In today’s world, the topic of using technology in the classroom can be intimidating. In this monthly column, join one teacher on a quest to discover the best way to meet the needs of her digital-age learners…moving beyond the technology tools to focusing on supporting each student’s learning.

For many of us, this is the last big push before the end of the school year. Not only do many of us face the dreaded days spent administering standardized test to our students, but we are also trying to impart those last lessons that we hope that our students will take with them for a lifetime.

We have spent a fantastic year where the students have been a community of readers, writers, debaters, publishers, communicators, creators, scientists, artists, historians, and mathematicians. Recently, my students have begun asking me, “Will you keep up all of our online work?” I reassure them that I have no intention of taking down any of their fantastic work.

Their question caused me to pause and think upon my own experiences; when my book was released, it was the tangible quality of holding it in my hand that validated all of the hard work that had gone into it. For our students, of any age, it is powerful to write a piece for others to read, discuss and contemplate. Even in our digital world, students still need that tangible quality of a final project that they can hold and share with someone else that will validate their work.

My students use a wide variety of digital tools for publishing their work for a much wider audience. They love all of the different publishing tools that they use (and are constantly finding new ones), but they still crave creating their own hardcover book. They are always creating little paper version with paper folded in half and stapled together. So how do we provide students with publishing options that will meet their digital aesthetic while providing them with the physical copy of the book?

One tool that we stumbled upon several years ago is StoryJumper. On StoryJumper, the students have the ability to create digital picture books. The creators of this tool did a fantastic job of creating the shadowing and animation of an actual book. One student commented, “Wow, it’s just like a real book.” It is a book; it is just digital. Every year when my new group of eager writers sees a StoryJumper book, they are immediately drawn to it.

Teachers can easily set up an entire class so that each student can create their own book. There is not only a large collection of clipart and backgrounds to choose from, but also a user can create and upload their own illustrations, graphics, or photos, making their book unique and personal. My students love that their book is different from every other book ever published because they can easily customize it to what they envision.

The StoryJumper templates guide students into creating a front cover, title page, dedication page, and each page for their story. Because it is digital, students from different locations can easily collaborate and publish. Once a book is complete, the students can share it through email or they can purchase their hardcopy version to keep and share with others.

The options for this tool are only limited by your writers’ imaginations. My students have created family and regional cookbooks, anthologies of fables and poetry, short stories, expository pieces on habitats, family histories, how-to books, and informational books of their favorite topics. One student even created a joke book.

My learners love the fact that their StoryJumper books are both digital and hardcopies. They can share the digital version with all of their global peers and family members who live a great distance from them. Then they can also have purchase a copy to carry with them to share with all of those important people in their lives.

It still surprises me that with all of the other digital tools that they use, my students thoroughly enjoy—and seek out new opportunities—to publish a hardcover, hardcopy version of one of their pieces of writing.

Sometimes our students enjoy having that tangible book in their hands as evidence of their hard work. They like taking it to share with others. My authors love taking their books to read to younger students and we keep a library of their books for them to be read by everyone in the class. They are shared with anyone who will take time to listen and look at their books. Their books always receive a lot of attention at our Young Authors' Conference because they look so professional, and my students are so proud of and enthusiastic about what they've created. After all, they created it so that others would read it.

So next time your students begin to publish, remember that sometimes students want to have that tangible book in their hands to share with others. It's a way for them to receive validation for all of the hard work that they've done now, and in the future.

Julie D. Ramsay is a Nationally Board Certified educator and the author of “CAN WE SKIP LUNCH AND KEEP WRITING?”: COLLABORATING IN CLASS & ONLINE, GRADES 3-8 (Stenhouse, 2011). She travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog at juliedramsay.blogspot.com.



We’re Crazy About Publishing: The Top Ten Tools We Love

Teaching Tips: A Peek Inside—Digital Tools that Empower

In today’s world, the topic of using technology in the classroom can be intimidating. In this monthly column, join one teacher on a quest to discover the best way to meet the needs of her digital-age learners…moving beyond the technology tools to focusing on supporting each student’s learning.

When you begin a writing project with your students, do they jump up and cheer? Or do they roll their eyes, sigh, and grumble? Ever wonder how some teachers inspire young authors to blossom while others fight off the weeds that choke their students’ desire to write? That is where our story begins…

There once was a teacher who felt like she dragged her students through writing projects and activities. They loved class, they loved learning, but they hated writing. She tried throwing in some technology projects, to pique their interest, but the students still resisted writing. Just like Christmas presents weeks later, the exciting newness of the technology lost its sparkle.

In addition to the weight of her students’ disinterest in writing, she faced an even bigger challenge. This teacher was feeling the dragon known as standardized testing breathing its hot, stinky breathe down her neck. She felt the pressure to get her students to perform for the standardized writing assessment. She loved her students and wanted what was best for them. She knew that giving them the gift of writing would open up new worlds and give each of them a voice. What could she do?

Her district promised her help from a writing fairy in the form of a consultant. With the direction of the consultant, hired for all of the English Language Arts teachers in the district, she began breaking down writing lessons into a pattern that her students could emulate. Even after following everything that she had learned, her students’ test scores were not improving. In her heart, she knew this was not teaching her students how to become writers. She recognized that they were much more capable, and she knew they deserved more than these pseudo-writing lessons.

“Enough!” she declared. “I will start from scratch and have my students help me find the secret recipe.”

Together they traversed through many paths searching for the way to making writing meaningful for the students. Although the dragon of standardized testing was still there, they continued on their quest focusing on what would help student learn and embrace the life of a writer in today’s digital world. There were many bumps along the road that taught them that learning from mistakes and challenges were just as important as finding the right path.

p: Enokson via photopin cc

In their pursuit, armed with optimism, they re-evaluated all of their old writing practices and perspectives. They tested, tried, challenged and reformed a new way of writing that created a community of voracious writers, writers armed with keyboards, digital tools, apps and tablets. These students were overwhelmed with joy when it was time to write in all of their classes. They had found the secret to sharing their voice in the world and exploring who they were as learners. In fact, they loved writing so much, they looked for new times to fit in writing projects by even begging their teacher, “Can we skip lunch and keep writing?”

These young writers and their teacher knew that they had found a way of writing that could not remain a secret. They knew they had a duty to share it with the world; it was their obligation to bring their secret to as many other people as possible so that many more learners could find their voices and impact their own learning and the learning of those around them.

Would you like to know the secret recipe for getting your students to love writing so much that they beg, “Can we skip lunch and keep writing?” The secret is yours for the taking.

Join me in San Antonio at IRA’s 58th Annual Convention on Sunday, April 21, from 3PM–4PM in Grand Hyatt, Lone Star Ballroom C. Come and hear about our journey, listen to our success stories, learn new teaching strategies, tools, and practices, and go home with the “secret” to getting your students to beg to keep writing.

Are you a fan of Plugged In? Come see Julie D. Ramsay present a session on collaborating in class and online at IRA’s 58th Annual Convention, April 19-22, 2013, in San Antonio, Texas.

Julie D. Ramsay is a Nationally Board Certified educator and the author of “CAN WE SKIP LUNCH AND KEEP WRITING?”: COLLABORATING IN CLASS & ONLINE, GRADES 3-8 (Stenhouse, 2011). She travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog at juliedramsay.blogspot.com.



We’re Crazy About Publishing: The Top Ten Tools We Love

Teaching Tips: A Peek Inside—Digital Tools that Empower

In today’s world, the topic of using technology in the classroom can be intimidating. In this monthly column, join one teacher on a quest to discover the best way to meet the needs of her digital-age learners…moving beyond the technology tools to focusing on supporting each student’s learning.

“What is your favorite tool?” is a question that I often hear from fellow teachers. It is really difficult to give one answer to that question. In our fast-paced, digital world, technology tools change, update, come, and go. I am a huge proponent that a tool needs to meet the needs of each learner and support their learning. If you think about it, a couple of decades ago, teachers did not assign an encyclopedia project. Educators understand that an encyclopedia is just a tool to support learning; often that is missed when we design projects for our students with the digital tool as the main focus, instead of the learning.

In our classroom, the students never discuss the technology tool (or app) they are going to use until after all of the research and writing has been completed. Then, my learners look for a tool that will support and strengthen their message. Often my writers have an idea in mind and they go searching for a way to publish. This often results in them and introducing the class (and me) to a great new way to publish.

p: sallysetsforth via photopin cc

As I began to brainstorm this column and narrow down my list to my ten favorite publishing tools, I wondered if my students’ list would look the same as mine. So, I asked them to share their favorite tools. They had some interesting ideas that I had not considered. As my students often do, it caused me to rethink my list. This final list of tools, like so much of our class, is a collaborative effort of the top ten tools we love for publishing.

KidBlog: My learners have latched onto blogging like a fish to water. They have become voracious writers sharing what they are learning, reading, exploring, or contemplating. Rarely is there a time when at least one of my students isn't blogging. They have found the power of personal reflection and love the aspect that what they write has an audience who will continue their conversations and challenge another's thinking.

Twitter: In class, we have a Twitter account. Many of you may be wondering about this as a publishing tool as a user only has 140 characters. However, with Twitter, my learners have to learn about being succinct and powerful in their words choices. It has really helped them to focus on their message and the best way to get that message across to their followers. They all agree that standard English is what we use when we tweet from school—no "text speak"—so that all of our audience understands what they are saying. They really enjoy writing tweet stories and Twitter book reports.

Voki: Voki allows the user to create a personalized talking avatar that can be easily embedded into wikis, blogs, profiles, and email. Voki has the option for the creator to type the text they want spoken or record their voices with their avatar. The students really enjoy using this to tell stories from different characters’ or historical figures’ points of view. We use the free version, but there is a paid version that allows a teacher to set up and manage an entire class.

Morfo: Morfo is a free app that is similar to Voki. Users can create avatars and record their own voice speaking. The major difference is that students can take a photo of themselves, and Morfo guides them in setting the photo to be the one that talks. With Morfo, students become the avatar. The website has several examples that demonstrate how it works.

Weebly: This great tool has quickly become one of my students’ favorite. Using the education version of the site allows teachers to create and account and provide free web space for students to use to publish. My students have used it to create a topical themed interactive website for their global peers. Additionally, each one of my students is using their account to create an ePortfolio. They are always working on it to publish evidence of their learning. I actually have students begging to stay after school so that they can continue to create new pages.

Toontastic: Toontastic is a free app that allows the user to create his/her own cartoons. Users can choose the backgrounds and characters provided in the app or they can create their own. My students love having the feature to create their own versions of characters and backgrounds. It guides the user through a story arc while they add animation, music, and voice. To publish it, an adult must approve the account. Then it can be sent through email or embedded into other sites. Additional characters and backgrounds can be purchased for a small price.

ComicBook!: Graphic novels and comic books have a strong appeal for students, and they support ELL and struggling readers. ComicBook! has quickly become one of my students' favorite ways to publish. The user has the ability to create their own comic book using photos taken on the device (Apple or Android). The app provides the user with different filters for the photos to make them look like the artwork in comic books as well as adding borders, captions, stickers, and graphics within different layouts. The finished product can be saved as a JPEG (image) or PDF making it easy to embed into other tools. You can also share it through email, Twitter, or Facebook.

Trading Cards: This ReadWriteThink tool is available as a tool or as an app. Through Trading Cards, students are guided in analyzing characters, real or fictional, by pulling support from the text. Each category on the card asks questions that guide learners in creating information-rich cards while employing summarizing strategies. Trading cards can be shared with an audience and collections of cards can be built. My students love publishing their trading cards for others to read.

StoryJumper: StoryJumper allows students to create digital storybooks which can also be purchased should someone want a copy. StoryJumper has a huge selection of clipart and backgrounds, but writers also have the ability to upload their own artwork and photographs, which my learners love.

Audacity: If you are looking for a tool for your learners to create an audio file or podcast, Audacity is user friendly. There are the basic functions of recording a piece of writing as well as a lot of bells and whistles, which can really tap into a student's creativity.

Those are our top ten publishing tools…for now. If you ask us tomorrow, it will probably be a bit different. Just like our students and the world that we are living in, things are ever changing. We must be willing to continue to embrace the tools the supports the needs of our diverse learners.

I hope you have found some new tools to use to support your students’ writing and publishing. If you have a favorite tool that did not make our “hit list,” please leave it in a comment. I’d love to find some new tools that can further support my writers’ amazing publishing. Until next time, happy publishing!

Are you a fan of Plugged In? Come see Julie D. Ramsay present a session on collaborating in class and online at IRA’s 58th Annual Convention, April 19-22, 2013, in San Antonio, Texas.

Julie D. Ramsay is a Nationally Board Certified educator and the author of “CAN WE SKIP LUNCH AND KEEP WRITING?”: COLLABORATING IN CLASS & ONLINE, GRADES 3-8 (Stenhouse, 2011). She travels the country to speak, present, and facilitate workshops in applying technology to support authentic learning. Read her blog at juliedramsay.blogspot.com.



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