Summary:

This reading is about how teachers should cooperate digital writing as a classroom tools, so it would help students to connect with a larger topic,etc.They chose digital writing as their topic because it would cover a wide range of genres of writing. It also wouldn’t be restricted into the classroom, it could be distributed, and it could have the effect to influenced other communities. Many teachers think digital writing isn’t important because they think kids would have access to it at home, and they most likely would be good at it so there’s no point for teachers to teach it. Some teachers doesn’t realize the way of writing has been changed and they need to make this change with their students. To bring digital writing into practice through would risky many teacher’s position because of policies. In the classroom Kristen was teaching many students definition on writing was mostly traditional, only one person has text on screen on it. Through individuals projects Megan found it more effective this way to communicate. While Sarah think it’s very nice to have technology and can still be writing but she thinks if she did traditional writing it would have been better. Ashley withdraw from digital writing because she feels she is limited by it. Even through Kristen managed to convert many TFA students, there were still tension going on with them. The first one is many of the students still think digital writing is not real writing. The second is a conflicted view of their personal views and their actual teaching in class. And their last problem is pressure from outsiders. In the end, students still need guidance from teachers to learn skills they can apply into digital writing, and teachers must become digital writers.

Response:

I think the argument in this piece is pretty interesting. The fact that not all teachers are digital writer is very true, because in high school and middle school, most teachers still ask their students to do things in notebooks, or on paper. Even though, some would let their students type things up, most wouldn’t fearing students would copy each other. But then, there are very little cooperation between technology in the classroom, and class work, or homework. Most of the time there are only a few project that involving power point, and you would only need to type up essay occasionally and that’s the case in high school. I don’t know much about middle school anymore, but in my experience I only remember us going to the library for computer a few times in my 2 years of being in middle schools. There’s also the problem of teachers not knowing how to use digital technology. They should have more classes like TFA so teachers would cooperate technologies and teaching more. Even though most of them teaches with power points now for notes, there aren’t much more they do with tech.

Reflection:

The authors had a lot of sources to back them up. The way they organized the information was very good, it helped the reading a lot smoother than not having specific heading to split them up. Their use of vocabulary was a bit articulate but I followed fine with it. I feel like they throw too much data, and information in our faces at once through but then, it’s a research kind of reading. I feel like if they provide us a graph or two about the percentages of students would strengthen their arguments because we would be able to see the percentages instead of just examples.