EDUC 6810 Weekly Reading #13

"...successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology..."

I chose this quote because it lays out what is most important for our students to be able to do with the technology they have access to.  Being digitally literate isn't about typing a paper in word, creating a generic Power Point, or playing drill math games; there is so much more out there.  Students could be using technology to do authentic research about issues going on in their own community.  Then, they can analyze the data and think critically to come up with a possible solution.  They could create a digital story, podcast, or blog post to get the information out to the pubic.  Technology should be used as an interaction with the world around them.

1. Why do the authors of this chapter chose to use the term "critical digital literacies" rather than just "digital literacies"

These are skills that are vital in order for our students to be successful in their future endeavors.  As I stated above, technology is more than just typing on a computer.  In the workplace, people have to be able to use technology to communicate and problem solve.  These are critical digital literacies, because if they don't know them, how will they function in a digital world?

2. How well did our own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?

I feel it was more tool based.  I learned a lot about technology (portfolios, blogs) but I really didn't at that point feel ready to integrate it into a classroom.  My graduate classes are where I have learned the most valuable information.  I have been bringing in what I have learned into my own classroom.  My advanced reading class has their own blog, and last week they began creating their first digital story, a PSA about animal cruelty, which ties into our reading of the novel "Shiloh."

3. What should  teachers be thinking about when they engage in critical thinking as it relates to technology use in school?

First, they need to determine what their outcome is.  What do they want the students to be able to do?  What do they want them to learn from the experience?  Then, they need to determine how their students will use technology to think critically about an issue, and problem solve for a possible solution.  Finally, they need to decide what medium they want the students to present with; blog, podcast, video, etc.

4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.

Yes, my students have these rights.  We are very fortunate at our school, where we have access to so much wonderful technology.  Students have access to technology on a daily basis.  Our staff routinely gets together to discuss new ideas for technology integration. 

Additional Resource

The 5 Resources Model of Critical Digital Literacy

Source

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 Coombs, Antony and  Hinrichsen, Juliet.  (2013).  The Five Resources model of Critical Digital Literacy.  Retrieved from https://sites.google.com/site/dlframework/home

Rough Draft

* Still deciding on the music I want to go in my digital story

Storyboard: My First Marathon

Point of View:  My story will be told in first person.  The target audience will be anyone with a dream.  It is important to tell, because everyone has something they want to accomplish.  The message of my video is that if you believe, and work hard, you can achieve anything.

Dramatic Question:  26.2 miles...what was I thinking?!?

Emotional Content:  The emotional content is about how scary it is to try something you've never done before; to go out of your comfort zone.  And the fear of failing.  And all of the time, hard work, determination, and sacrifice you put into something you really want.  And finally, achieving your goal and seeing how it can change you as a person.

Voice:  Informal tone

Soundtrack:  Not sure yet, still looking, but I want something inspirational and upbeat

Economy: The script will focus on the journey from training through race day.  The story will end with the impact it has had on my life.

Pacing: Medium


My Storyboard

EDUC 6810 Weekly Reading #12

"When educators and policies deliberately exclude the opportunities demonstrated through mobile media and participatory media pedagogy, they are perpetuating an achievement gap that further cleaves society by race and class (Jenkins, 2008)."

I chose this quote because I strongly agree with it.  I have heard several teachers dismiss technology because they believe it is nothing more than a distraction.  They describe it as playing, and say that no meaningful learning is taking place.  I have also heard teachers say that students get enough media outside of school. 

That is exactly why we should be integrating media into our curriculum.  Media is something meaningful and prevalent in our students lives.  So why not use that to our advantage?    We can use media in authentic ways to prepare our students for the future.

I have witnessed so many benefits of media with my own students.  It has changed their view of reading.  They are excited about the novel we are reading and about their blog.  When they come in, they tell me "I can't wait to blog about this" or "I wonder what the other kids will say about this."  They are reading and commenting on each others' posts.  They are doing the same thing they would be doing if we were using pencil and paper (discussing and analyzing the reading), but by using technology they are engaged and motivated. 

We should be looking for opportunities to bring our students' school lives and out of school lives together. Instead of fighting technology, we should embrace it.

1. How did the Ask Anansi game support critical literacies?

 

The students were using the clues to promote a deeper understanding of issues that were important to them: trash, violence graffiti, pollution, stereotypes, and love.  When they discovered the clues, they had to read, analyze, and question the messages.  The clues appeared in multiple formats: posters, barcodes, text messages, email, etc.  They had to be able to read these different formats in order to successfully find the next clue.  When they were done, they taped the clues around their school, where other students could read about the issues.

 

2. How did the Ask Anansi game support academic literacies?

 

Throughout the game, students had to analyze, think critically, and problem solve.  They also conducted research and documented evidence.  They wrote narratives and counter narratives about their experiences.

 

3. How did the Ask Anansi game support digital literacies?

 

A digitally literate person can use technology to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic and personal goals.  The students had to create, find, and evaluate the clues to the game.  They collaborated with others first by working as a whole, then as a pair, and finally individually.  Even though they were working individually at the end, they still had to rely on each other for the clues.  They shared their work through the displaying of the clues and in their narratives.  They used the IPods to take pictures and document evidence.

 

4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.

 

It means making literacy relevant to our society and culture.  What we read and write is no longer confined to traditional print.  A majority of what we read is now digital.  It is important we understand how to read digital information and write digital information in order to be successful in our technology rich world.  An example from the chapter is the students reading the QR codes.  It was something they had no experience with before, but they had to learn in order to participate in the game.

 

 

I thought this cartoon was cute and it describes critical literacy perfectly; you have to think differently.

 

Sources

 

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 

Literacies, School, and Communities. (November 2011).  Retrieved from http://literaciesfall2011.wordpress.com/ 

 

Brainstorming my Digital Story

Describe a vivid or important memory from any time in your adult years.  

 

A memory that really stands out for me is the day I ran my first marathon.  I remember every detail.  It took place in Columbus, Ohio, it was a really cold morning, and there were over 15,000 runners.  I was there with four of my running friends, who I had spent the last five months training with.  I remember standing in the crowd waiting for the start, and I was a nervous wreck.  I kept thinking "Why did I sign up for this?" and "What if I can't do it?"  But I did, and it was the most amazing feeling in the world.  I remember being at mile 24 and realizing I only had 2 more to go, and that I was actually going to finish.  Never in my wildest dreams did I ever think I would run a marathon.  I cried the entire last 2 miles because I was so overwhelmed.  I felt so happy, proud, and strong. 

 

Running has really changed my life.  It has given me confidence, and the knowledge that I can do anything I set my mind to, as long as I am willing to work hard.  It has not only made me stronger physically, but emotionally.  Running is my go to when I have had a stressful day or am facing a difficult time.  When I was having a particularly rough time a few years ago my running friend gave me some advice that has stuck with me, "We'll just run through it." 

 

Running has also given me an incredible group of friends who have loved me, supported me, and made me laugh for the past 6 years.  I don't know what I would do without them.  Running has had such a positive impact on my life, and it has inspired me to share it with my students.  A fellow teacher and I are starting a girls' running club at our school this spring.  I hope that it will give them the same joy it has given me.

  

EDUC 6810 Weekly Reading #11

"I look at the others, how good they are...learn much from it...when you look at the others, you learn new methods...new ideas..."

 

I chose this quote because I believe it's one of the best parts of having a classroom blog; the ability for my students to look at what their peers are doing, and learn from it.  It is such a great way for them to collaborate and share ideas with each other.  And it is so motivating.  I had a parent call me to tell me how much her son was into our blog, and that he was reading everyone's posts to see what they were doing.  Students can learn so much from each other, and blogging is a new way for them to do that.

 

 

 

I chose this image because it shows just how many great benefits there are for students blogging in the classroom.  

 

1. What is the difference between an "essentialist" "traditionalist" or "autonomous" "perspective of technology and literacy and a New Literacy Studies ot "ideological"perspective on technology and literacy? Which perspective do you adhere to? Why?

 

The essentialist focuses on the technology abilities, and doesn't focus on the settings where the technology is used. The autonomous is more traditional and believes that literacy is a set of skills or aptitudes, and that is tied to intellectual makeup.  The ideological perspective believes literacy is affected by social, political, and economic factors.  I agree with this perspective, because I believe that our surroundings and upbringing play a part in our development.

 

2. Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.

 

The teacher in this chapter supported critical digital literacies by promoting a classroom rooted in community and sharing.  Her students were able to view each others' blog posts and get new ideas from them.  The teacher also posted many helpful links, videos, and other materials related to the content they were covering.  Students were familiar with her blog and were frequent viewers of it.  They knew they could go there to find the information they needed.  Finally, the teacher engaged the students by giving them motivating assignments.  By blogging, the students had an authentic audience to write for; they weren't just writing for the teacher.  This motivated them to do their best work, because they didn't want to post inferior work that they knew anyone could see.

 

Sources

 

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

 

Morris, Kathleen.  Why We Blog in Our Classrooms.  (2013).  Retrieved from http://www.techiebrekkie.net/2011/02/06/why-we-blog-in-our-classrooms-lesson-26/