The Holderness School English Department Technology Session
June 10, 2003 – Patrick J. Clements (red or underlined sections below are live links)
Goals
- To show some work by a regular teacher that colleagues at Holderness can examine, reinvent, reject, or otherwise use to help grow as teachers.
- To join in the conversation about how best to work as teachers for these kids.
Three Threads
- Receiving, marking, and returning students’ work electronically
- Publishing students’ work – intramurally and externally
- Discussion and electronic conversation – changing the nature of discourse
1. Responding to Student Writing – Mechanics
Receiving MSWord documents as e-mail attachments
Save messages & files. Create a naming pattern beforehand.
Responding:
MS Word ‘s “Reviewing” Tools
Click: View / Toolbars / Reviewing.
“Track Changes” & “Comments”
Toggle between Viewing text in “Normal” or “Print Layout”
“Save As” in new folder or w/ altered name.
Returning: Send as e-mail Attachment
Benefits: Difference in time / form / archiving / handwriting…
See Dean Sluyter at the Pingry School, NJ (www.pingry.org)
Sample: Examine and do.
2. Publishing Students’ Work -- Formally and Informally
On line at school
At Holderness: who and how?
Intramurally at Peddie:
Principio, 1994-2001 – Students’ Work
Sample: Lauren Bonilla’s “Portfolio”
Peter Kraft’s History Essays
Sample: Jannely Almonte’s “Women in Bondage”
PJC 2002 Literature of Travel Students’ Work
On “Weblogs” and other new inventions. Easily done.
http://radio.weblogs.com/0119709/
PJC and Spring 2003
Beyond – yikes!
3. On-line Discourse: Seminars and the Nature of Discourse
PJC samples
PJClements' English 11 Syllabus,
A conversation on Paul Watkins’ Calm at Sunset, Calm at Dawn
An on-line chat on The Scarlet Letter
Tools:
NetMeeting, Instant Messanger (synchronous)
Weblogs (asynchronous)
Many databases (asynchronous but nested, yet no text)
Webbed Resources:
9:36:34 AM 
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