Throughout my own education, I've always favoured pencil and paper over anything electronic. However, I quickly realized I not only represented the minority of the students but also that I was allowing my trepidation to limit the creativity in the classroom. It was time to quit living in the "dark ages," as my students put it, and begin to embrace and incorporate techniology into the classroom. So began my baby steps.

The first medium I chose was a blog that would be in use throughout the entirety of my CW20 class. On this site, students can post writing, ask questions, receieve feedback, and complete their paperless Writer Profile Projects.

From there, I slowly grew more bold. I've now incorporated Facebook, Glogster, Animoto, Inspiration, Windows Movie Maker, and many more programs into my classes since the beginning of our Thom Technology Catalyst Team.

Creative Writing: The Near Future
In collaboration with members of the ISS team at Thom as well as members of the media community (Captive Audience, Jack FM, and NUClick Web Design), I am planning a “Creative Writing in Advertising” project for my Creative Writing class. The goals of this project include exposing teenagers to the intentions and effects of advertising by teaching them critical thinking skills. In addition, students will demonstrate their knowledge by writing and recording their own advertisements. In conjunction with some classes at Thom embracing the BYOD approach, these students will then also create their own websites to advertise their products online while still showcasing their writing talent.
NUClick Web Design
Captive Audience

Additionally, information about the class is shared on a running class blog. Students are also completing a paperless Writer Profile Project in which they research and present information about a writer of their choice by posting their information on the blog.
Creative Writing 20 Class Blog

English: Shakespeare in the 21st Century:
I witnessed the difference technology makes in the lives of the 21st century student when a group of boys who were determined to dislike Romeo and Juliet eagerly demonstrated comprehension of the play by writing, filming, editing, and presenting a late-night style talk show by means of the Windows Movie Maker program on one student’s laptop.

Students also enjoyed summarizing Shakespearean plays via FaceBook status updates. This not only teaches students the difference between formal and informal writing, but they relate to the summaries more when they are able to use language and forms of media that are familiar to them.

Students used Windows Movie Maker to demonstrate their knowledge of the themes of Romeo and Juliet in a way that was meaningful to them, using everything from a wild-west setting to a light saber fight.
Using their own language and a familiar medium, students look forward to updating the Facebook statuses (or summarizing the scences) throughout Hamlet.
Students use Facebook, a familiar medium, to summarize scenes from Romeo and Juliet.
Here's to a future full of possibilities!