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Teaching the New Writing: Technology, Change, and Assessment in the 21st-Century Classroom (Language & Literacy Series) (Language and Literacy Series) Paperback – May 1, 2009

ISBN-13: 978-0807749647 ISBN-10: 0807749648

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Product Details

  • Series: Language and Literacy
  • Paperback: 240 pages
  • Publisher: Teachers College Press (May 1, 2009)
  • Language: English
  • ISBN-10: 0807749648
  • ISBN-13: 978-0807749647
  • Product Dimensions: 9.3 x 5.6 x 0.5 inches
  • Shipping Weight: 12 ounces (View shipping rates and policies)
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (7 customer reviews)
  • Amazon Best Sellers Rank: #729,045 in Books (See Top 100 in Books)

Editorial Reviews

Review

''Captures the intersection of school-sponsored literacy practices and state-sponsored literacy assessments, providing an overview of many ways in which writing, technologies, and assessment practices come together in elementary, secondary, and post-secondary classrooms across the country.'' --Composition Studies, Spring 2010

About the Author

Anne Herrington, Professor, Department of English, University of Massachusetts Amherst, and Site Director, Western Massachusetts Writing Project,; Kevin Hodgson, Sixth Grade Teacher at the William Norris Elementary School, Southampton, MA, and Technology Liaison for Western Massachusetts Writing Project; and Charles Moran, Professor Emeritus, University of Massachusetts Amherst, and former Site Director, Western Massachusetts Writing Project.

More About the Author

Discover books, learn about writers, read author blogs, and more.

Customer Reviews

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See all 7 customer reviews
This book was very refreshing.
AEF
If you are looking for ways to incorporate technology, I recommend this book.
Don Greenfield
As a fourth grade teacher, I would highly recommend this text to educators.
Gej

Most Helpful Customer Reviews

1 of 1 people found the following review helpful By Don Greenfield on November 28, 2010
Format: Paperback
I enjoyed reading this book. Each chapter presented practical ways to incorporate technology into the classroom, specially student use. The authors lay out in detail specific lessons that use technology. Some include student blogging, creating online picture books, collaborative writing pieces, and senior portfolios and podcasts. Being a teacher, I appreciated that each lesson explained in the book what the roles of the teacher and students are, how they relate to the standards and how to assess. Each chapter included a sample rubric that is specific for each technology project. The activities range from elementary to high school level but each could be adapted for different levels. If you are looking for ways to incorporate technology, I recommend this book.
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1 of 1 people found the following review helpful By AEF on August 22, 2011
Format: Paperback
This book was very refreshing. It covered many great lessons that use all of the new technology we have around us. I read this book for an assignment in an education class for college, and was impressed. The public school curriculum would benefit greatly if teachers took tips from this book, and made learning more interesting and fun for their students.
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1 of 1 people found the following review helpful By Amazon Customer on July 19, 2011
Format: Paperback
Teaching the New Writing (TNW) is collection of practical how-to essays from 16 teacher authors who have attempted to tackle the emerging challenge of teaching writing in the digital age. This "intersection of technology and writing" is proving to be a challenging task for educators across the country.

The book is organized into three parts mimicking a student's progress through the American school system. The parts are divided as follows: 1. Beginning in Elementary and Middle Schools. 2. Continuing in the Secondary Grades. 3. Bridging to the College Years. Each chapter is further divided to detail a specific example of how technology was integrated in the writing lesson. Some examples include: Collaborative Digital Writing, Digital Writing Books, Be a Blogger, Multimedia Presentations From Yearlong Research and Community Based Culminating Projects, Student Engagement and Multimodality, Collaboration, Schema, and Identity, and Multiple Modes of Production in a College Writing Class.

A common thread throughout the teacher examples is allowing the student to actively engage in authentic projects that can have real world applications. The obvious problem with authentic project based lessons is the fact that these types of lessons don't always align with state mandated assessments. The disconnect is addressed fairly often within the vignettes and it is a problem that most of the teachers acknowledge.Glen Bledsoe writes, "Students usually have a keen ear for conflict in dialog and have little problem reproducing it. Collaborative digital writing projects are also dialog driven much as a script for a play. Unfortunately, the Oregon Department of Education refuses to score papers with more than a few lines of dialog.
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By Gej on November 23, 2010
Format: Paperback
This text provides educators with practical ideas for incorporating technology into writing instruction and assessment at the primary, secondary, and college level. The first chapter provides readers with an introduction to writing instruction and assessment. In addition, it challenges teachers to utilize new technologies and critical literacies to enhance writing instruction and assessment in order to meet the new demands our complex and ever-changing world. Each chapter that follows targets a specific strategy for incorporating technology and critical literacy into classroom writing projects. The best part is that these specific strategies have been successfully implemented into real classrooms by real teachers! Furthermore, each chapter includes the instructional outcomes, related standards, sequence of activities, and assessment tools, as well as student and teacher reflections for each strategy. Some of the strategies include the digital writing workshop, collaborative digital writing, digital picture books, blogging, poetry videos, and podcasting to enhance oral language and presentation skills. It is clear that all of the strategies enhanced both teaching and learning within the classroom. However, as with all good teaching and learning experiences, incorporating technology and critical literacy into the classroom requires resources, time, and energy. I think that this text made it clear to readers that no strategy was implemented without access to the necessary technologies, as well as careful thought and planning. As a fourth grade teacher, I would highly recommend this text to educators. The strategies discussed can be integrated into all content areas and modified to meet the needs of students at any grade level.
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