Technology in Writing: Final Reflection

During my time in EDU 777 (Learning Theories and Instructional Design), I designed a proposal to implement technology into my classroom by creating a video playlist related to each step of the writing process, where there is a video to both re-teach and provide enrichment for each step. This would help provide differentiation within the writing process, while still allowing myself and my co-teachers to focus our time on conferencing with individual students. Due to the wide variety of student needs, strengths, and stamina, as well as varying speeds at which students move through the process, this technology resource would be a great supplement to our current curriculum.

The process has overall been a positive experience for me. I originally envisioned also trying to incorporate a way to add in formative feedback within the writing process using technology, but I realized this was making my scope too broad, thereby removing the possibility of making a measurable difference for most students; I realized it would be better to take one smaller, but functional step, than try for two larger steps that thereby get less attention. I got to spend the majority of the process working alongside a learning support coach (LSC) at my school, who gave me a lot of great feedback, and helped me keep perspective as far as the purpose for what I was doing in my plan. This seems like something that would allow me to create videos that are specific to my school’s curriculum, which would have a greater effect than just seeking out resources that are already created but only somewhat relevant to what my students are doing.

One challenge through the process, in that vein, is that I would need to spend a good amount of time planning, creating materials, and then recording each video. However, this would be a frontloaded process, as the videos (once recorded) could be used for an extended period of time (assuming they prove effective). However, that has really been the one negative, greatly outweighed by positives. This plan would be somewhat easy to implement, and could prove as either a supplemental resource (for students to use as they want, or as a version of a flipped mini-lesson), or for teachers to actually assign to students within the writing process. It provides some flexibility in this way. 

Overall, I would say the most positive aspect of my journey through this process has been being able to examine the gaps we see within the bigger writing process pieces in my school, and what we can do to provide support in addressing those needs without drastically changing the curriculum or creating the need for a lot more time. I have been able to have conversations both with members of my team, PLC, and my school’s LSC about the purpose of each part of the writing process, and what it means for students to require re-teaching (why they might not meet a certain goal), or what a ‘next step’ would be for students who have reached a goal. I feel like these conversations are at the heart of what makes us better as teachers, and provides a better experience for students. I can imagine projects like these being at the heart of a Technology Learning Specialist, and I think it is very worthwhile work, because these are exactly the type of experiences that help create change within schools, and allows teachers to being to incorporate the types of technology that can help classrooms moving forward into the 21st Century.