Chapter 3-- Online Word Processors & Audio Comments

Inside chapter 3, I would like to focus on the usage of word processors in the classroom via the Internet. I am assuming that almost every school has the Internet in their buildings now, having numerous computers available for students. Therefore, I think that teaching students how to use online word processors would be an extreme advantage. As stated in the reading, students can often complain of files getting lost on their computers and/or compatibility issues (which may or may not be the truth). But, on programs such as Google Docs and Zoho Writer, students have the ability to insert their ready-made documents into the program or create a new document directly through the website, saving it so it is always available to them from any computer with an Internet. We cannot assume that every student has access to a computer outside of the classroom, even if they have access to a library, because we may not know their home-life situation. Therefore, I would personally keep this wonderful experience inside the classroom as part of in-class projects. This doesn’t mean that students wouldn’t be able to use these processors at home for other assignments I might give. But, I would only mandate its usage within the classroom. A plus to this is that students’ work that is usually saved to the school computer can be saved on the Internet, via these programs, forever. In a school system, after the student leaves the school building onto another grade, often their work is deleted and students have no access unless they somehow save it onto a flash drive or e-mail it to themselves. Access to these online processors would be a great implement into a classroom. Something I am not sure that I will ever use is something mentioned in the conclusion of the chapter: usage of audio in accordance to commenting on/ grading students’ work. I am a strong believer that written comments are both personal and handy to have readily available. Students might not have computer access in order to listen to the comments the teacher might have created. But, there are downfalls to each I guess. With the audacity file (or whatever used) students might find problems gaining access to them if their speakers on their computer don’t work or their programs don’t support the ones the teacher uses. But, with the written comments, the students might lose the paper and therefore have no ability to ever access the comments again. I guess the choice is based on the preference of the teacher.

--Kaitlyn