Assignment #2
There is a push in contemporary English curriculum to have students create writing portfolios, where students can view their progress throughout the school year with their writing. For this assignment, I will incorporate Edmodo. Students will submit their work during the semester via Edmodo where they will create a portfolio page displaying their writing from the semester. Students will then be able to access and comment on other student’s work. I will also be able to easily assess a student’s work through their on-line student portfolio. Initially, I was planning on using Facebook, students would create a portfolio page for their writing. I was, however, concerned about access and privacy. I also like that Edmodo is an application specific to education. What is interesting about Edmodo is that, it is a program incorporating the technology of social networking sites like Facebook and caters these technologies specifically to education.
Attached is a link to my class website, on the left side of the page is a tag for students to access their writing portfolios.
http://www.edmodo.com/mrsimpsonsenglishclass : Profile Page
One of the problems I have with portfolio work is it is only accessible to me (the educator) and not other students from the class. So much of learning how to write creatively comes from modeling the writing form not just by educators but by other students as well. This idea is a type of social contructivism, that I believe, is integral to students becoming good writers. I think this is a great way to connect students and instill the idea that even though traditionally writing is thought of as an individual effort, the process of writing, however, is collective. Besides social constructivism, this project is also connected to Social Cognitive Theory. Students will be learning how to write vicariously through other students who show an aptitude for writing. Regarding self-efficacy, by connecting all students in the process of writing hopefully students will not be discouraged and realize that no piece of writing is perfect the first time but most go through a series of edits and proofreads. Also students who feel they are not improving as writers I can refer to their portfolio and cite specific examples of ways they have improved.
This assignment will also challenge students to evaluate other’s work in constructive ways. Students must synthesize what they know about writing to evaluate other student’s work as well as their own. I will explain that because these profiles are on the Internet, they will be available forever, so thinks about the implications of what they write.
Student’s ideas of writing as a individual not collective activity could present problems and a definite bias. As well as, how to ensure that the comments students make on other’s work are constructive and appropriate. I plan on taking some time in class to model how to appropriately comment on other’s work. Unfortunately, this will take class time away from subject area content.
As I discussed above many of the trade-offs and bias represent potential problems. I recognized above the preconceptions students might have regarding writing as an individual activity and writing as a collective effort to be a potential bias. I need to emphasize the process of writing, particular peer editing, and that it is essential to the writing process. No piece of great writing is fully realized independently. The trade-offs are I will have to use class time to outline appropriate behavior on Edmoto. This is a definite trade-off when it comes to time and the best way utilize valuable class time.
This project meets numerous student and teacher standards. The teacher standards met are Standard IV, because students are creating a permanent portfolio I will emphasize the importance of digital responsibility and creating a digital footprint. Students must be aware that what they write and the comments they make leave a permanent mark in the digital world. Student Standards II and V are met in this project. Students are collaborating and connecting in a virtual environment. Students, similar to teacher Standard IV, must consider their digital footprint and contribute thought provoking and constructive comments on other student’s work. They also must be aware that the work they submit is available to every student in the class to evaluate.
Attached is an article discussing a move towards computer based portfolios and there use as a new way for assessment. The article outlines how electronic portfolios can be an effective way to assess student performance and is also a fun and constructive way to get students to use new technology.
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