Before reading any further, take this very brief quiz:
If you’re anything like me, you were bamboozled on more than a few of these questions. The capacity for a computer algorithm to generate text is quite astonishing.
This immediately raises a few questions in my mind, including:
- What role will humans play in the future of writing?
- What implications does this have for writing instruction?
We’ve already seen a revolution in the world of writing with the advent of the word processor and its accompanying tools such as spelling and grammar checkers, autocorrect, and other text analysis tools. As we look back at these writing tools and ahead to what may be available in the future, what adaptations have we, as teachers and curriculum leaders, made in the teaching of writing?
- Can we shift our emphasis away from the teaching of spelling, grammar, and other conventions when such tools are available?
- How much time is spend with students maximizing their ability to use these tools to improve their writing?
- With such tools to help with the conventions of writing, can more emphasis now be placed upon the essence of writing– generating and communicating ideas?
As technology advances, educators must be in a constant state of re-evaluation, questioning their instructional strategies, curriculum content, and fundamental classroom structures. In no curriculum area is this need for questioning more pertinent than in the teaching of writing. It’s this constantly shifting landscape that makes teaching relentlessly fascinating.
Oh, and by the way. This was written by a human.