Our power point is here: final project (3)
Our application Spin Me a Story was developed as an inspirational asset to all levels of writing. Porter explains that, “New economies of writing are emerging that promise to carry writing practices in directions that are not yet clear but which will have significant impact on basic literacy.” (Porter, DeVoss, page 195).
Children today are evidently using technology earlier than any other generation. This produces an optimal advantage for educators. “The internet links millions of people in new spaces that are changing the way we think and the way we form our communities.” (Turkle, page 3). Spin Me a Story was created to use a technology that children are familiar with, as well as, produce a new and exciting way to introduce writing.
“Remediation involves both homage and rivalry, for the new medium, but also makes an implicit or explicit claim to improve the older one.” (Bolter, page 23). Therefore, when used efficiently, new technologies are beneficial resources. Our application was designed to improve the writing process. Offering the users inspiration, creativity, composition, and fluency.
When an account is created in Spin Me a Story, the user is welcomed into a new writing community. Our application portrays Porter’s ideology of delivery, by making all finished stories available and accessible to each user. “Students’ writing will be published writing, and it will be produced in genres and by processes that depart radically from the traditional ways writing has been practiced and taught.” (Porter, DeVoss, page 195).
Account customization is essential to the individuality of the user. The “Favorite” questionnaire is implemented to influence the categories, genres, formats, and other users, the applicant is connected with. Spin Me a Story is a new literary technology, constructed as an educational resources, to increase the users’ interest and enthusiasm in writing.
Bolter said that some educators imagine a classroom in which books are replaced by virtual environments. Spin Me a Story has the capability to create student and teacher accounts. Having the option to create two different types of accounts will allow the user to personalize their creative writing experience. After creating a username and password, as Adam previously showed, a page will pop up asking what type of account you want to create.
On this page, there will be two options to choose from; “I am a student” or “I am a teacher.” If the user clicks the button “I am a student,” they will then be taken to a page where they can select their age, grade, and if this is for a school project, a class meeting, or for a fun creative writing experience. The app will provide developmentally appropriate words to the student depending on the age and grade they select.
If the user clicks “I am a teacher,” they will be directed to a page that asks them if they want to create a class code. The teacher will have the ability to leave comments on the student’s drafts, give suggestions, or only allow the students with a class code spin a certain genre.
After the type of account is selected, the user will be directed to a page where they have the option to sync their work to social media. As Porter and DeVoss state, the act of writing is fundamentally collaborative and social. The user will be able to ‘share’ their spins and final work via these social media sites to show their peers and parents/guardians what they are writing and drawing about.
From here, a page will pop up asking the user to select the type of story they plan to write about. There is always the option to pick a new style. The available styles include fiction, nonfiction, poetry, a memoir, letter, blog post, newsletter, and songwriting. Like Bolter said, digital technology changes the look and feel of writing, and Spin Me a Story does just this (pg. 24).
Bolter discusses the use of technology in education, and the role of computers in the writing process. Using this app, students are using the computer directly to produce a creative writing piece that can be accessed from anyplace at anytime. From here, students will be asked to choose a theme for their story. Fantasy, Mystery, Adventure, and Sci-Fi are just some of the options available.
Once a genre catches the student’s attention, they are free to click their favorite, and begin spinning and choosing words that will be incorporated into their creative story. A picture representing the chosen genre will pop up, making sure students chose the correct theme. Once chosen, students will click “begin” to spin for story words.
Now the fun part begins! Students will press the slot machine “SPIN” button to spin all four word and phrase categories. Each category focuses on a different subject, action, description, and so on. A full sentence is created when the categories are read from left to right. Here we have, “Write an email to a tricky princess who can fly.”
If the student doesn’t like a word or phrase they have been given, they can choose to spin again in one or more categories. Instead of writing about a tricky princess, they might spin to write about a tricky frog. They have unlimited spins until they finally land on something they like. This student spun to write a report about a silly frog who can skate.
A screen will appear encouraging the student. Porter and DeVoss say, “Writing is hypertext and the delivery of multimedia content via the Internet and the Web.” By choosing themes that might interest other friends, the student’s stories can be easily shared over the Web. Gee asks if video games are a waste of time. While this isn’t a video game, it is a game, and it’s valuable in writing creatively.
Prior to beginning the writing of the story, the student is given the option to have a bonus word or a picture prompt to help them further their story. At this point they are able to rate the creativity level of the words obtained from the spin. If they aren’t sure about the choices they have been given, they can check to see if they represent an appropriate creativity level based on their age and grade they entered earlier in the app. They can skip this page if they choose not to use these options.
The student then has the option to continue with their prompt, or spin again to start over with a whole new set of prompts. This is beneficial when the student receives a set of prompts that are familiar to a story that they already know. This choice reduces the possibility of plagiarism should the student copy that story and attempt to use it as their own. DeVoss and Porter express this idea in their statement that “we must renegotiate our personal and institutional approaches to plagiarism”.
Several different writing formats are available as Kylie previously mentioned. When the student chooses to continue with their prompts, they will advance to this screen. They simply click on the format they want and are taken to a template to begin writing their chosen piece. This is an example of what Bolter referred to when he said “digital technology changes the ‘look and feel’ of writing and reading”. Pre-populated templates eliminate the need for design and construction of blogs, newsletters, etc.
Here is one example of the formats available, the newsletter template. To enter text or upload a photo, the student simply clicks on the appropriate box. Each of these, as well as the other templates provide the criteria that Tim O’Reilly outlines in regard to Web 2.0. He stated that “only a small percentage of users will go to the trouble of adding value to your application”. Therefore, by creating templates with pre-populated fields, users can input information without having to re-create the wheel.
This is another example of available formats, the blog template. Here, students are able to input not only text, but photos as well, similar to the newsletter template. This example also follows O’Reilly’s criteria in regard to the values of user input. In order to be competitive in the app market, users should be able to “add their own data to that which you provide”. With these templates, students can input any and all data they chose in various formats.
The idea of remediation, introduced by Bolter in an article called “Writing in the late age of print”, is when a new technology replaces an old one. Our app transformed the classic format of notebook writing into an organized, user-friendly template. When a user selects this template, their ideas can be saved to wherever they want. Papers easily become messy and lost, an app will stay in your pocket wherever you go.
The “Draw me a Story” snapshot demonstrates an extremely unique function of our app. A user can draw a picture on the screen Microsoft Paint style or they can upload their own picture from their camera roll. Our picture feature promotes creativity and allows users to act on inspiration as it occurs. Images users form while writing will never disappear again.
When organizing the gallery, users are able to categorize their works into different folders. It is an easy way for users to separate different ideas or genres from the other. There is even an option of allowing works to remain uncategorized, which lets the user have more creative control. The user can alter the names and the amount of the categories as well.
Combining texts with images have been extremely popular amongst our culture. In an article called “Becoming Screen Literate” by Kevin Kelly, the author writes about how images are becoming extremely well liked by users. Our app allows users to keep texts separate from pictures, combine pictures with texts, or to just paint a picture. It is a functional way to express creativity.
In an article by DeVoss and Porter’s article titled, “Why Napster matters to writing” the authors explain the importance of balance between recognition and ethics. When a user shares a piece of work from the Gallery to social media, our app gives credit where credit is due. Also, during this sharing process, other members of social media are able to experience new works and technology. Our app has found the balance by rewarding both the author and the audience.