For me, learning to teach writing was a process of discovering my place between the theory and the practice.  Many years of give and take in my elementary classroom have gotten me to a point in teaching writing where I’m comfortable; I’ve answered most of the questions I have about teaching writing workshop to my own satisfaction.  Throughout the process of discovering who I am as a teacher of writing, I’ve worked myself into quite a chart paper addiction.  I use charts for everything: shared writing, writing tips, brainstormed list, editing and revision checklists, grammar lessons and rules, and mentor texts.  You name it, I write it on chart paper. 

This school year, my district is embarking on an exciting new journey into technology.  All classrooms in my district have been outfitted with technological goodies of all sorts—surround sound, projectors, SMARTboards, document cameras, and tech carts.  While I excitedly waited for the introduction of all these features, the writing teacher in me isn’t sure how to make the best use of all these treasures in my writing workshop.  I want to make the best use of the technology available to me, but this technology doesn’t jive with what I believe about teaching writing.

It’s already November, and frankly, I thought I’d have this figured out by now.  There are places that the new technology flows seamlessly into my instruction.  In math or science, the uses are endless.  In writing, however, I’m stuck between the blueberry-scented marker still clutched in my hand and the snazzy new technology just over my shoulder.  I’m not sure I like the idea of creating “charts” in a digital environment, where only one is available at a time and they become less communal. 

I’m a chart paper addict for a number of reasons.  All classroom charts are created together; they’re a permanent record of the conversations we’ve had about writing and being a writer.  Students are able to refer to these charts hanging on the wall throughout the year, or in our old chart file.  They add to the ownership my students feel in our classroom.  The charts also become their writing reference materials when they’re wondering about types of leads or when to make a new paragraph.   They’re a reminder to me when conferring with students too. I feel that these class created charts become our class text, and I’m not sure how our encroaching technology fits into this piece. 

It may seem like a silly distinction but I don’t think I’m ready to upgrade my chart paper yet.  I want to be able to figure out ways to pull the technology in, but I come back again and again to the “how”.  Perhaps you are facing a similar struggle, or - even better - have found a solution!  I look forward to our body of Teacher Consultants engaging in a great conversation in the Our Classrooms forum of our site.  I'm sure this community of teachers and writers may be able to teach me some new tricks.  Until then, that blueberry marker and I will keep on writing.