Creative writing about positive attitudes in school life

Children navigating hyperlinked texts have certain needs to better understand the content and benefit from the online reading experience.

• Understanding Hyperlink Structure
• Critical Thinking and Selection of Sources
• Reading and Understanding Content
• Time and Attention Management
• Technology and Internet Navigation Skills

Writing and production of written speech/ text type: narrative

Information Management

Student

• • Analyzes and synthesizes given information.
• Basic use of a computer for simple text processing and formatting.

Literature Experiential discourse/ Linguistic means of literature

Student

• • Becomes familiar with elements of structure, content, and style of literary texts
  • Composes different types of texts following the process of planning, (pre-writing stage) writing the original version (authoring) and, finally, checking and improving it (post-writing stage). 
  • Converts texts.
• Edits and structures text with meaningful units and paragraphs.

Creative storytelling Creative writing

Student

• • Writes short texts based on the world of his experience. 
  • Processes and structures text with chunks and paragraphs
• Records thoughts, the plan of a task, a speech, etc., in a way that he can develop them orally or in writing.

• Creativity and Imagination (ability to come up with original ideas and creative plots is fundamental in crafting an engaging narrative).
• Plot Development (understanding how to structure a story with a clear beginning, middle, and end, developing a compelling plot with conflict and resolution.)
• Character Development (creating well-rounded characters with distinct personalities, motivations, and arcs that evolve throughout the story)
• Setting and Descriptive Language (using descriptive language to build a vivid setting and atmosphere that immerses the reader in the narrative)
• Pacing (managing the flow of the story to maintain reader interest, knowing when to slow down for detail and when to speed up for action)

Technical and Digital Skills

• Understanding Hyperlinks (knowing what hyperlinks are, how they function, and how to create them within a text)
• Digital Writing Platforms (familiarity with digital tools and platforms used to write and publish narrative texts with hyperlinks)
• Navigation and Structure (designing a narrative that effectively incorporates hyperlinks, deciding where to place links so they enhance rather than detract from the story)
• User Experience (UX) Design (understanding how readers will interact with the hyperlinks, ensuring that navigation is intuitive and enhances the storytelling experience)
• Research and information management
• Research Skills (being able to find and verify information from credible sources to link within the narrative, adding depth and context to the story)
• Content Curation (selecting relevant and interesting content to link to that complements and enriches the narrative)

Organizational Skills

• Planning and outlining (creating a detailed plan or outline of the narrative that includes where and how hyperlinks will be integrated)
• Project management (managing the writing process, especially when dealing with multiple hyperlinks, to ensure that the narrative remains cohesive and coherent)
• Revising and editing  (being willing to make significant changes to improve the narrative flow, clarity, and overall quality, including the placement and relevance of hyperlinks)

Collaboration 

• Communication skills (working effectively with others if the narrative project involves collaboration, ensuring that everyone is on the same page regarding the use of hyperlinks and the overall vision for the story)
• Feedback incorporation (being open to feedback from peers, teachers, or other collaborators, and using it to improve the narrative and the use of hyperlinks)

Critical Thinking and Evaluation 

• Evaluating sources (assessing the reliability and relevance of the content that will be linked, ensuring that it adds value to the narrative and is appropriate for the audience)

Εmotional leadership/e-mediacy: Teachers should be

• well-prepared to address any technical issues that may arise and handle problematic situations in the digital classroom.
• recognize that students may have varying levels of digital literacy.
• support students who may experience technostress

Social e-competency: Teachers should help students improve their digital competencies

PI1. Emphasizing strengths (Lean on your strengths and have a positive mindset) 

PI2: Emotional Management (Learn to understand your emotions)

PI3: Enforcing attention and awareness (Be attentive and aware)

PI4. Relationships support (Support and work well with others) 

PI6. Encouraging engagement (Engage students in self-directed and dedicated learning) 

PI7.  Goal-oriented learning (Be persistent and work towards your goals) 

PI8.  Focusing on Sense of purpose (Have a voice and be active)

• • www.mural.co
  • https://toolbaz.com/
  • google docs (presentation) 
• https://padlet.com/ 

Assessing Learners’ Learning

1. Rubrics and Criteria:

• Narrative quality (evaluate the creativity, coherence, plot development, character development, and descriptive language)
• Use of hyperlinks (assess the relevance, placement, and functionality of hyperlinks, and how well they enhance the narrative)
• Collaboration (evaluate how well the group worked together, including their ability to delegate tasks and integrate individual contributions into a cohesive whole)
• Technical proficiency (assess the technical skills demonstrated, including the proper creation and implementation of hyperlinks)

2. Peer and Self-Assessment (encourage students to evaluate their own and each other’s contributions using predefined criteria. This can provide insights into their collaborative skills and self-awareness.)

3. Formative Assessment (teacher monitors progress throughout the project with check-ins and drafts. Provides guidance and support to help students stay on track and improve their work iteratively.)

Providing Feedback to Learners on Their Performance

1. Detailed Written Feedback (teacher provides specific comments on each rubric criterion, highlighting strengths and areas for improvement, is constructive and offers actionable advice)

2. One-on-One or Group Conferences (The teacher holds individual or group meetings to discuss the project in detail. This allows for a more personalized feedback experience and can address specific student questions or concerns.)

3. Peer Feedback Sessions: (The teacher organizes sessions where groups present their work and receive feedback from their peers. This promotes a collaborative learning environment and helps students see different perspectives.)

4. Use of Digital Tools (utilize collaborative tools (e.g., Google Docs, online discussion boards) to leave comments and suggestions directly on the students’ work. This allows for ongoing feedback and dialogue.)

Assessing the Effectiveness of Technostress Mitigation

1. Surveys and Questionnaires (At the beginning and end of the project, have students complete surveys to assess their levels of technostress. Questions can cover aspects like their comfort with the technology, stress levels related to the project, and overall well-being.)

2. Reflection Journals (Encourage students to keep reflection journals throughout the project where they can express their feelings about the technology used, the project workload, and their stress levels. Reviewing these journals can provide insights into their experiences.)

3. Observation and Check-ins (Regularly check in with students during the project. Observe their behavior and ask open-ended questions about their experiences and any challenges they are facing with the technology.)

4. Focus Groups (Conduct focus group discussions after the project to gather qualitative data on how students felt about the technology and the strategies used to mitigate technostress.)

5. Analyze Performance and Well-being Correlation (Compare the students’ performance on the project with their reported levels of technostress to identify any correlations. This can help determine if high-stress levels are impacting their work quality and enjoyment.)

Final Steps

1. Synthesize Findings (Combine quantitative data (survey results, rubric scores) and qualitative data (reflections, focus group feedback) to assess the overall effectiveness of the project and technostress mitigation strategies.)

2. Adjust Future Projects (Use the findings to refine future projects. Implement successful strategies for reducing technostress and improve areas where students faced challenges.)

3. Continuous Improvement (Engage in professional development to stay updated on best practices for managing technostress and integrating technology effectively in the classroom.)

 (Description, WOEduratio  worksheets )        worksheets   

Duration: 6 -8 hours

Ιn the context of teaching the language course (literature, love of reading) and emotional education (life values) a book (e.g. “The rabbit with the mandolin”, E. Trivizas) is given as a starting point, which refers to a story that takes place in school environment and concerns incidents of school violence. The book can either be read in the classroom, or at home and be a starting point for discussion on issues concerning disturbing behaviors among peers, to express negative feelings resulting from rude words and actions. The purpose of the literary narrative text is not only to explore their impact on child psychology, but to be a constructive path towards the prevention of awkward situations. When editing the book, emphasis is placed on pivotal points in the story, where the decisions of the heroes can change not only the plot of the story, but highlight not only further obstacles, but also people or behaviors that can provide more drastic and effective solutions to the problems of the characters.

Because the book only supports linear narrative and as a hardcopy does not allow reading to move from one point to another, students are asked to think in what way of writing this would be possible, so that they not only choose what to read, but how to intervene in the plot.

The type of text that allows this kind of interactive selection must be digital. The teacher suggests making an e-book with hyperlinks so that at the pivotal points of the narrative to be defined by the students, the acting characters have choices in their decisions. Whenever the reader wonders “what if…” this would be defined as the point where a hyperlink would lead the story down different paths. The story, the heroes and their problems, the supporting characters and the solutions are chosen by the children through a brainstorming recorded on the padlet. In case the use of the digital tool is problematic or not possible, the procedure can be replaced either by another digital tool (free online post it board, or annotation in case of distant class) or even by a manual one (post tit stickers , writing on the class board).

After the plenary has decided on the structure of the story and everyone knows its main points, divide the groups into the parts of the story to create and present with at least two scenarios (i.e. the pivotal point of the story that shows the hero reacting in different ways leading to different results).

The text can be written either entirely by the students, or with the help of AI tools (at this point it is considered necessary to teach the use of the tool with examples that ensure familiarity with the tool, but also effective use for the needs of the authorship). In the case of writing the text from the tool, it is suggested that on the one hand, rules regarding language use have been given, so that the style of the text is common to the other groups, but also that the students’ intervention ensures effective linguistic communication).

The recommended tool is toolbaz. In case of problematic use, it is recommended to either replace it with another AI tool, or with collaborative software. Students can, if they want, make their text multimedia by adding images, either by searching for them on the internet or generating them (in this case, the uniformity of the illustration requires agreement in advance on the parameters).

In collaborative documents, it is suggested to paste the parts so that everyone is aware of what comes before and what comes after their own part, but have an image of the whole project. Alternatively, if the use of these tools is difficult, the presentation could be done in presentation software.