Reading about the kinds of things students are doing at the Crestwood schools, I cannot help but be impressed and intrigued. The students are using professional graphic design software to "deepen their understanding of plots and characters". This sounds great as an engaging option for a product students can create, but only after learning content. Okay, maybe students can work with the technology in the midst of trying to get a better understanding of the plot and characters, but it seems like the majority of comprehension work would be done without technology. I need to remind myself that this is only a way of enhancing language arts and deepening understanding.
Where I work, I do not know that there is a time in the day where students could be working in this way. Reading looks like mini-lesson, independent reading, then a brief share (if we leave enough time). If I were to incorporate something like this, it might be at the end of a unit. Thinking about it, it would probably be a really good idea to do something like this, in place of a traditional book report.
Regan suggests that digital media is a great way for students who struggle with text to "engage with and express ideas" while they are working to resolve their problems with reading and writing. Working on my group presentation, which is about making media with students, I really saw how such activities could enhance how students "engage with and express ideas." However, I think it is important to keep reading and writing skills as an integral part of this process-most likely these will be involved anyway in whatever the product is.
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