Abstract
This article describes research on a Multigenre Digital Inquiry Project (MDIP), a technology-infused project designed to provide an opportunity for students to inquire about a topic of interest and share their research using 21st century technologies. Instead of composing a research paper or literature review, students designed a website with pieces written in multiple genres to share their learning, including at least two pieces created using digital tools. In this article, the authors share the design of the MDIP and how it was implemented in three teacher education courses. Data analysis aimed to understand how pre-service teachers engaged in this project and reflected on their learning. Using themes from the analysis of students’ end-of-semester reflections and memos written about the pieces included in the projects, the authors share how students valued support in various areas including technology, how they expanded their views of writing and genre, and how their experiences illustrated academic, personal, and pedagogical growth. Ultimately, students learned from this challenging, yet rewarding experience. Finally, the authors share suggestions for others interested in incorporating a MDIP in their work.
Highlights
I was so eager to create different pieces for my Weebly [website] that I was excited to wake up early on Saturdays and sit with my coffee to do homework and I don’t know the last time that happened
This comment comes from a final reflection about a Multigenre Digital Inquiry Project (MDIP) and illustrates the effort put forth for this project
To find ways to incorporate research, composing, and technology integration into our preservice teacher English Language Arts methods courses that would allow us to model highly effective teaching practices while students researched a topic of interest, we decided to study the incorporation of a MDIP in our courses
Summary
I was so eager to create different pieces for my Weebly [website] that I was excited to wake up early on Saturdays and sit with my coffee to do homework and I don’t know the last time that happened. This comment comes from a final reflection about a Multigenre Digital Inquiry Project (MDIP) and illustrates the effort put forth for this project. Students have limited teaching methods courses, along with an array of other required courses in assessment, multicultural education, etc. To find ways to incorporate research, composing, and technology integration into our preservice teacher English Language Arts methods courses that would allow us to model highly effective teaching practices while students researched a topic of interest, we decided to study the incorporation of a MDIP in our courses. Our research questions were: 1. How do students choose to represent their learning from participating in a multigenre inquiry project?
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