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Access to multiple formats of information allows students to select the format with which they would like to interact and manipulate the information or engage in the activity without significant consequences such as wasted tangible materials (for example, a student may use concrete materials in a center and then realize that they would get more out of working at another center. This means wasted time and materials for the educator!)
Wikis can be restored to archived pages, materials are “forgiving” with little or no penalty for error
Educators and students alike can offer ongoing relevant feedback to student contributions; students can contribute/alter content anonymously and still receive relevant feedback
Wiki space allows students to express themselves to the educator and class (and potentially the world) without sacrificing limited class time
Writing: Students can write and revise in a wiki without fear of losing anything meaningful. This is because wikis archive, a term that means previous versions are saved (although hidden from public view) and can be retrieved at a later date in case someone says, "uh-oh, I didn't mean to do that!" or realizes that their editing has taken them down a path they don't like. Say goodbye to multiple saved drafts!
Writing: Students can publish their writing in a public forum and offer two different ways for interaction with their audience (of peers, of instructors, of anyone!). First, readers can use the "comment" feature to share their compliments, reflections, concerns, additions, whatever. Second, if the student provides access to another writer, that writer can go into the text and make additions or changes, post questions, add counterpoint, etc. This is safe due to the restricted access (each potential writer has to be given access) and the archive function (see previous bullet) which allows writers to instantly restore a previous draft.
How can podcasts help?
Students can use podcasting and vodcasting to share what they know; these can be used as informal assessments (to guide educators in determining what to teach in the future) as well as for formal assessment (especially VGLA and VSEP)
Educators can model multiple models of skilled performance in a podcast (such as foreign language) or vodcast (such as mathematics calculation) when there is little time for showing options during class
Educators can use podcasts to provide relevant feedback to many but not all (for example, a humorous but supportive discussion of common errors that arose during the last research project)
Educators can provide step-by-step coaching of skills (such as mathematical calculation or performance arts) through podcasts and vodcasts
Writing: Students can use voice recordings to prewrite (also click here), rewrite, and check for tone. For content area writing assignments, these informal "writer's drafts" serve as good reviews of content for the student and for others. For formal essay writing, one teacher shared that his students practiced "code switching" by speaking with a British accent as it cued them to change from their informal, street speech to one more formal and appropriate to formal writing. This can be used when prewriting with voice! Try Jott or another speech-to-text program to use both the sound file and the written file.
Writing: A brief PhotoStory is a good way to get a prewrite done. Use images, graphic organizers (from Word, Inspiration, Webspiration or any other mind mapping application), or PowerPoint slides saved as .jpg files as the graphics, then use voice over to sculpt the writer's reflections on direction for the work. Also useful for offering meaningful peer response--who wouldn't be more invested in offering feedback if they were making a movie!
How can blogs help?
Because blogs are a “just in time” technology intended to be frequently updated, educators can use them to quickly and easily provide relevant feedback to many but not use class time because not everyone needs it (feedback is also available to parents!)
Students can use text, graphics, video, voice/sound files, and other easy-to-create electronic tools to interact with the material and “show what they know”
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