I just read an interesting article in edudemic that changed my perspective of the writing process with new technologies.

“Five myths about writing with mobile devices” discusses the fact that many educators feel that mobile devices are not an effective tool for writing (in the traditional sense). The article looks at our definition of “writing” and reevaluates what is it to write in a 21st century learning environment on a mobile device. Below are three myths that really challenge our assumptions as educators, and are also extrememly relevant for our students with special needs.

1. Writing=word processing

The author makes an important point: we have no idea what platform and tools students will be using when they enter the workforce, many years from now. The tool is irrelevant-what’s important is the process of writing, and we need to think beyond Microsoft Word.

“For example, Drive allows for collaborative writing, while AudioNote (iPad or Android) syncs recorded audio with typed or written words, and Evernote makes written content available on any device.”

2. Writing=text

Let’s redefine the representation of the writing process as text. When we incorporate multiple means of representation this opens up a whole new world of possibilities for our students with special needs.

“With mobile devices, we have instant access to cameras and microphones as well as the ability to write, type, draw, capture images, and create videos. As a result of these tools and capabilities, the writing process no longer needs to be limited to solely text-based output. In fact, by leveraging these capabilities, students who would otherwise be labeled as having “output issues” suddenly have a voice.”

3. Writing=essays

Rather than a traditional paragraph or essay, how can students demonstrate their understanding with an alternative means of expression?

“What if….

• Students created eBooks that included text, images, audio recordings of their own reflections, videos, and/or screencasts to demonstrate their understanding rather than type a standard essay or report.
• Students created and maintained blogs such that they not only posted articles but also wrote and responded to comments that challenged them to think critically in new directions.
• Students created and curated digital magazines that combined their own writing as well as digital artifacts, images, and other articles.

Check out this short video demonstration of text-to-speech technology (Natural Reader) which can be very effective for students with reading and learning disabilities.

Natural Reader 11 is a free download!