Running head: DIGITAL LEARNING ACTIVITY 1

Digitally-Mediated Learning Activity: Theory, Technology, and Assessment

Maureen Deming
EDU 520
Professor Agvent


DIGITAL LEARNING ACTIVITY 2
Digitally-Mediated Learning Activity: Theory, Technology, and Assessment
Educators are increasingly aware that the technology filling students lives outside the
classroom can have a positive impact on their lives in school academically and socially.
Students themselves are eager to bring their technological lives at home into the school day
(Project Tomorrow, 2014; Revere et al., 2011). Now educators are tasked with finding engaging
ways to integrate the games, devices, and modes of communication students enjoy with the
content and skills necessary for college and career success. Most of the research on
technological integration to enhance learning is done in whole classrooms, however these
strategies can be applied to pull-out instruction in small group or one-on-one settings as well.
This paper proposes one way to alter the teaching of literacy interventions in elementary grades
three-six to accommodate a popular technology blogs. The first section will provide a
foundation for the proposed learning activity in situated learning theory. Section two details the
research supporting blogs in the classroom in terms of their impact on writing skills and intrinsic
motivation. Section three describes the blog activity, as well as the intended learning outcomes
(improved writing skills and familiarity with blog processes and etiquette). Finally, an outline of
the assessment and evaluation practices associated with this activity is presented.
Theoretical Framework
The principles of situated learning theory state that learning requires interaction and
collaboration, and that knowledge must be presented in authentic contexts (Culatta, 2013).
Situated learning theory argues that learning as it normally occurs is a function of the activity,
context and culture in which it occurs, with novice learners gradually acquiring the knowledge,
experience, and skills of an expert or old-timer in a given domain (Culatta, 2013).
In this activity, the teacher acts as the expert old-timer guiding the oldest students
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through the steps of maintaining and posting to a blog, as well as the writing requirements (based
on the schools curriculum) (Culatta, 2013). As the oldest students gain proficiency in these
areas, they move into the expert role, able to guide and mentor younger students through the real
life practices of blogging (Chen et al., 2011).
Situated learning theory states that learning requires interaction. Blogs, by their very
nature, are social platforms that encourage interaction (Boyd, 2013; Chen et al., 2011; Revere et
al., 2011). Boyd (2013) cites research that shows blogs increase feelings of connectedness
between students, which in turn leads to greater participation in class and on the blog.
Comments left by readers may be questions, ideas for posts, suggestions for improvement, or the
start of a conversation with the author. Posting, commenting, and responding offers students
numerous chances to apply their knowledge of writing conventions, not only in a way that is
relatable to their lives (i.e. on a topic they enjoy), but in a forum that is an authentic context a
real world example of social interaction (Culatta, 2013). Since learning happens through
participation in socialactivities and contexts (DeCorte, 2011/2012, p. 36), these interactions
can bolster student confidence, competence, and identity as a member of a community of writers
and readers (Boyd, 2013, p. 96).
Why a Blog?
Blogs (short for web logs) are web-based applications that allow individuals to post their
own content online (Revere et al., 2011, p. 116). Content is directed by the individual or small
group running the blog, presented in a conversational tone, and is updated regularly (Oxford
Dictionaries Online, n.d.). Blogs have numerous benefits, including improved writing skills and
increased motivation. Since Tier II students often lag behind benchmarks in writing, the
composition and peer feedback (from sixth grade curators and public comments), will help
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improve their skills (Chen et al., 2011). Boyd (2013) points out that the informal language used
in blogging is easier for students to grasp than the academic language favored in school writing,
therefore blogging can be an important bridge to writing students will do in other assignments
(p. 89, 90). This activity presents students with opportunities to experience success in writing,
thereby boosting their confidence in academic writing. Students write everyday in texts,
emails, discussion boards on favorite websites, and comments on You Tube videos; harnessing
the work students are already doing (p. 90) will help them assimilate writing into their identity.
By helping students identify as writers, teachers can boost intrinsic motivation (Iacovides, 2011,
p. 23).
Motivation research shows that students are more motivated and engaged when the
learning experience is relevant to their lives (Transforming American Education, 2010;
Wlodkowski, 1999). Students have control over the topic and format of their contributions,
allowing for individual preferences. Blogs offer a forum for self expression. This activity
presents teachers the opportunity to integrate rules governing plagiarism into instruction.
Students will be sharing information, videos, photographs, and websites and will need to give
appropriate credit. The social nature of blogs also promotes student ownership of learning
(Boyd, 2013, p.88). When students know their writing will be seen by the entire school, maybe
even the entire world, they feel connected to a wider community (Boyd, 2013, p. 97). There is a
sense that their voice and ideas are important and can impact those around them (p. 94). The
quality of their writing also improves, when faced with a world-wide audience (Bonk, 2009, p.
331). This ownership and sense of importance are essential to intrinsic motivation (Wlodkowski,
1999, p. 11).
Since students are presenting themselves online for the world to see, teachers have
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authentic opportunities to teach digital citizenship (Marcoux, 2014, p. 65). Through teacher
modeling and instruction, and practice writing for the blog, students can develop an
understanding of safe, responsible, legal, and ethical internet use (Ribble, 2008 in Isman et al.,
2014, p. 73).
Learning Activity Proposal
Students in grades three-six who receive Tier II literacy interventions will contribute to a
literacy blog hosted by kidblog.org. Grade five and six students will curate and maintain the
blog with assistance from the Interventionist. Blog posts may range from book reviews to poems,
from alternate endings to favorite stories to reports on author visits. While the specific topic of
the post will be determined by the students, it must have a foundation in literacy. Tier II students
need extra help in some aspect, oftentimes several aspects, of reading or writing, and
participating in this blog will give them multiple opportunities to practice their skills.
Initial teaching and learning of blog etiquette, procedures, and expectations will occur in
Tier II intervention groups, which meet for twenty-five minutes, three-five times per week.
Intervention group time is very limited; posts cannot be completely researched, drafted, revised,
and typed in such a short period. Therefore, students may use time in class and/or at home to
create their content. This blog should tap into students passions and motivate them to continue
work outside of intervention, even outside of school. Group time will be used for teacher and
peer conferences to edit writing and post design. Once students have conferred and completed
necessary revisions, they will type their posts in the classroom or at home. Actual creation of
blog posts (uploading of typed documents to the dashboard, adding media, formatting) will first
occur in intervention group with teacher guidance. When the teacher is satisfied that students
can complete the process independently, they may craft posts outside of group and bring drafts
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with the for peer conferences. Final approval and publishing authority rests with the teacher (a
feature of the host site).
To begin with, the teacher will work only with students in grades five and six. They will
receive instruction in how to blog and writing expectations. As they gain proficiency in writing
and blogging, younger grades will be introduced to the blog. Fifth and sixth grade students will
assist the teacher in running the blog by conferring with younger students, and guiding them in
blog etiquette and creating blog posts. The ultimate goal is to have the oldest students acting as
editors-in-chief, responsible for all aspects of the blog (the teacher will retain final publishing
authority). Students will become experts, according to situated learning theory, able to help
novices learn new knowledge and skills (Culatta, 2013). As students become blog writers, they
will be encouraged to comment on the posts of all students, regardless of grade level.
While much of the initial instruction for this activity will be in a formal setting, this blog
presents students with ample opportunities for informal learning. Students have control over the
topic and format of their contribution, therefore their interest drives their learning (Schweir,
2010). Since students will have access to the blog from any internet-enabled device,
participation in discussions is flexible; it may happen anytime, anywhere. By reaching into the
affective domain, finding personal connections and interests through discussion and writing, the
blog should improve students attitude about writing (Eshach, 2007). Ideally, this attitude will
carry over to the more academic writing required of most content areas (Boyd, 2013).
Learning Outcomes (Objectives)
Students will be able to write with grade level appropriate conventions. Students will
create blog posts on topics of personal interest by combining writing, audio, images, and video.
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Assessment and Evaluation
The assessment philosophy behind this activity is guided by the principles of backwards
design as outlined by Wiggins and McTighe (2005). The center of backwards design is the idea
that good instructional design starts with the outcomes (Wiggins, 2002 in Boss, 2011). What
skills and knowledge will students learn? The next step is then to determine how students will
show they have achieved the outcomes the assessment tools.
What will it look like when students meet the objectives (learning outcomes)?
Student will independently create blog posts that are written using correct conventions
without peer conferencing and without any mistakes.
What will be the evidence that students have met the objectives?
Written blog posts will offer evidence of mastery of writing conventions. The content of
the post itself will offer evidence of knowledge of blog etiquette and design.
What assessment tools will be used to see if students met the objectives?
Formative assessment is the foundation for successful implementation of this activity.
Frequent checks during teaching and learning allow the teacher to effectively differentiate
instruction (Doubet et al., n.d.). There is research to suggest that formative assessment reduces
the achievement gap by helping low achievers the most a great boon for intervention (Volante
et al., 2011, p. 240). A rubric from the districts language arts curriculum (based on the Common
Core State Standards) will be used to assess writing conventions. The rubric will be used for
self- and peer-assessment during the drafting phase. Assessing and reflecting on others work
lets students see what they have omitted from their own (Volante et al., 2011, p. 251). The
teacher will observe these conferences as well as meet with students individually to give
feedback according to the rubric (Volante et al., 2011). After the post is published, the rubric will
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be used in a summative fashion to set a goal for the students next post.
The same procedure will be used to assess for design, media, and etiquette in the blog
post. After receiving instruction in blogging and appropriate online behavior, students will help
the teacher create the rubric. Categories and descriptors will reflect discussions during these
lessons (Mueller, n.d.). After publication, students will use the rubric, with teacher guidance, to
set a goal for the next post.
Since Tier II intervention is a supplement to classroom instruction and activities, it is
difficult for the intervention teacher to know if student performance in intervention translates to
performance in the general classroom. The intervention teacher will follow up with the
classroom teacher to make sure students are consistently applying their knowledge of
conventions in writing.
This blog is meant to be an ongoing activity. In order for the activity to be worthwhile, it
must be effective and engaging. The activitys effectiveness will be evaluated by student
progress in writing conventions and by a survey modeled on Kirkpatricks Four Levels of
Evaluation. The Kirkpatrick model accounts for participants thoughts and feelings about an
activity (Kirkpatricks Learning and Training Evaluation Theory, n.d.). If students have negative
thoughts or feelings about participating in the blog, the activity must change to meet its
objectives. This survey may be given at several points throughout the school year, giving the
teacher insight into student reactions and feelings, and allowing time to adjust the technology
and instructional techniques used to reach the learning objectives.
Conclusion
The digital world is changing rapidly, but certain skills will remain necessary. The ability
to find and analyze information, communicate ideas, and connect with other people will continue
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to serve students well, regardless of whatever technological changes the world has in store. The
proposed literacy blog will give struggling students opportunities to practice all these skills.
Creation of a successful blog post will require research, clear and effective writing that
acknowledges the audience, and an understanding of the rules and ethics of using the internet.
Students will be able to participate in this digital world in ways that are relevant to their own
lives, and engender confidence and motivation for further learning.
An overview of the activity, including helpful links, can be found at
http://learningforthelonghaul.wordpress.com/digital-activity/.

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