Our students are online constantly, and yet research shows that only half of teachers say digital tools make writing instruction easier. Research Writing Rewired seeks to turn that statistic upside down. Or, rather, upside right: If we want to ready students for a globalized world, 100% of teachers ought to consider technology an asset to any kind of writing, assert authors Dawn Reed and Troy Hicks. But the “main wiring” still has to be the ELA standards and the essential questions at the heart of each content area. To that end, the authors show you how to use digital tools within a multi-week inquiry unit to increase students’ engagement as they write-to-learn and share knowledge. Their book a clear model for tech-rich research writing that will inform your own inquiry-driven units. Guiding components include: • An inquiry-based, technology-rich unit on identity and culture that provides learners with opportunities to engage with the very same issues that are written about and discussed by citizens of a global society • 28 model lessons and a framework including extensions, tech tips, and activities that blend print, image, apps, and video so students build multi-literacy skills day by day • Recurring use of best practices like formative assessment, close reading, think alouds and teaching key skills, including analyzing and synthesizing, annotating, checking credibility of sources, discussion, and writing about reading • Dozens of lessons and activities built around students’ favorite technology tools and online destinations, including: Citelighter, Smore, ThingLink, Padlet, and Cazles, Animoto, Mural.ly, and getLoupe, Genius and Lit Genius, Now Comment, You Voices • QR codes that take you to video clips on a companion website, so you can see the teaching techniques and digital tools in action It’s up to us to make the digital learning in school a lot more like the digital learning we all do in life. Research Writing Rewiredshows us how to channel students’ passion for digital communication into meeting ELA goals.
Chapter 6: Final Reflections and Conclusions
We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty.
[Page 200]At the heart of teaching is the desire to help students learn and grow more than they ever thought possible. In the work of the classroom, teachers see the students’ need for change and the actual changes they go through. As we help students recognize their growth, their progress in skill development, and their advancements in thinking about how they view the world, we encourage them to continue to monitor, value, and recognize their learning in the future.
When we first set out to create an inquiry-based research writing unit in the context of helping our ...