Writing Digitally with a Purpose

Not long ago, navigating a website took a great deal of effort. Who remembers when dial-up Internet connection was the envy of the neighborhood? Even though I was forced to sit through the hideous sound of the dial-up connection, I could not wait to log on the Internet. Simply downloading a video seemed like an eternity and the resolution was far from 1080p. Learning to use technology meant going to a computer lab to work on typing skills. I don’t remember the typing classes helping me learn to type. I was easily frustrated by the repetitive typing games. As a digital immigrant, technology was overwhelming and mostly a hassle! Instant messaging on AOL was a turning point for me. Attempting to chat with several friends at once encouraged me to learn to type as quickly as possible. I became extremely motivated to learn how to use technology when there was a purpose.             

There are so many new advancements in technology. Yet in the world of education, most schools are stuck in time. According to Hicks (2013), 21st century students are "born digital, but it is our job to help them become purposeful and creative digital writers" (p.18-19). Transitioning from the traditional paper-pencil approach to the digital writing process can be scary and overwhelming to digital immigrants. With constraints such as testing, access to appropriate equipment, and time, teaching writing can seem more of a burden than a creative process. As educators we must address the digital writing process in a way that is meaningful to students. In the attached video, Ellen DeGeneres (2011) shares a comical perspective on 21st century writing with technology. Without understanding of the digital tools, digital writing is meaningless to our students.

So how can we teach 21^st writing skills to students with a purpose? If we expect students to produce a web based product, it only makes sense that the entire writing process is immersed in technology. According to an article written by Heitin (2011), Writing Re-Launched: Teaching with Digital Tools, the digital writing transforms writing from a pen and paper approach to a collaborative approach. The writing process should incorporate diverse topics across all academic subjects.  There are numerous resources available to students to create digitally enhanced texts and the digital tools will vary depending on the individual’s process.  Instead of dusting off an outdated Encyclopedia from the bookshelf, Hicks (2013) explains that students can share ideas through tools such as Diigo or Google Bookmarks, organize their thoughts through Gliffy and Mindmodo, and cite their sources through tools such as Zotero, Citelighter, or EasyBib. These tools are readily available online for students to use during the writing process. Research tools encourage students from the early stages of writing to engage in a social process. Revising and editing tools allow students to work collaboratively by sharing different views and opinions. Finally, publishing web texts gives students a feeling of accomplishment because their work is global. Digital portfolios allow students to easily keep track of their work and review/revise as necessary. According to Elyse Eidman-Aadahl (2013), technology tools enhance the writing process. When text is published on the web, students become writers. While published work is exciting, students must be diligent in their craft and determine the purpose of their work.

                              

 With the click of the mouse, there are abundant resources readily available; allowing all students to participate in the writing process. The possibilities of writing digitally are endless.  As an educator, I strive for students to become independent and social writers who enjoy the digital writing process inside and outside of the classroom.