Hypertext Technology and the Changing Face of Writing Pedagogy
Cassandra Shott
April 12, 2005
Draft 3
ENG-110 Dr. Hall
Introduction
Technology has become an
integral part of today’s society. Children today
are growing
up online and the pen is quickly being replaced by the keyboard. By
some this
is seen as a great tragedy, by others a new frontier. This is certainly an
exciting
time to enter into pedagogical conversation. One of the technologies that I
have found
most interesting is hypertext. Hypertext is roughly defined as “the
electronic
linking of text that we often find on the Internet” (Patterson 74). Every
time you
log on to the Internet you view hypertext. While viewing websites and
documents
on the Internet, occasionally words will be in a different color. The
viewer
can click on these words and they will lead to a new page containing more
information
on that word, or some other topic relating to the document. As more
and more
classrooms have access to computers and the Internet, hypertext is
becoming
a part of children’s learning experience. My question is how does the use
of hypertext
technology in the classroom effect current writing pedagogy?
Significance
We have come to a point
in time where literacy is being redefined. It has
only occurred
twice before in our history. First when humans began to write their
oral traditions
down on clay or paper. Next when Gutenberg developed the printing
press
and books became available to the masses. Here we are now at a time when
information
is a keystroke away and stories need no longer proceed from start to
finish.
The significance of exploring this new literacy cannot be underestimated, for it
is today’s
teachers-in-training who will use this technology in the classroom.
This new literacy is known as electronic literacy and it is very widely
defined.
According to Keith Topping, “electronic literacy refers to literacy activities
…
which are delivered, supported, accessed, or assessed through computers or
other
electronic means rather then on paper” (4). With a definition this broad, one
can see
that a great many of our daily activities involve electronic literacy. Electronic
literacy
demands a different approach from the reader and writer. Hypertext is a
facet
of new technology that has the capability to radically alter writing pedagogy.
This means
that teachers will have to learn new ways of teaching which factor in
hypermedia.
Rather then the narrow definition of reading and writing as a linear
process,
hypertext allows children to play with text and learn to read and write in a
non-sequential
format.
It is very important to study this emerging area of pedagogy because we can
no longer
escape the influence of the Internet and the technology it brings. Children
are now
exposed to near instantaneous information and dynamic texts online, the
key will
be to discover how we as teachers can use this new technology to our
advantage.
It is our purpose as educators to provide children with “an education
which
will develop their full potential as language users to a level of critical literacy”
(Mayher
45). To fulfill this obligation, it is our duty to understand current
technologies
and give children the skills that they need to be adults in a
technologically
advance world.
Research
I expected to find little
on the subject of hypermedia in the classroom, but
much to
my surprise, educational journals were brimming with new studies and
practical
applications for hypermedia. The affects of hypertext use in the classroom
have been
found to be very positive for the most part. It takes a very innovative
teacher
to utilize hypertext and make the experience worthwhile to the students.
Nancy
Patterson is an eighth grade teacher who utilizes hypertext in her writing
classes.
She found that hypertext “helps [students] move beyond their traditional
concepts
of textuality” (para. 2). This also means that as teachers we need to start
moving
beyond our own traditional concepts. As children we are taught that a story
has sequential
parts, a beginning, middle and end. These parts always come in this
order
and they do not change depending on the reader of the text. Hypertext rejects
this finite
definition of text. In hypertext a reader chooses how the text should be
read according
to their interest. There is often an introductory page, but from there
one can
go in any number of directions and it “does not typically have a beginning,
middle,
and end” (“Hypertext” 77). The idea of reading and creating stories which
do not
follow a linear pattern is somewhat confusing to many people who have been
taught
that text has a strict structure. This nonlinear nature of hypertext makes for
some very
interesting variations on the traditional story book.
Patterson encourages children to think outside of the linear box. She
introduces
hypertext to her students through a series of assignments which also
incorporate
traditional eighth grade language arts content. Patterson has her students
create
various projects utilizing hypertext. These projects require students to view
text differently
and “wrestle with their existing definition of text” (“Weaving” para.
32). She
discovered that students most had a problem with hypertext’s “lack of
linearity”
(“Weaving” para. 30). In her studies she also found that given enough
exposure,
nearly all students got past this and developed a “sense of power over the
text”
(“Weaving” para. 5), which I feel is important for successful writers. Hypertext
is yet
one more format for writing. It deserves a place next to poetry or narrative. I
think
that is gives students a new way to organize their thinking and communicate
their
feelings more effectively. We can only help students by giving them more
options,
and hypertext is one of these options.
One of the major effects
that hypertext use was found to have on student
learning
was in the realm of student engagement. Hypertext is by definition
interactive
and encourages students to become more involved in it than with
traditional
books. They are constantly choosing what to read next and clicking to
get there.
Nancy Patterson found that students “participate or transact with
hypertext
in a way that is generally not possible with print media” (“Hypertext” 75).
From this
new transaction many have found that children are very excited about
using
hypertext. Web publishing is another perk of using hypertext and Patterson
found
that her students “know their work will be published and they are very
motivated
to make their [work] worthy of public viewing” (“Weaving” para. 36).
Web publishing
gives children an authentic reason to write and this is often inspiring
to students.
Cameron Richards also suggests that new technologies including
hypertext
have a “potential to encourage a more active voice in students who may
feel intimidated
in face-to-face classroom situations” (66). This new voice for many
students
would be powerful in the classroom. Active and engaged students are what
schools
have been struggling to develop for decades.
The significance of voice in writing cannot be overstated, especially when
discussing
children. At 23 years old I often go back and read things I wrote as a
small
child and wonder where along the line I lost my voice. Stephanie Harvey notes
that “young
children are particularly adept at writing in their own voice” (159). I
know that
as a child I was great at this too. I could write for hours and even going
back to
read it as an adult it makes me smile. The voice I had was carefree and
charming,
so where did it go and how did I let it slip? I personally believe that my
voice
was taken from me by teachers who felt that they knew better than I what I
should
sound like. They had a form for writing and were determined to make my
voice
fit within that form. I enjoy the freedom and difference of hypertext because it
tramples
its way across all of the essay formats of my youth. I have worked in
Kindergarten
for several years and never once met a child who told a story or
thought
in five paragraphs. On the other hand, I do hear from children every day
who jump
from section to section in their narratives, linking one idea to another
through
seemingly unrelated channels. They fuse a wide variety of experiences
together
and are constantly manipulating their own reality. Hypertext is much more
conducive
to this method of organizing thought and communication. By offering
children
a new format for communicating we are giving them a wider range of voice
to choose
from.
Another affect that hypertext
has had on learning is that it forces teachers to
consider
new ways of teaching composition. However, this does not mean that
teachers
need to learn a completely new set of skills. Many of the necessary skills
are in
use in classrooms today; they just need to be adapted for use in hypertext.
Katherine
Kellen discovered that “to read hypertext requires concentration; to write
it requires
mastery of organization” (123). These are both skills which are readily
taught
in the classroom today, hypertext has the promise of giving children an
authentic
way to hone these skills. Topping suggests that “the traditional emphasis
on detailed
knowledge and retention will be replaced by more emphasis on
transferable
skills in selecting, processing, transforming, evaluating, and add to
information”
(15). This is a very exciting statement in my opinion. It falls in line with
what we
are being taught in this class about the nature of learning.
A big challenge for teachers
will come in the form of teaching children to
compose
on screen. Rather then having children turn in ream after ream of paper,
students
may only hand in a disk. How will this affect the way that students obtain
feedback?
Russell conducted a study of hypertext in the classroom and found that
“there
was little evidence that students were concerned with changes to the normal
practice
of handing in written or printed materials… but teachers found this
fundamental
change…difficult to come to terms with” (sec. 3.3). Many teachers are
rooted
in their old habits and changing these will put them in disequilibrium. Some
will adapt,
and some may not. For new teachers and teacher candidates, hypertext
could
be a new and promising addition to the classroom. Another challenge to
current
pedagogy is in the nature of teaching the writing process. Carol Pope
acknowledges
that “seeing a student’s writing drafts in process will be harder
because
they will embed and internalize their own recursive writing process” (92).
Whether
this will have negative or positive impacts has yet to be seen. Students may
need to
learn a completely distinct process for working with hypertext.
In my experiences as a student, the more paper that you went through, the
happier
the teacher seemed to be. As I moved through school and became more
and more
used to using the computer, the more and more my revision took place as I went along. I redo paragraphs before I have finished
a draft, sometimes adding
things
in the beginning while I am only halfway through. I do not even work
beginning
to end anymore, something that would be near impossible to do using
paper
and a pencil. It may be difficult for teachers to adjust to having their students
make revisions
on screen, but there are many great programs today that make this
process
much easier. Teacher’s can choose to leave their feedback electronically as
well by
using comment tags and highlighting options. We live in a day and age where
it is
possible to make classrooms almost paperless. I do not feel that this would
compromise
the writing process for students; it is more of a problem for teacher’s
to deal
with then anything. Many teachers did not grow up in the computer age with
spell
check at their beck and call. Change may be difficult, but it is inevitable, we
can either
fight it or make it work for all parties involved.
The drawbacks to hypertext
are twofold. Prior computer knowledge
weights
heavily on the comfort of students using hypertext. Calcaterra, et. al.
conducted
a study on thinking styles and the use of hypertext. They found that “high
levels
of computer expertise were positively related to orientation ability and the
preference
toward the survey strategy,” both vital when using hypertext (454).
Children
who have not had much computer experience will be at a disadvantage.
However,
exposing children early and often to computers may negate this effect. I
was exposed
to computers starting at a very young age. My elementary school had
a large
computer lab and we were introduced to the programs in Kindergarten. My
parents
believed that computers were going to be very important to students and
they invested
in a computer when I was in the first grade. I always done my
schoolwork
on the computer and it feels completely natural. This emphasis on
computer
skills has served me well. I believe that it is very important to have
teachers
that are technologically aware so that they can help students to get the
most out
of their available resources.
The second drawback to hypertext is along gender lines. A study by Large,
et. al.
of sixth graders and their web browsing abilities found “that groups of boys
are more
active on the web than girls” (441). This activity means that boys may
have more
exposure to hypertext. This exposure leads to comfort with the media. A
study
among college students using hypertext found that men “fared better with
hypertext
assignments” while women “continually voic[ed] their belief that they were
afraid
of computers and their command of them [was] hopeless” (Harris, et.al. 54).
This is
an extension of the stereotype that women are not as good as men at math
and science.
Schools have been battling this for years and we must continue.
Computers
and the Internet are an important part of society and both girls and boys
must
meet the challenges they bring to reap the rewards they hold.
Possible Solutions
There can be no doubt that
hypertext technology does affect children. It
seems
to me that whether this affect is positive or negative depends greatly upon
how the
technology is utilized in the classroom. A very important fact to me was that
much of
the resistance to new technology comes from the teachers rather then the
students.
I think that teachers and future teachers need to rise to the challenge that
students
are putting before us. Hypertext is a reality and a necessity of their world;
we need
to make sure that they are equipped with the skills they need to navigate
these
waters. Before we can teach the skills we need to develop them in ourselves.
Taking
a computer class or two never hurt anyone and it will help to make teachers
more aware
of the changing face of literacy. I believe that the solutions to the
questions
I have proposed in this essay lie in the classrooms of future teachers such
as me.
I envision classrooms that embrace technology with open arms, rather then
teachers
who do not take full advantage of the exciting new futures that technology
may hold.
Questions
My research has opened
many more doors for me. The idea of using
hypertext
in the classroom is newly emerging and the research itself is just starting to
blossom.
The one question which is in the forefront for me is that of how to provide
access
for students from low income families. Daniel Wagner speaks of a “digital
divide”
which is springing up in our nation (14). He has found that “Americans with
less education
– those who might benefit the most from the Internet’s education
value
– are falling further behind in digital access” (14). This is a big problem,
especially
for small and rural school districts, such as the one I work in. There are
families
in our town which do not have electricity or running water in their homes,
how can
we provide then with equal access to computers and Internet technology?
My second questions deals with further applications for hypertext
technology
in the classroom. All of the articles I came across utilized hypertext in
annotating
poetry or writing a biography. What about its applications for creative
writing?
I have seen what can be created with hypertext and it lends itself to creative
writing.
My best guess is that it would be up to the creative teacher to discover new
applications.
There are really good programs out there for young children, the best
of which
is Storyspace, in my opinion. It makes it easy for children to draw
connections
between the different pages of their hypertext and creates a working
map for
them. It is very interactive and simple to use with its graphic interface. After
researching
hypertext in the classroom, I decided to try it out myself to see how
different
it really is and how we can use it in our classrooms. This semester I was
assigned
a creative writing piece, which I am doing on my decision to become a teacher. My format is hypertext. So far the project
is coming along quite well, I
think
that it would be great to use in a classroom. The organization of the piece is
very close
to any other essay I have written. The differences come as a second
step,
which is deciding which words or phrases are the most important in your
piece.
This is much more difficult than it sounds, but a great exercise for students in
my opinion.
It forces you to choose your words carefully for meaning and how they
link to
the rest of your piece. To me it is a juxtaposition of narrative and poetry. We
are only
at the tip of the iceberg when it comes to the applications of hypertext in
the writing
classroom.
Self Analysis
Over the course of this
assignment, I saw many connections between my
process
and the process that Stephanie Harvey describes in Non Fiction Matters.
I began
my process with a very general idea of what I was interested in. I was not
really
passionate for any particular topic at the start of my inquiry. I had come
across
several articles on using technology in the classroom and it was interesting to
me. I
branched out from here, finding more resources and getting a general idea of
what research
was out there. I was operating under Harvey’s idea that
“the more
information
I collect, the greater my desire to find out about the idea” (32). In the
course
of my research I came across the discussion of hypertext. I have taken many
computer
classes and I really enjoy both reading and writing in hypertext. When I
discovered
that many teachers were beginning to use this in their classrooms, the
idea ignited
something inside of me.
I realized that hypertext in the classroom would be a
much narrower field
of inquiry
and that I may have more success in researching he topic if I narrowed it
down to
this. There was still plenty of research available in the field and plenty to
discuss.
Harvey points out that “the more kids know about a subject,
the easier it is
to pare
it down to a manageable state” (41). This was definitely true for me during
this project.
I found that with my broad base in distance learning and the amount
that I
had researched on technology in the classroom I was more able to whittle my
question
down to the more manageable topic I have currently. The ask the question
of how
technology influences writing pedagogy would have led to a paper so long
that it
would be of little use. Focusing on hypertext allowed me to go more in depth
and explore
the subject fully rather then giving a broad overview.
Many of the articles that I found online discussing hypertext and technology
in the
classroom were either accounts of an actual teacher using it in their classroom,
or a study
of children in the classroom. This was important research for me and it
meant
a whole lot more than if I had read other people’s second hand accounts.
Many of
the articles had quotes directly from the children involved in the
experiments
and class projects. These first hand accounts and the opinions of the
children
had great resonance for me.
I found myself using all of Harvey’s comprehension
strategies that she
proposes
for children. I think that these strategies help all learners, regardless of
age. “Synthesizing
information” (72) was the most helpful for me in this assignment. I
pulled
information for a great number of sources and I often had to sit back and give
myself
a chance to figure out how these sources fit together. My background
knowledge
also served me quite well while researching this question. I understand
computers,
computerized education, and hypertext. If I had not had prior
knowledge
of these topics the research sources I discovered would have been
much more
difficult to comprehend than they were.
Conclusion
My research has led me
to the conclusion that hypertext is here to stay. I
realized
that the real question is not will we use hypertext, but instead how will we
use hypertext?
My self analysis has helped me to discover that no matter how much
schooling
you have or how old you are, the process of inquiry remains the same.
Works Cited
Calcaterra,
Andrea, et al. “Cognitive style, hypermedia navigation, and learning”.
Computers and Education. 44. 2005 : 441-57.
Harris,
Pamela, et al. “Confronting Hypertext: Exploring Divergent Responses to Digital
Coursework”. The Internet and Higher Education. 1.1. 1998 : 45-57.
Kellen,
Katherine Nowak. “Expanding Our Reach: Writing HTML Commands to Create
Student Hypertext Writing Projects”. English Journal. January 2002 : 122-24.
Large,
Andrew, et al. “Gender difference in collaborative Web searching behavior: an
elementary
school study”. Information Processing and Management. 38. 2002 : 427-43.
Mayher,
John S. Uncommon Sense. Portsmouth, NH
: Boyton/Cook Publishers, Inc,
1990.
Patterson,
Nancy. “Hypertext and the Changing Roles of Readers”.
English Journal. Nov.
2000 : 74-80.
---. “Weaving
Middle School Webs: Hypertext in the Language Arts Classroom”.
KAIROS. 5.1. Spring 2000 : 47 Paragraphs. N. pag.
Pope,
C. & Golub, J. “Preparing Tomorrow’s English Language Arts Teacher’s Today:
Principles
and Practices fro Infusing Technology”. Contemporary Issues in Technology and Teacher Education, 1. 2000 : 89-97.
Richards,
Cameron. “Hypermedia, Internet Communication, and the Challenge of
Redefining Literacy in the Electronic Age”. Language Learning and Technology.
4.2. 2000 : 59-77.
Russell,
G. “Elements and Implications of a Hypertext Pedagogy”. Computers &
Education. 31. March 1998 : 185-93.
Topping,
Keith J. “Electronic literacy in school and home: A look into the future”.
Reading Online. 1998 : 28 pages. N. pag.
Wagner,
Daniel A. “Literacy, Technological Literacy, and the Digital Divide”.
TechKnowLogia. May/June 2000 : 14-16.
Hypertext Technology and the Changing Face of Writing Pedagogy
Cassandra Shott
February 20, 2005
Draft 2
ENG-110 Dr. Hall
Introduction
Technology has become an
integral part of today’s society. Children today
are growing
up online and the pen is quickly being replaced by the keyboard. By
some this
is seen as a great tragedy, by others a new frontier. This is certainly an
exciting
time to enter into pedagogical conversation. One of the technologies that I
have found
most interesting is hypertext. Hypertext is roughly defined as “the
electronic
linking of text that we often find on the Internet” (Patterson, 74). Every
time you
log on to the Internet you view hypertext. While viewing websites and
documents
on the Internet, occasionally words will be in a different color. The
viewer
can click on these words and they will lead to a new page containing more
information
on that word, or some other topic relating to the document. As more
and more
classrooms have access to computers and the Internet, hypertext is
becoming
a part of children’s learning experience. My question is how does the use
of hypertext
technology in the classroom effect current writing pedagogy?
Significance
We have come to a point
in time where literacy is being redefined. It has
only occurred
twice before in our history. First when humans began to write their
oral traditions
down on clay or paper. Next when Gutenberg developed the printing
press
and books became available to the masses. Here we are now at a time when
information
is a keystroke away and stories need no longer proceed from start to
finish.
The significance of exploring this new literacy cannot be underestimated, for it
is today’s
teachers-in-training who will use this technology in the classroom.
This new literacy is known as electronic literacy and it is very widely
defined. According to Keith Topping, “electronic literacy refers to literacy
activities
… which are delivered, supported, accessed, or assessed through
computers
or other electronic means rather then on paper” (4). With a definition this
board, one can see that a great many of our daily activities involve
electronic
literacy.
Electronic literacy demands a different approach from the reader and
writer.
Hypertext is a facet of new technology that has the capability to radically
alter
writing pedagogy. This means that teachers will have to learn new ways of
teaching
which factor in hypermedia. Rather then the narrow definition of reading
and writing
as a linear process, hypertext allows children to play with text and learn
to read
and write in a non-sequential format.
It is very important to study this emerging area of pedagogy because we can
no longer
escape the influence of the Internet and the technology it brings. Children
are now
exposed to near instantaneous information and dynamic texts online, the
key will
be to discover how we as teachers can use this new technology to our
advantage.
It is our purpose as educators to provide children with “an education
which
will develop their full potential as language users to a level of critical literacy”
(Mayher, 45). To fulfill this obligation, it is our duty to understand current
technologies
and give children the skills that they need to be adults in a
technologically
advance world.
Research
I expected to find little
on the subject of hypermedia in the classroom, but
much to
my surprise, educational journals were brimming with new studies and
practical
applications for hypermedia. The affects of hypertext use in the classroom
have been
found to be very positive for the most part. It takes a very innovative
teacher
to utilize hypertext and make the experience worthwhile to the students.
Nancy
Patterson is an eight grade teacher who utilizes hypertext
in her writing
classes.
She found that hypertext “helps [students] move beyond their traditional
concepts
of textuality” (para. 2). This also means that as teachers we need to start
moving
beyond our own traditional concepts. As children we are taught that a story
has sequential
parts, a beginning, middle and end. These parts always come in this
order
and they do not change depending on the reader of the text. Hypertext rejects
this finite definition of text. In hypertext a reader chooses how the text should be
read according to their interest. There is often an introductory page, but from there
one can go in any number of directions and there is no neat middle or end. The idea
of reading
and creating stories which do not follow a linear pattern is somewhat
confusing
to many people who have been taught that text has a strict structure. This
nonlinear
nature of hypertext makes for some very interesting variations on the
traditional
story book.
Patterson encourages children to think outside of the linear box. She
introduces
hypertext to her students through a series of assignments which also
incorporate
traditional eighth grade language arts content. Patterson has her students
create
various projects utilizing hypertext. These projects require students to view
text differently
and “wrestle with their existing definition of text” (para. 32). She
discovered
that students most had a problem with hypertext’s “lack of linearity”
(para.
30). In her studies she also found that given enough exposure, nearly all
students
got past this and developed a “sense of power over the text” (para. 5),
which
I feel is important for successful writers.
One of the major effects
that hypertext use was found to have on student
learning
was in the realm of student engagement. Hypertext is by definition
interactive
and encourages students to become more involved in it than with
traditional
books. They are constantly choosing what to read next and clicking to
get there.
Nancy Patterson found that students “participate or transact with
hypertext
in a way that is generally not possible with print media” (“Hypertext”, 75).
From this
new transaction many have found that children are very excited about
using
hypertext. Web publishing is another perk of using hypertext and Patterson
found
that her students “know their work will be published and they are very
motivated
to make their {work} worthy of public viewing” (“Weaving”, para. 36).
Web publishing
gives children an authentic reason to write and this is often inspiring
to students.
Cameron Richards also suggests that new technologies including
hypertext
have a “potential to encourage a more active voice in students who may
feel intimidated
in face-to-face classroom situations” (66). This new voice for many
students
would be powerful in the classroom. Active and engaged students are what
schools
have been struggling to develop for decades.
Another affect that hypertext
has had on learning is that it forces teachers to
consider
new ways of teaching composition. However, this does not mean that
teachers
need to learn a completely new set of skills. Many of the necessary skills
are in
use in classrooms today; they just need to be adapted for use in hypertext.
Katherine
Kellen discovered that “to read hypertext requires concentration; to write
it requires
mastery of organization” (123). These are both skills which are readily
taught
in the classroom today, hypertext has the promise of giving children an
authentic
way to hone these skills. Topping suggests that “the traditional emphasis
on detailed
knowledge and retention will be replaced by more emphasis on
transferable
skills in selecting, processing, transforming, evaluating, and add to
information”
(15). This is a very exciting statement in my opinion. It falls in line with
what we
are being taught in this class about the nature of learning.
A big challenge for teachers
will come in the form of teaching children to
compose
on screen. Rather then having children turn in ream after ream of paper,
students
may only hand in a disk. How will this affect the way that students obtain
feedback?
Russell conducted a study of hypertext in the classroom and found that
“there
was little evidence that students were concerned with changes to the normal
practice
of handing in written or printed materials… but teachers found this
fundamental
change…difficult to come to terms with” (sec. 3.3). Many teachers are
rooted
in their old habits and changing these will put them in disequilibrium. Some
will adapt,
and some may not. For new teachers and teacher candidates, hypertext
could
be a new and promising addition to the classroom. Another challenge to
current
pedagogy is in the nature of teaching the writing process. Carol Pope
acknowledges
that “seeing a student’s writing drafts in process will be harder
because
they will embed and internalize their own recursive writing process” (92).
Whether
this will have negative or positive impacts has yet to be seen. Students may
need to
learn a completely distinct process for working with hypertext.
The drawbacks to hypertext
are two fold. Prior computer knowledge
weights
heavily on the comfort of students using hypertext. Calcaterra, et. al.
conducted
a study on thinking styles and the use of hypertext. They found that “high
levels
of computer expertise were positively related to orientation ability and the
preference
toward the survey strategy,” both vital when using hypertext (454).
Children
who have not had much computer experience will be at a disadvantage.
However,
exposing children early and often to computers may negate this effect.
The second
drawback to hypertext is along gender lines. A study by Large, et. al.
of sixth
graders and their web browsing abilities found “that groups of boys are
more active
on the web than girls” (441). This activity means that boys may have
more exposure
to hypertext. This exposure leads to comfort with the media. A
study
among college students using hypertext found that men “fared better with
hypertext
assignments” while women “continually voic[ed] their belief that they were
afraid
of computers and their command of them [was] hopeless” (Harris, et.al. 54).
This is an extension of the stereotype that women are not as good as men at math
and science.
Schools have been battling this for years and we must continue.
Computers
and the Internet are an important part of society and both girls and boys
must meet
the challenges they bring to reap the rewards they hold.
Possible Solutions
There can be no doubt that
hypertext technology does affect children. It
seems
to me that whether this affect is positive or negative depends greatly upon
how the
technology is utilized in the classroom. A very important fact to me was that
much of
the resistance to new technology comes from the teachers rather then the
students.
I think that teachers and future teachers need to rise to the challenge that
students
are putting before us. Hypertext is a reality and a necessity of their world;
we need
to make sure that they are equipped with the skills they need to navigate
these
waters. Before we can teach the skills we need to develop them in ourselves.
Taking
a computer class or two never hurt anyone and it will help to make teachers
more aware
of the changing face of literacy.
Questions
My research has opened
many more doors for me. The idea of using
hypertext
in the classroom is newly emerging and the research itself is just starting to
blossom.
The one question which is in the forefront for me is that of how to provide
access
for students from low income families. Daniel Wagner speaks of a “digital
divide” which is springing up in our nation (14). He has found that “Americans
with
less education – those who might benefit the most from the Internet’s education
value – are falling further behind in digital access” (14). This is a big problem,
especially
for small and rural school districts, such as the one I work in. There are
families
in our town which do not have electricity or running water in their homes,
how can
we provide then with equal access to computers and Internet technology?
My second questions deals with further applications for hypertext
technology
in the classroom. All of the articles I came across utilized hypertext in
annotating
poetry or writing a biography. What about its applications for creative
writing? I have seen what can be created with hypertext and it lends itself to creative
writing. My best guess is that it would be up to the creative teacher to discover new
applications. I am sure that if I continued to such and branched out beyond the peer
reviewed journal I would be able to find more information.
Self Analysis
Over the course of this
assignment, I saw many connections between my
process
and the process that Stephanie Harvey describes in Non Fiction Matters.
I began
my process with a very general idea of what I was interested in. I was not
really
passionate for any particular topic at the start of my inquiry. I had come
across
several articles on using technology in the classroom and it was interesting to
me. I
branched out from here, finding more resources and getting a general idea of
what
research was out there. I was operating under Harvey’s idea that “the more
information I collect, the greater my desire to find out about the idea” (32). In the
course of my research I came across the discussion of hypertext. I have taken many
computer classes and I really enjoy both reading and writing in hypertext. When I
discovered that many teachers were beginning to use this in their classrooms, the
idea ignited something inside of me.
I realized that hypertext in the classroom would be a
much narrower field
of inquiry
and that I may have more success in researching he topic if I narrowed it
down to
this. There was still plenty of research available in the field and plenty to
discuss.
Harvey points out that “the more kids know about a subject,
the easier it is
to pare
it down to a manageable state” (41). This was definitely true for me during
this project.
I found that with my broad base in distance learning and the amount
that I
had researched on technology in the classroom I was more able to whittle my
question
down to the more manageable topic I have currently. The ask the question
of how
technology influences writing pedagogy would have led to a paper so long
that it
would be of little use. Focusing on hypertext allowed me to go more in depth
and explore
the subject fully rather then giving a broad overview.
Many of the articles that I found online discussing hypertext and technology
in the
classroom were either accounts of an actual teacher using it in their classroom,
or a study
of children in the classroom. This was important research for me and it
meant
a whole lot more than if I had read other people’s second hand accounts.
Many of
the articles had quotes directly from the children involved in the
experiments
and class projects. These first hand accounts and the opinions of the
children
had great resonance for me.
I found myself using all of Harvey’s comprehension
strategies that she
proposes
for children. I think that these strategies help all learners, regardless of
age. “Synthesizing
information” (72) was the most helpful for me in this assignment. I
pulled
information for a great number of sources and I often had to sit back and give
myself
a chance to figure out how these sources fit together. My background
knowledge
also served me quite well while researching this question. I understand
computers,
computerized education, and hypertext. If I had not had prior
knowledge
of these topics the research sources I discovered would have been
much more
difficult to comprehend than they were.
Conclusion
My research has led me
to the conclusion that hypertext is here to stay. I
realized
that the real question is not will we use hypertext, but instead how will we
use hypertext?
My self analysis has helped me to discover that no matter how much
schooling
you have or how old you are, the process of inquiry remains the same.
Works Cited
Calcaterra,
Andrea, et al. “Cognitive style, hypermedia navigation, and learning”.
Computers and Education. 44. 2005 : 441-57
Harris,
Pamela, et al. “Confronting Hypertext: Exploring Divergent Responses to Digital
Coursework”. The Internet and Higher Education. 1.1. 1998 : 45-57
Kellen,
Katherine Nowak. “Expanding Our Reach: Writing HTML Commands to Create
Student Hypertext Writing Projects”. English Journal. January 2002 : 122-24
Large,
Andrew, et al. “Gender difference in collaborative Web searching behavior: an
elementary
school study”. Information Processing and Management. 38. 2002 : 427-43
Mayher,
John S. Uncommon Sense. Portsmouth, NH
: Boyton/Cook Publishers, Inc,
1990
Patterson,
Nancy. “Hypertext and the Changing Roles of Readers”.
English Journal. Nov.
2000 : 74-80
--------. “Weaving Middle School Webs: Hypertext in the Language
Arts Classroom”.
KAIROS. 5.1. Spring 2000 : 47 Paragraphs
Pope,
C. & Golub, J. “Preparing Tomorrow’s English Language Arts Teacher’s Today: Principles and Practices
fro Infusing Technology”. Contemporary Issues in Technology and Teacher Education, 1. 2000 : 89-97
Richards,
Cameron. “Hypermedia, Internet Communication, and the Challenge of
Redefining Literacy in the Electronic Age”. Language Learning and Technology.
4.2. Sept. 2000 : 59-77
Russell,
G. “Elements and Implications of a Hypertext Pedagogy”. Compuuters &
Education. 31. March 1998 : 185-93
Topping,
Keith J. “Electronic literacy in school and home: A look into the future”.
Reading Online. 1998 : 28 pages
Wagner,
Daniel A. “Literacy, Technological Literacy, and the Digital Divide”.
TechKnowLogia. May/June 2000 : 14-16
Peer
Review #1
Amber Christensen
Peer Review of Cassandra
Schott
Assignment 3
1. Reread the assignment description: where in the draft do you find the writer answering each requirement?
Make at least 2 specific suggestions for developing the essay further.
a. I feel as though you could define the term “hypertext”
a little more thoroughly. In reading the essay, I was constantly confused as exactly what hypertext is. I know that you gave
a definition in the first paragraph, but I was still left questioning the meaning.
b. Another thing that you could expand upon
would be naming some of the activities that relate to your subject. You mention two: “Biography Web” and “Poetry
Annotation” on page 4, but maybe you could expand and explain how they use hypertext.
2. What do you think makes the writer’s question
a good one for this assignment? What makes this question worthwhile and significant
to you as a future writing teacher?
Well, I think
that this is a great question, especially since it’s very similar to the one I chose myself! J
As a future teacher, I want to learn all about anything that will enhance the learning experience for my students. I believe
that technology will inevitably be something that is here to stay so we need to learn and teach as much as we can so students
can be productive members of the community when they are adults.
3. Consider the scope of the essay: do you feel the essay needs more—or fewer—voices in the conversation to give you a broad range
of alternative views on the question?
I believe that it would be
helpful to add drawbacks to using hypertext in the classroom, if there are any (which I’m sure there are). However,
you admit that you would like to add this to your paper but couldn’t really find any articles to support this.
You also mention that you
found articles with quotes directly from students that have used hypertext in their classes. Maybe adding some of these and
discussing them would add another viewpoint.
4. What new does the writer add to the conversation? Make at least 1 suggestion for extending the self-reflective portion of the essay,
in which the writer reflects on what she’s learned by applying some of Stephanie Harvey’s principles of nonfiction
inquiry.
I really like how you connect
how your research relates to Harvey’s description of
research. I really made a connection with that in my paper also. However, I feel that although you discussed a lot of Harvey’s information regarding your own personal research, it would be great if you could possibly
add how Harvey’s book relates directly to your topic
regarding hypertext.
Additional
comments:
Cassandra, this
is a GREAT paper. I felt as though there was a natural flow and most of the information was very detailed. You used many resources
and yet I didn’t feel as though your thoughts were missing. I know you felt as though your conclusion could use some
more work, I can’t really think of ways to expand it. I always have a hard time with conclusions myself. Maybe just
rewording a few sentences would make it flow better. For example, combine the first two sentences: “My research has
definitely led to the conclusion that hypertext technology is here to stay.” instead of “Hypertext technology
is here to stay. My research has definitely led me to this conclusion”. It just seems less choppy.
Peer
Review #2
1. The writer has
divided her paper into each area required by heading each section with
the title of each
requirement. I like your introduction.
2. The question
you chose was so relevant. Teachers do need to keep current on technology. Like you said in your paper this is the world most
students live in today. I had not heard of hypertext, so this was very interesting to read. You made it interesting.
3. I really liked
your self analysis. Very interesting how you were able to narrow your topic down to such an interesting topic. You were able
to tie this in with Harvey's text very nicely.
4.
You have good sources and interesting information. On page 2 you might want to explain what "Biography Web" and "Poetry Annotation"
are and how they are used with hypertext. What does "lack of linearity" mean?
5. This was new
information for me. It was a great paper, very easy to read and it flowed nicely. At the end of reading it though, I still
really did not know exactly what hypertext is. Maybe you could give a "hypertext for dummies" explanation for readers like
me. Overall, a very well written, informative paper.
Kim
Changes
I Made:
I made the change to the
conclusion that Amber suggested, it helps the flow of the conclusion immensely. Both of my reviews suggested that I clarify
the term hypertext. I had made the assumption that most people would know what it was, but apparently this is not the case.
I added an expanded definition and explanation of hypertext and hypermedia. The poetry annotation and biography web also confused
both reviewers. I did not want to focus too much on these, because they were lesson plans rather then concepts. I deleted
the reference to these projects and expanded the discussion of textuality and nonlinear text. Amber suggested that I add a
discussion about how hypertext relates to Harvey’s ideas.
I thought that this was a bit beyond the scope of the assignment, because the assignment asks for a self analysis, not an
analysis of the student’s research. Perhaps I am wrong about this, but that is how I understood it. I did not add this
suggestion; the paper was getting far too long already. I conducted more research and found some drawbacks for technology
in general which included some references to Internet technologies and hypertext. These do not relate directly to using hypertext
for writing purposes, but they could also be potential areas for problems with hypertext in the classroom. I added a section
discussing these drawbacks.
Comments from Dr. Hall
Cassie,
You've done an amazing amount of research here. Really broad. I
enjoyed reading and feel taught by you. Thanks.
One idea for developing Draft 3:
One way MIGHT BE to make your essay do MORE than
simply string together ideas from your sources, with one citation after another, is to comment on the sources yourself. Just think about it, maybe on a small scale, where this seems right TO YOU.
Some options:
Offer some evaluative remarks. Agree or disagree. Compare and contrast to other points of
view you know about. Imagine why some teachers might embrace the answers you’re
writing about, or why they might find them difficult or impossible to implement. Say
how this fits or doesn’t fit with your own experience in school. Tell about
confirming or disconfirming experiences you’ve had as a student. Say how
what you’ve read might influence your own teaching practices in the future. Or
what circumstances you can imagine that might hinder your practice of some good idea.
--M. Hall
Changes I Made
In addition to fixing the
grammatical and citation errors that you pointed out to be, I tried to add in more personal reflection. I added a paragraph
on voice, because I feel that far too often children lose their voice in school and hypertext is another format to offer them.
With enough options hopefully children can hold on to that inner voice that makes their writing unique. I also added a section
on my experiences with computer growing up both at home and at school. I had a hard time trying to compare this issue with
other opinions because I was hard-pressed to find many. It seems like either people have something positive to say about using
hypertext, or they are unaware of its uses.
For Advice
on Correct MLA Style:
MLA style in-text citations and/or Works Cited entries need correcting. Check out a variety of good Web sites that show you how to use MLA style correctly. Here’s just one:
http://www.lib.duke.edu/libguide/cite/works_cited.htm
More MLA help is under “MLA
Style Guides Online” on your WebCT “Assignments & Handouts” page.
For More Advice
on Avoiding Plagiarism:
Go to your WebCT “Assignments & Handouts” page to find “Understanding
Plagiarism.”
