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Hi Dandan! I also really enjoyed the idea of blogging too. I like how flexible blogging is and also if students want to change topics day to day so they are able to write about their current interests, which would encourage them and help them to become passionate about what they are writing. I also liked how they leave comments for their peers which gives them a connection to their classmates and a connection with their audience. I had a similar response to you with the second question, while it is all situational, I believe that we as educators need to be aware of and acknowledge our own bias so we can check in with ourselves to ensure we are not letting these impact our teaching.

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I think that the more we learn about these software and other digital literacy platforms, the more we can find ways to implement them in the classrooms. You mentioned exploring tools to use in your classes, and I think as teachers we should always explore to see how we can better our classroom instruction. While sometimes new things such as blogging or other use of digital literacy tools may go smoothly like the scenarios in the chapter, I think that even if it doesn't work as well as we wanted, it could still be a learning experience. I think calling these various forms of media "tools" is a great way to label them, so that students and teachers will view them as tools and not just a platform for socializing.

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Hi Dandan, like you, I have hesitations about bringing technology into the classroom. I think the important thing is that we make sure that technology serves a real irreplaceable purpose for our students. I love your idea of blogging to bridge language barriers and to build community. I'm also curious to try out the different technologies that you mentioned, perhaps we'll be exploring one of those next week. Flipgrid makes me a little uncomfortable but I think it's an important format.

Thanks Dandan!

Chuck

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Welcome to my Padlet friends! Feel free to leave comments on there!

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Question #1: How do we make digital literacy interest-driven for students?

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Question #1: How do we make digital literacy interest-driven for students?

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The reading was about how to use social media-based digital writing workshops and video-making which spring from students' personal and social interests, so that we can enhance students' production in their writing. I really loved the idea of blogging production. In the text, the students were able to do authentic writing though kidblog or other tools. Students were able to choose their own topics to write and have their peers to visit their blogs. Afterwards, students need to comment on each others' blog posts. The students would work hard and think about what topics that can attract the audience, but not worried too much about the teacher. The students were also able to help and learn from each other. The idea was very engaging. Teachers can use it across different contexts. Also, we should stop stereotyping the negative influence of technology on the young generation, but using it as a tool for students' learning and production instead.

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Question #2: In what ways do student's identities (racial, classed, gendered, multilingual, etc) impact writing instruction?

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Question #2: In what ways do student's identities (racial, classed, gendered, multilingual, etc) impact writing instruction?

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I think that it depends on the teacher, the student, the community or the specific situation. First of all, some teachers could be close-minded and have lack of understandings of students' cultural backgrounds, living situations or their first languages. These teachers could easily make assumptions about "certain" students in their minds and label their students. In addition, students might go through hard times at home or struggling with health issues or having conflicts with their peers. If the student's identities are negatively impacted by other things already, it can impact writing instruction. Last, if the whole community is not diverse or not being open about other racial, classed, gendered, multilingual identities,  the writing instruction will be defiantly impacted by lack of training, experiencing and misunderstandings.

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The reading gave me many more ideas about how to use technology enhancing students' production cross contexts. Earlier, for teaching a world language, I have learned and explored tools, such as my story book, padlet, Twitter (Twitter chat), VoiceThread and Flipgrid. However, I did not realize these tools can be used for writing and many other productive ways as well. Also, the reading is very practical with all the details and students' reactions which painted couple pictures in my mind what these teachers' classrooms look like. I can even see myself doing some of these methods in my future classroom. For example, I can use the idea of blogging in Chinese immersion school setting as well. Students can write their blogs in the target language. Honestly, I always feel nervous about using technology except teaching music, art and culture, but I like how the author mentioned, ""will I try things differently next time? Absolutely. But, I won't worry abut making it perfect." It means that I can take my time, try different things in the future and find the best tools for my students.

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This is not the first time hearing and using Padlet for me. When I was pursuing my world language license and M.Ed at the U, my instructors introduced Padlet to us. My cohort members and I used it for our presentations a few times. I also used it when I was student-teaching at South High school with my Chinese level 3 and level 4 students. I had my students to post their own special Chinese New Year greetings when we were studying the unit of Chinese New Year. However, I did not have students to comment on each others' posts. I was the person who made comments orally during the class of their work. In the future. I can have students creating their own Padlets and having their peers to give meaningful feedbacks. Last, students and teachers can also use Padlet to share their learning resources/lists for learning and teaching.