Entry 3

          As choice is part of an effective writing workshop, the addition of an RSS and/or social bookmarking tool further promotes choice as a “foundation of writing workshop” (Hicks, 2009, p. 15).  From my limited experience with an RSS in class and otherwise, I still find it valuable for students.  The myriad of information available on the internet can be overwhelming, so having a filter of related information is a fantastic way to focus thinking about a topic.  Hick’s essential questions when using an RSS with students are great because they go beyond a singular lesson about source reliability.  The questions have students begin to narrow their topic and consider how the digital tools will aid them in gathering the information.  

I particularly liked the student response about blogging.  The student hits the nail on the head.  She articulates “[blogging] is about creating a space...to safely extend and explore...online voices” (Hicks, 2009, p.22).  I got really excited when I saw this quote in the chapter because it described exactly what blogging should be.  The purpose of each blog can range but the main point for a blog is to create another written voice.  Students can gain so much from their posts.  First, they immediately have a built-in audience.  Secondly, their work is codified like a book, but more malleable because they can comment.  As instructors, we want our students to develop a strong sense of voice and authorship.  By the immediacy of publishing on a blog, students can start to realize the power that writing can provide for them. 

Personally, the concept of social bookmarking is completely new and different to me.  Experimenting with it in class has made me realize how helpful it is in sorting and storing information.  The biggest benefit is that you basically have a personalized database of articles and websites tailored to your topic of interest.

In terms of conferring using these digital spaces, I am quite excited.  I think its great to be able to extend collaboration beyond the classroom walls and time constraints.  Students will hopefully take new learning in class and continue to think of related concepts.  In fact, our writing group is using the Wiki to track our meetings and status of group.  We hope to confer between class meetings about our writing as well.  I like having access to the Wiki in this way because it makes me feel more connected to my writing group.

The biggest thing I take from the reading is that these digital media spaces, blogs, RSS, and social bookmarking, are available to make stronger, wider reaching, and more focused connections between topics and individuals.  One key kernel to consider is how are we as teachers going to relay to students that the digital tools we use in class can aid them in endeavors outside of class.  Many times we speak about digital media and come up with relatively minimal uses of the tools available.  That may be the case; however, as teachers we are responsible for teaching students how to access and use these digital tools to help them understand new knowledge now and in the future.  Personally, I am really starting to grasp the importance of technology in the classroom.  I think the biggest issue for technology is access and creating habits of use.  Students are more than willing to use technology while learning because it is motivating, but what good is motivation when schools have not embraced digital tools beyond visiting the library or computer lab once during a research project?  I think we need to push our thinking even further than we have already.  What are other ways that teachers can incorporate or even use technology to drive instruction?  How can we use technology at the heart of our instruction?