Recently, teachers have come up to me at conferences and say they had turned off the GenYES or Generation TECH blog tools because “the kids write too much.” At first I was surprised that student writing would be a problem!
But in thinking about it, it dawned on me that the the problem wasn’t student writing, it was teacher reading. The teacher was a bottleneck, and the teacher-centric view of how the blog worked (students write, teacher reads) was clearly causing this problem. What’s worse, could our tool design be reinforcing this?
When we first introduced the GenYES blog, we decided to roll it out in a limited way. We know people don’t like change. We said to our long-time teachers, “it’s just like the old journal tool.” Maybe that was a good way to ease it in, or maybe that was a mistake.
What we did notice is that the student use of the blog over the journal immediately went up, jumping significantly in just a few days. The first year saw ten times the posts of the previous year in the journal tool. We saw more writing, longer passages, and more reflection. It was obvious that the students saw the blog as a “real world” tool and knew exactly how it was supposed to be used. So much for media literacy training — students knew what to do because they had seen it outside of school. And they used the blog as intended, for appropriate, on-task writing about how they were collaborating with teachers to use technology in their school.
That all seems like good news–but is the blog tool really working to create a student-centered experience or is it reinforcing a teacher-centric approach?
Do we need to revisit it to make it more peer editable, so that students can act as blog-leaders? Do we need to add more features? Do the introductory lessons and activities need to change? What can we do to make it more student-centered and less teacher-centered?
Our goal is to facillitate the student-centered collaboration that goes on in Generation YES classes with the best tools available. The floor is yours.