“Does doing something old with new technology mean that I’m teaching with technology and that I’m doing so in a way as to really improve the reading and writing skills of the students in my classroom?” (2007, 214). Her answer, as well as mine, would be no. When we simply bring a traditional mind-set to literacy practices, and not a mind-set that understands new literacies (an idea developed by Colin Lankshear and Michele Knobel, which I elaborate on later) into the process of digital writing, we cannot make the substantive changes to our teaching that need to happen in order to embrace the...”

“I argue here and throughout this book that if we engage students in real writing tasks and we use technology in such a way that it complements their innate need to find purposes and audiences for their work, we can have them engaged in a digital writing process that focuses first on the writer, then on the writing, and lastly on the technology” (8).”

“What, then, are some of the shifts that have happened in our understanding of the composing process that make a focus on digital writing in the writing workshop that much more compelling?”

“We can no longer allow them to write just stories and poems; we must teach them the forms of nonfiction writing as well, specifically that of writing on demand.”

“When we introduce new technologies into our classrooms we are teaching our students twice.”

“There you have it. We go in General Celchu’s shuttle.”“Much as I personally want you to succeed in this, I sort of have to say no. Duty and officer’s oaths and all that. You understand.”“Oh, that’s right.” Luke turned to Wedge. “Could I trouble you to set your blaster on stun and point it at the other general?”“No, not really.”“Please?”Wedge sighed. “I’m not going to point a blaster at my best friend. Plus, his pilot will be obliged to jump in the way or do something equally noble and foolish. I’m not going to point a blaster at my little girl.”“Thank you, Daddy.”

“It's the first thing I tell my students: If you could understand, really understand, that no one needs to read your work, then your writing would improve vastly by the time we meet in this classroom again.”