Empowering Student Writers Through the Internet

"When students post their writing online, the audience transforms from one person (i.e. the teacher) to a larger social community." (Sweeny, 2010, p. 127)

We are constantly reminded in this program to use authentic activities in our curriculum that provide for real-world experiences. The idea is to transform the schooling process from being just practice for the "real world" to being something that is useful and applicable every day. This transformation can be facilitated by integrating ICTs in the ELA classroom.

Traditionally, students' writing in ELA classes is submitted only to the teacher for evaluation. The relationship between student and teacher in this situation is like a defendant in court facing a judge alone. Aside from any occasional peer editing that may occur in class, a student's work is primarily subject only to the teacher's appraisal. The opposing nature of the duality between teacher and student can translate into intense pressure on the student's performance. Additionally, it reinforces the notion that students are merely practicing their writing while in school; they are not being given genuine opportunities to be authors in their own right.

As Sweeny (2010) points out, the Internet offers a vast sphere for students to engage with audiences. By utilizing this resource, teachers offer students the chance to be "real" writers, not just "practice" ones. Students can share their work with other teachers, students, and the people all around the world. In a sense, the students become published authors. Offering students such a role empowers them, and the students' self-efficacy can benefit from writing for a real audience rather than for a grade.  Furthermore, technology offers numerous platforms for the students to get feedback and dialogue with others about their work. This practice thus aligns with sociocultural principles of engaging in authentic activities and socially constructing knowledge.

The following news clip is an excellent example of utilizing online resources to help students write in genuine contexts. These elementary school students are motivated by blogging to write frequently in their free time. They enjoy being creative and having ownership of their own content, and they especially like having an audience to share their writing with. The interviews with the students really express their engagement with the writing process now that they can be writers in an authentic setting.