Learning and Leading

and those who did not have access to the Internet at home clustered around classroom computers trying to join the discussions online. They were all eager to respond to their classmates, either to support or to argue against certain points of view.

It was clear these students were engaged because they were writing for a real purpose and for a real audience— their peers. The conversations afforded students the opportunity to engage in real-life writing similar to what they usually did outside of school.

Prior to discussing the book online, students searched the Internet to learn about DiCamillo and her background through virtual field trips. They also talked about aspects of the book in small groups. Threaded discussions

provided another avenue for students to share their knowledge of the book, and they also allowed different types of learners to showcase their strengths.

The discussion format proved to be an empowering activity that enabled students to take control of their learning. It gave them a voice in their learning because they could express themselves without feeling intimidated by the presence of others, including their teachers. The online discussion also created a learning place where students could read, write, and explore around the clock.

—Chinwe H. Ikpeze is an assistant professor of literacy at St. John Fisher College in Rochester, New York.

LEARNING CONNECTIONS

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