A Contemplative Chat
Sandra Epperson

ìWhatís the topic today?î my Laptop excitedly asked as I sat before it.

ìWell, I am supposed to write a reflection kind of thing for the Oregon Writing Project. You know, this is the last week.î

ìWow! Itís almost finished?î

ìYes,î I replied, ìWe have done some creative writing and learned about some computer applications. The Google Aps sounded like it would be kind of neat to work with, but it is like buying a car in the first model year.î

ìWhat do you mean?î

ìThe program, like a new car, has all the bells and whistles, but also lots of recalls, updates, and bugs that need to be worked out. It didnít seem road tested. It just didnít run smoothly. Besides, the idea of storing all of my data files on the Internet is far scarier to me than saving things to the school network ñ you know I wonít do that.î

ìYeah, I know, the network is always down just when you need something,î Laptop stated logically. ìBut, some of the other applications will come in handy this year with a grant.î

ìYou are so right. The most useful part of the technology presentations was when we had time to play with the software. Inspiration, Comic Life, and digital storytelling are all things that I can use in my classroom next year or in the near future. I have been thinking about making a digital story explaining some of the school behavior expectations.î After thinking a bit more, I said, ìWith the grant, each of the involved teachers will get a laptop, projector, and document camera to use. Oh, we will also have clickers.î

ìWait a minute! You are getting a new laptop. What about your trusty old friend ñ me?î

ìYou are safe, Laptop. No one can replace you,î I replied, schmoozzing as much as possible.

Laptop raised his ESC key and half of the F-Key row as an eyebrow in a quizzical way, ìOoohhh. So, what are ëclickersí?î

ìThey are really cool. Students can answer multiple-choice questions and have their answers anonymously posted on the screen. I could have my class rate a story using the 6 traits and no one will know how anyone else answered,î I said.

ìIt sounds like you have a lot of ideas about using the technology. What else did you learn during the Oregon Writing Project?î

I thought a bit and responded, ìWell, some of the ideas presented by classmates will prove useful in the coming years. Blogging may be fun and interesting to do with my students. I just have to get past the whole Internet thing ñ ëWhat goes to the net, stays on the net.í Cartoons will be a fun way to teach quotation marks and writing dialog.î My fingers gently rested on Laptopís keys as I thought some more. ìMy mind is swimming with ideas. You know, we are getting all new textbooks in my classes this year. Combined with several writing activities such as writing letters to a character in a story, having a conversation with objects in our own pictures, and writing character descriptions, I think I am drowning in ideas.î

ìAt least you have about four more weeks to figure out how to swim,î chuckled Laptop.

ìGee, thanks.î

ìSo what did you really enjoy during the Oregon Writing Project?î Laptop asked.

ìI think the most enjoyable part was the editing/revising groups. Through all the years of school and classes that I have taken, I have not experienced that kind of group revision. When I signed up for the OWP, I was hoping to become connected to a writing group. I know they are out there, but it is hard being an outsider trying to break into an established group. It was scary enough at first sharing with our groups from class.î

ìYou managed, though.î

ìYes, I guess I did,î I reflected.

Laptop suddenly started shivering with excitement and said, îHey, my keys are ready to be tapped and the mouse pad is all set for tickling as you move the cursor around the screen. I know I will get lots of exercise as you plan for the coming school year.î

ìYes, Laptop, you are right. My work with the Oregon Writing Project is just beginning. This class is going to influence my teaching for years to come.î