This is a blog dedicated to my Syracuse University Graduate School class RED 746: Perspectives on Literacy and Technology. Here you will find my weekly reflections that incorporate the weekly readings for each class.
Today, I had my skype date with Jenna! We discussed the importance of the internet and how it has impacted new literacy skills such as online reading. New literacies are constantly changing and are multimodal. We thought it was important to point out that the authors defined new literacies in several ways. One quote that illustrates this point is, "new literacies are deictic; they regularly change as defining technologies change...new literacies are multiple, multimodal, and multifaceted" (Leu, Zawilinski, Castek, Banerjee, Housand, Liu, & O' Neil, 2007, p. 7). We discussed how there are specific skills needed for online versus offline reading such as navigating information from a website. It is imporant in both forms of reading that students remain critical. Richardson (2010) states that "consumers of Web content need to be editors as well as readers" (p. 148). Teachers should model and explain the difference between online and offline reading. They should allow for students to explore both on their own (or with other students), especially since research has shown that students tend to know more about different uses of technology than most teachers. This should be a trial and error process allowing students to synthesize and evaluate the information that they read (they need to be critical analyzers!). After talking about skype further, we realized that there are numerous classroom applications. One would be to have guest speakers that cannot physically come into the classroom use skype to interact with the class. Another classroom application that is similar in this fashion can include connecting to people who are experts on selected topic that are discussed in class. Skype could also be utilized to connect to other classrooms locally as well as globally. Other applications can include, but are certainly not limited to having a pen pal from a different area and interview different people both inside and outside of the classroom. These applications all lead to new social practices. Overall, my skype date with Jenna was fun. We definitely discussed a lot (almost too much to synthesize in one paragraph). It was a little difficult to screencap and upload the picture onto blogger, but we got it to work. I like skype for communicating, especially when you cannot meet up with a person face to face. Its an easy way to discuss ideas (even better than using the phone because you could show the person visuals if necessary). I think I would utilize skype in the classroom, if I could guarentee my students' safety; it would be awesome to be able to connect with other classrooms globally to educate my future students.
The internet provides "a structured and guided learning" environment "for students to use a they conduct research in an online environment" (Skylar, Higgins, and Boone, 2007, p.27). The objective of Internet projects provides a collaborative environment for students between classrooms in different locations "that solve a common problem" (Leu, 2004 Video 3a). The purpose of web based internet projects allows contribution of student work around the world. The students focus on one topic and contribute thoughts and ideas to share with one another surrounding it. It promotes multiculturalism, diversity, and literacy.
Internet projects can be implemented in any core subject area. The possibilities of topics are endless in the sense that if a topic is not already an internet project, together or separately teachers and students can design an internet project due to flexibility of different types of internet based projects. Internet projects are versatile in the sense that in can be implemented at any grade level (including the graduate level). They can help introduce students to a new unit, build background knowledge, as well as to develop specific content knowledge and navigation strategies. Internet projects can include, but are not certainly limited to topics around books read during English class, science experiments, history topics (geography of certain regions), and mathematical research (charting, surveys, etc.). Internet projects can be implemented at any rate in time, but should be completed at least weekly in order to promote students' use of the internet. Flat Stanley project is a great idea to promote writing and showing different types of culture's learning styles. I think it would be a great motivator in the sense that students know that this project sends "Stanley's" globally, which brings a sense of adventure and responsibility to ensure that "Stanley" is doing something exciting with them to share with other students around the world. Book raps is a great idea because I feel it would promote reading more since the students can see other students' opinions about a book that is read in school. I think students would want to read more books because they get to share ideas with people outside of their own classroom. Since this program allows student responses from across the world, it promotes multiculturalism as each culture could have a different interpretation of the stories. I noticed that all of these websites are very open-ended in the sense of what is discussed, but focused on that one specific topic on each website. The responses are very diverse, but are all correct. It was interesting to see different ideas that have been generated. I especially liked the Flat Stanley website because the ideas of where "Stanley" was taken and what "he" was doing were so fascinating, I saw places I have never seen before. Both Global Virtual Classroom and Think Quest are good resources for teachers to utilize and bring to students that promote the use of the internet in various contexts in the classroom environment.
There are several types of literacies that are involved for both teachers and students. Teachers needs to know how to search to find these types of resources on the internet. They also have to learn how to connect with other teachers and students across the world to help promote the use of internet based projects. They have to create a network between these classrooms in order to promote students uses of these types of web pages. They also have to model how to use these website appropriately. Students have to understand how to navigate, read, and type on these webpages. Literacy fits in because students are writing stories, sharing responses to ideas, expressing their opinions, reading other students ideas and responses, and are uploading their work onto the websites. They are communicating with people even outside of their culture so they are breaking cultural barriers that might have been hindering their education.
This technology transforms both teaching and learning in the sense that teachers' "role changes from being the one, and only, expert to being an instructional leader within a classroom community where many members have expertise" (Leu, Leu, & Coiro, 2004, p. 7). Many internet based projects are student-centered allowing students to have more control of their learning. This gives them more responsibilities to take charge of the types of content they will learn. This type of technology is important and promotes better reading and writing skills because students take pride in their work when they know that people outside of school will be able to see their work. It also encourages students to learn from each other as many of these websites are global. Students are given opportunities to see different interpretations and ideas surrounding a specific topic of interest. Internet projects can "facilitate students' proficiency in information communication technologies and critical literacies" (Sox & Rubinstein-Avila, 2009). The use of the internet allows students to become better prepared for 21st century learning as technology becomes more of an importance in daily life. It provides them with content knowledge which allows them to use critical literacies such as determining importance of information. As mentioned in previous posts, allowing for the use of the internet within the classroom environment provides students with the opportunity to become the experts and teachers themselves. This allows teachers to take a step back and monitor students' progress. Teachers are given more of an opportunity to observes students' comprehension and learning styles. It also provides them with insight as to what should be taught next and what are the further needs of their students. Internet projects further promote learning in the sense that it provides for multiculturalism experiences. It provides "collaborative learning opportunities with other classrooms from around the world" (Leu, Leu, & Coiro, 2004, p. 18). Students are opened to different interpretations transforming their ideas as to what can be done in educational settings. It also allows for an open mind, which is necessary in our growing multicultural world.
Podcast example: http://epnweb.org/player.php?podshow=http://prtl.uhcl.edu/portal/page/portal/SOE/Programs/Instructional_Technology_MS/Podcasts/MP3_files/ChildatRiskPt1.mp3&podcast=Instructional Technology Podcasts&program=Creating Effective Schools, Part 1
This is a good example of a podcast because this link goes to a show that discusses how to create an effective classroom environment while integrating technology. I noticed that it was very linear in how it went from topic to topic during the broadcast. It also provided not only facts, but opinions as well. I noticed that these podcasters have numerous podcasts (this being part one of a particular topic). With their podcasts, they stick to a general theme surround technology and education. This further connects to the readings because this podcast shows that they outlined what they wanted to discuss, edited, and used a clear microphone to ensure that everyone who listens can understand what they are saying.
Digital Story Example:
This video is a good example of a digital story because it was created by a student. It had the student recalling a time when he was younger and playing baseball with his brother and the event that occured. I noticed that it used a lot of illustrations to aid with the story re-tell. It made the story that much more amusing and it helped to make the story more powerful. Having the animations made the students' story come to life. You can tell by the sound of his voice and the amount of animations (his time and effort) that the student enjoyed working on this story. It further connects to the reading in the sense that it is a pretty short story, which was the recommendations found within the readings.
The objective of podcasting is to discuss various topics online through the use of a microphone. It is similar to broadcasting in that someone is informing listeners about news or even sharing their opinions abouts a given topic. Sometimes there can be videos that go along with the podcasts to provide visuals that show who is speaking or aids in showing examples of what is being discussed.The objective of digital storytelling is to encourage storytelling through the use of technology. With this type of technology, students are able to not only orally tell their listeners a story, but they are able to have animations that aid in their story-telling, making the story more engaging. Digital storytelling is seen as a motivational way for students to write and retell stories about diverse topics.
Both podcasting and digital storytelling have diverse classroom applications. Podcasts can be a great resource for teachers to utilize. Teachers can record all lessons so that if students miss a class or a whole day of school, all they would have to do would be to sign onto the podcasting link the teacher creates and listen to the podcasts. This creation would also be a great for parents because they could listen to what their children are learning about. Teachers could also create a podcast specifically for parents to provide them with news, ideas, information, and tips for what they can do to help their children at home. This will help teachers in the long run because it sends the message to parents that they are a team with a common goal to help the children academically. Administrators could use teachers' podcasts to ensure that the teachers are being effective and covering all of the necessary teaching standards. Students can also use podcasts to share their opinions about topics they learned in school among many other things. Podcasting allows students to practice their oral language/speech skills. Digital storytelling is a great motivator for students. It "uses authentic real-world skills (videography, video consturction, and video editing skills) in a situated learning experience" (Figg & McCartney, 2010, p. 41). Students can use this technology to tell various types of stories whether it be on topics discussed in class or pertaining to their interests. It allows students to practice their oral language and storytelling skills. Many projects can be created using digital story telling such as recreating books read in class and mini-biographies about the students in class; the list of ideas can be endless. Digital storytelling brings students' stories to life in an interactive way with their targeted audience. Digital stories can even be completed at home with family members, which can be view not only as a fun, but an interactive learning activity. Teachers can also use digital stories to teach daily topics that are taught in class. When teachers utilize Digital stories, it allow students to not only practice their listening skills, but engages them, allowing them to pay more attention and remember more thanks to entertaining visuals that can be utilized within the story.
The literacies that are involved with podcasting and digital storytelling is first knowing what type of program to use for both items. There are a diverse set of programs that can be utilized depending on the amount of money one wishes to spend. The next thing a person needs to know how to do in regard to podcasting is how to set up a website/account. Then, they must know whether or not and how to set up a microphone so that they may record their podcast. Once this step is complete, they have to learn how to record, edit, save, and publish the recorded podcast. In regard to digital storytelling, one must figure out how to create and upload images that go along with their story. They also have to know how to record a voice over. Literacy fits in because most people who create a podcast and/or digital story write down brainstorming ideas about topics to discuss and/or stories to tell. They also might write down what they may say or talk about during the podcast and/or write out their story before creating a digitalized version. Both podcasting and digital storytelling allow people to go through the steps to the writing process before making a finalized version.
Both podcasts and digital stories transform teaching and learning by providing "Real work for real audiences" (Richardson, 2010, p. 116). Students take pride in their work especially in regard to this technology. These two technologies engage students and allow for freedom of expression within the realms of education. It also allows for higher order thinking skills to occur. It has been found that "podcasts have revealed increased motivation and higher-level thinking, and improvement in writing and listening skills" (Putman & Kingsley, 2009, p. 101). Digital stories as a language experience approach can provide students with the opportunities of being literate, "capable of writing and reading" (Labbo, Eakle, & Montero, 2002, p. 10). Digital stories allow students to "control the learning environment and design a learning experiences" (Figg & McCartney, 2010, p. 54). They transform teaching in the sense that there is easier access to education. Teachers can post their own podcasts and digital stories for their students to see. They can also show other teachers and students podcasts and/or stories from all over the world because both are easily accessible if posted on the internet. Podcasting and digital storytelling allow teachers more room for creativity and make their lives a little bit easier in the sense that it is more likely that if they take part in either one or both activities, they will engage their students in learning, making it easier to teach various concepts that must be learned throughout the year.
