By Kathleen Fitzgibbon
Sixty four pages
Read or Download 5-minute Daily Practice: Vocabulary (Grades 4-8) PDF
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Extra resources for 5-minute Daily Practice: Vocabulary (Grades 4-8)
16 Because I had a lot of questions, I turned to my university’s Office of Academic Technology17 for advice. The two experts there oriented me to WordPress18 and to Prezi19 so that I could decide whether and how to incorporate such technology. More importantly, the director agreed to use two of my class periods—one for each technology—to train my students in ways that worked with the course assignments. This work can be done in isolation by the instructor, but the support I received made it much easier for me to try major assignments in my workshop and to do that sooner rather than later, even if that meant I wasn’t too far ahead of my students—who may be called digital natives, but who are almost entirely Internet users and not digital creators.
In Hayles’, they are writers who write with media, increasing their capacity for new kinds of originality. A creative writing pedagogy that moves along a digital turn will have to imagine student subjectivities as something that develops between these two positions. I wish I would have told my resistant student that texts and tweets often, whether we want to admit it or not, have similar aspirations as a short story: they aim to connect. I would have added that they have their own sets of conventions and that the construction of good Facebook status updates, while not unrelated to the construction of voice in fiction, certainly requires a different kind of theory and practice.
Prezi—an online presentation software with nonlinear, layered options for organizing text and images—became my obvious choice for a new way to think of the final portfolio28 and to shake up notions of what poetry might be and might become. In many ways, this Prezi portfolio29 looks very much like the non-digital assignment I’d already honed over the years. The evaluation criteria, which represent my pedagogical priorities and the course goals, changed very little. I added that Prezi—the format of the portfolio contents— needed to matter, that at least one poem’s form had to take advantage of the medium.