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Wednesday, June 6 • 2:00pm - 2:55pm
Digital Conversations: Promoting Student Dialogue Using Social Annotation OPEN

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Limited Capacity seats available

This presentation will demonstrate the use of digital tools to facilitate closer reading, deeper learning, and more meaningful dialogue among students. With an increasing emphasis on 21st century instruction, teachers need experience with tools that promote digital writing (Hundley & Holbrook, 2013) and connected reading (Turner & Hicks, 2015). In this session, you will explore the process of social annotation using “Hypothesis”, a tool that allows students to read assigned texts online; annotate with their insight, experiences, and questions; and reply to other students’ annotations. Hypothesis—and other similar annotation tools—promote dialogic learning, where students engage in conversations that stretch them and deepen their learning experiences. You will see specific examples showing how these digital activities have enriched and extended student learning in his own classroom. Finally, you will brainstorm ways in which you can use this tool in your own content area, school, or district. This tool works best on computers (laptops or Chromebooks), but tablets, iPads, or smartphones will also work.

avatar for Jonathan Allred

Jonathan Allred

Educator, University of Arkansas
Jonathan Allred is a doctoral student in curriculum & instruction at the University of Arkansas. He taught high school language arts and AP Language before getting a master’s degree in curriculum & instruction. As a teacher, he noticed many opportunities to use technology creatively... Read More →

Wednesday June 6, 2018 2:00pm - 2:55pm

Attendees (17)