"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/
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