As a writing instructor, I also feel responsible for facilitating my students' familiarity with a variety of technologies. Not only will they be increasingly expected to demonstrate fluency and professionalism using digital products, processes, and environments upon entering the job market, but I believe they should develop a critical awareness about the writing (and ethos) they craft online in order to make effective composing decisions.
As such, I incorporate various technologies into my courses primarily through composing and publishing on our class wikis and websites, but also by requiring collaborative work using tools like social media, StoryMaps, Google Apps, and Office365.
Below are some sample project sequences demonstrating my approach to technology in the composition classroom. Each represents a different level of complexity, but all can be adjusted to fit various stages of the general composition sequence, or even special topics courses. Here, I've also linked one student's sample digital portfolio submission, which asked students to upload and submit photos, graphic organizers, and files as project portfolios.
As such, I incorporate various technologies into my courses primarily through composing and publishing on our class wikis and websites, but also by requiring collaborative work using tools like social media, StoryMaps, Google Apps, and Office365.
Below are some sample project sequences demonstrating my approach to technology in the composition classroom. Each represents a different level of complexity, but all can be adjusted to fit various stages of the general composition sequence, or even special topics courses. Here, I've also linked one student's sample digital portfolio submission, which asked students to upload and submit photos, graphic organizers, and files as project portfolios.
Graffiti Credit: Detroit's tagteam "Revok" & "Rime"
Photo Credit: http://graffuturism.com/
Photo Credit: http://graffuturism.com/