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Engaging Students with Technology

during Writing InstructionBy Sarah Wiggins

A professional development presentation that teaches how to incorporate

technology into writing lessons.

Learner AnalysisThe following data was taken from the 2009 2010 5th grade writing scores. There is evidence for the

need to instruct teachers how to make writing more engaging for students.Total number students with scorable tests: 183

Target for IE2 Actual from

09-10

# of students

we needed last

year

# of students

who made it

last year

# of students

this year

All Students 10.5% 5% 20 10 18

Hispanic

Students

6% 0% 11 0 8

White Students 11.3% 7% 21 11 20

SWD 2.1% 0% 4 0 4

ELL 1.5% 0% 3 0 3

** This years numbers are based on the current enrollment of 162 5th graders

Subgroups break down according to DNM, Meets, Exceeds

DNM M E

All 21% (40 students) 73% (133 students) 5% (10 students)

Hispanic 35% (9 students) 65% (17 students) 0%

White 20% (29 students) 73% (106 students) 7% (10 students)

SWD 67% (8 students) 33% (4 students) 0%

ELL ** Not enough tested tocalculate

Break down according to Domains

Avg. score Persuasive avg. Informational avg. Narrative Avg.

Ideas 2.9 2.7 2.8 3.1

Organization 2.9 2.8 2.8 3.1

Style 3.0 2.9 3.1 3.2

Title of Unit:

Engaging Students with Technology

during Writing

Curriculum Area: Writing

Grade Level: All

Time Frame: 1 lesson

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Conventions 2.8 2.8 2.7 2.8

Stage 1: Identifying Desired Results

Understandings

Essential Questions

Content Standards:

Standards for the 21st Century Learner

2.1.4 Use technology and other information tools to analyze and organize information.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express

new understandings.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways

that others can view, use, and assess.4.1.8 Use creative and artistic formats to express personal learning.

Georgia Performance StandardsELA1W1 The student begins to understand the principles of writing.

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response

to literature.

ELA2W1 The student begins to demonstrate competency in the writing process.

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response

to literature.ELA3W1 The student demonstrates competency in the writing process.

ELA3W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response

to literature.

ELA4W1 The student produces writing that establishes an appropriate organizational structure, sets a contextand engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.

ELA4W2 The student demonstrates competence in a variety of genres.

ELA5W2 The student demonstrates competence in a variety of genres.

ELA5W3 The student uses research and technology to support writing.

Overarching Questions: How can

technology help students to better

understand the traits of writing?

Topical Questions: What are technology

tools that can be used to engage students

when teaching writing?

Are the tools easy to access and easy to use?

Related Misconceptions

Using technology is time consuming and too complicated.

Finding resources to use are difficult.

Teachers will understand that It is essential that we engage our students during writing lessons so that students can

gain a better understanding of the traits of writing.

In order to help students gain an understanding, technology tools can be used.

There are several different Web 2.0 tools to engage students in writing.

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Knowledge and Skills

Stage 2

Performance Task(s)Goal:Your goal is to learn about the web 2.0 tools that can help

foster engagement in students writing.

Role:Your role will be to identify at least 2 different tools you can

take back to your classroom.

Audience:Your audience is the students in your writing

classroom.

Situation: Our students are starting to have a desire to write, but

we need to make sure that the lessons are engaging, and that we

are supplying them with skills they can continue to use.

Product Performance and Purpose: The purpose of using the

web 2.0 tools is to help raise the students engagement in writing

and make sure they are equipped with technology tools to use

them as they continue in their education.

Standards and Criteria for Success:

The standards that align are listed above

Product PerformanceThe level of writing will improve as students are taught to utilize

Knowledge & Skills students will know:

Teachers will need prior knowledge of the 6traits of writing.

Skills teachers will be able to do:

Teachers will be able to align thetraits with web 2.0 tools.

Teachers will see an overview as anexample to help them use the tools.

Teachers will be supplied with a

wiki that offers further assistance in

using the web tools.

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technology tools to enhance their writing.

Stage 3: Plan Learning Experiences

The teachers will listen to a power point that will walk them through each of

the 6 traits of writing. (The teachers will have the powerpoint on theirlaptops so they can follow along and explore the tools)

With each trait, I will introduce a technology tool that can be used to help

students to apply the trait. The teachers will see a screencast of how to use

the technology tool.

A wiki will be provided for the teachers to be able to access all of the web

2.0 tools. It will be located on my website.

The teachers will take a survey to evaluate if the tools they learned about

will be helpful to them, and will try to identify two tools they will implement

in their writing instruction.