually, you know that feeling you get when what you are thinking, what you believe, and what you practice aren't matching?  I knew this was one of those moments.

The Dilemna
FASTFORWARD to our lunch conversation.  Should I let students use markers to write words?  Thankfully I teach with great friends who will tolerate my worry over little matters and conversations over tedious details.  (You all rock!)

The pros:

• Some students seemed to be able to write more with markers.  It seemed easier to form letters and words with the thick tips of a marker.  The size of the marker made it easier to grip.  Yes, OTs everywhere are shouting OF COURSE.
• The words really stand out when written in marker. 
• I can easily see the corrections students have made as they were unable to erase.

The cons:

• Some students seemed to write much bigger when using markers.
• Some students raced through their writing and it wasn't as neat as their pencil work.  

Yes, the answer is obvious when you read it like that.  As a colleague reminded me, "Some of the kids using pencil need to make their writing look better too."  It's true.  It isn't really an issue of the tool, but an issue with the process.  Students want to write a story that others can read so they have be responsible about some of their choices.  I have students in my room who wouldn't ever want to write words with marker.  They want their writing to look neat, they want to be able to erase (yes, I let them erase --- another day's post for Writer's Workshop purists), but for others it's easier to create with the flow of the marker.  It's easier to get words onto paper.

My Decision
It was decided, at least for now, that students will continue to use markers to write if that is the tool that works best for them and their story.  I will continue to teach through it.  Yes, it will take a few days, but in the end I'm hoping it will be worth it.

What are your thoughts?