Last week we introduced Blooms Digital Taxonomy and Andrew Churches’ extrapolation to the digital processes. Creating (designing, constructing, planning, producing, inventing, devising, making) was evident in the digital processes of programming, filming, animating, blogging, video blogging, mixing, re-mixing, wiki-ing, publishing, videocasting, podcasting, directing, broadcasting. While some of these tools are complex, some are easily accessible to the classroom teacher and can be integrated seamlessly into existing practice.
Overall expectations (Ontario Language Curriculum, pg.100) can be as easily met by digital processes as by traditional pen exercises.
By the end of Grade 5, students will:
1. generate, gather and organize ideas and information to write for an intended purpose and audience;
- Storyboard/graphic organizer
- Wiki, Google docs (collaborate)
- Internet research
- Digital storytelling (Photo story, Voice threads, Comic Life, Bit strips)
- Use for procedural, persuasive writing, narratives, demonstrations of science experiments, differentiation
- Digital editing requires knowledge of conventions appropriate to media, spell-check is available, and revisions are made readily as students are engaged.
- Publish to a wiki or blog for peer feedback and metacognitive reflection
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques (Ontario Language Curriculum, pg.103)
- The following diagram shows that a media “construction” maintains the integrity of the writing process (text and audience), but includes a third element (production) which is engaging, rewarding, and relevant to a child’s digital experiences outside of school, conditions that set the stage for critical inquiry and self-directed learning.