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