If only this notion was part of ‘school planning’ (or ‘planning school’ as I recently saw it corrected).

It is important not to be distracted by technology, and get carried away with multimedia, interconnectivity and internet access. The keyboard and screen can be used to empower children to master the written word, and produce written output at a level necessary to cater for their learning needs. It can be used to teach sentence construction, grammar, punctuation and spelling, the mundane but essential building blocks of written literacy, without being dependent on good handwriting skills which may be slower to develop.

Production of written output is essential to the learning process in school. A child who cannot write cannot learn effectively, so one of the first tasks of school is to teach the child to write. Writing is a complicated process requiring the simultaneous execution of several difficult activities. There is the content, there is the sentence construction, there is remembering to go across the page from left to right, and remembering what shape the letter “e” is. There is the physical movement of pencil on paper. The coordination and complexity involved in handwriting has been compared to that involved in driving a car.
Up until now, all these skills had to be taught simultaneously, and were deeply dependant on how quickly the handwriting skill developed.

It is no wonder that some children are slow to develop adequate handwriting skills, which retards the whole of their school career. Teachers are aware of students whose written output does not match their intelligence, comprehension or verbal language skills.
This can be because their handwriting skill is not adequate for their learning needs.

A keyboard and screen allows the middle order writing skills to be taught in isolation to handwriting. Handwriting must still be taught, but it is no longer the limiting factor. Handwriting skills may develop with maturity and practice, so that when a student is required to produce handwriting for an exam, not only do they have handwriting skills, they also have something worth writing.

Middle order writing skills include such things as sentence construction, grammar, punctuation and spelling. Sentence construction can be broken down into discreet steps, and leverages from a child’s verbal language skills. When they start school, children already use extensive language skills. They do not know the technical terms for the parts of a sentence, but they certainly know how to use them. The “Davidson Method” of sentence construction uses the advantages of a keyboard and screen (any computer with a text editor) and scaffolds a child’s existing verbal skills into the written form.

Davidson Method for Sentence writing

1. Choose an action word, a verb.
A verb is an –ing word
e.g. chasing

2 Ask who or what thing is doing the action. (noun,object)
dog chasing

3. Ask who or what thing is the action being done to. (noun, subject)
dog chasing cat

4. Describe the things (adjective, phrase).
black hairy ferocious dog from next door chasing mangy yellow cat

5. Ask when or where or how the action is happening (adverb, phrase).
yesterday afternoon black hairy ferocious dog from next door quickly chasing mangy yellow cat across the park

6. Check that the tense of the verb matches sentence. Does it sound right?
Modify verb (auxiliary verb, compound verb)
yesterday afternoon black hairy ferocious dog from next door was quickly chasing mangy yellow cat across the park

7. Add words to make it sound right.
yesterday afternoon the black hairy ferocious dog from next door was quickly chasing a mangy yellow cat across the park

8. Add commas and full stops. (Punctuation)
yesterday afternoon, the black, hairy, ferocious dog from next door was quickly chasing a mangy, yellow cat across the park.

9. Add a capital letter to the first word.
Yesterday afternoon, the black, hairy, ferocious dog from next door was quickly chasing a mangy, yellow cat across the park.

This method allows a sentence to be built logically rather than sequentially, the screen holds the parts in place rather than trying to juggle all the pieces in memory while attempting to write neatly.
It is easier to choose a letter from a keyboard than try to remember the shape of a letter.
Correction is neat and does not require the whole page to be rewritten.
Spelling can be checked as a separate step.
The sentence can be copied by hand to paper when complete to practice handwriting, and it is relevant to the child because it is their sentence with their ideas. There is no need to print the sentence.
There is no dumbing down of the ideas in the sentence to match writing or spelling skill.
Proofreading and editing are being taught as an integral part of writing.

It should be emphasised that this does not replace handwriting. Handwriting must still be taught in the normal way. It does make handwriting more effective by allowing some ideas to be taught and practiced in isolation, thereby increasing focus and effectiveness.

It should also be emphasised that we still need a competent and dedicated teacher to lead the child, to encourage, to nurture. The keyboard and screen is just a different writing tool, with features that a good teacher can use when required.

Computers can be used to increase learning outcomes in KLAs –here-now-today in ordinary classrooms, and bring relief to children who are struggling or giving up because they cannot write fast enough or neatly enough to produce the written output required to cater for their learning needs. Avoid the temptation to reinvent the school system and philosophy of education in order to justify spending money on ICT. Instead look at the problems that are in our classrooms and see if technology can help a competent and dedicated teacher find a way forward.

This phrase particularly caught my attention. All tools come with their own narrative, their own directed path to follow.

Take a simple example like the Facebook status update. For a long time, it read ‘Martin is …’ and you had to phrase your status after that prefix. It determined the way people saw you, it shaped the way you used the product. Most users simply didn’t question it, and used the product as it directed them.

Part of my reason for building The Digital Narrative website, was to encourage students and educators to question this methodology. To start subverting the way in which we use online tools in creative ways.

Martin Jorgensen

http://www.thedigitalnarrative.com
http://www.lightningbug.com.au

You’ve been asking lots of questions that I hope we think about in the Educon session. I’m happy to have returned the favor.

I’m so glad you found that to be useful.

Educators just have to take the thumping. Students complain about the relevance of their lessons, but they do so eloquently and with much thought-provoking language, all of which leads me to believe that they have been taught well and to question things. Glad there won’t be an entire generation of lemmings or Kool-aid drinkers.

Thanks again for your help. I’ll keep reading…

Next to my computer, I keep a journal for jotting down links and quotes I want to revisit. From this post I’ve copied “What does it mean when the text that you are reading not only suggests that you consult another source, but it can take you to that source? In real time?”

What a great snippet for a quickwrite going into or out of a tech workshop!

Gail Deslers last blog post..Blogging with 4th Graders

I’m all for including students in this conversation – but I hardly think that even the fastest text messager – and I’ve known many in my classroom – can keep up with the input from other devices. But I look forward to continuing to explore that idea.