Digital Story Books

I enjoyed the website with all of the resources. Sometimes teachers have the idea and want to implement a new project but don't have the time to create all of the necessary items. This website has PowerPoints and outlines. I would use the site as a teacher. Prior to this class, I had not created a digital story book. I know the third graders I taught would have enjoyed the process. Children need to be creative and not in the traditional "make a book" way. Incorporating technology in the area of writing could stimulate and engage students who might not necessarily find writing easy or fun.

IM

Instant Messaging

            Students in today’s world instant message and text regularly. The article explored the relationship between IM and formal writing. There seems to be an emerging out-of-school literacy and teachers are faced with the dilemma of how to and if they should incorporate.

            I’ve wondered how to handle the situation of text literacy/language and the formal/traditional writing. When I taught, it was at the third grade level and before cell phones became an issue in schools. The article suggests that children are able to separate genre in writing and function in multiple literacy environments. I had not thought of it in that way. We ask students to read different genre and react  appropriately and self-monitor. Why couldn’t students do the same with written literacy forms? The young lady in the article viewed IM as talking not writing. I wonder if we approached traditional writing in the same way would students view writing as form of talking?

            I do not text. At this point, I haven’t had a need to learn how to text. I can see this is a weakness for me. In order to best assist my students, I need to be literate in their languages. It would be a powerful message if teachers took the time to understand the language of children since we expect them to understand the language of adults.

Jacobs, G. (2008, November). We Learn What We Do: Developing a Repertoire of             Writing Practices in an Instant Messaging World. Journal of Adolescent &                       Adult Literacy, 52(3), 203-211. Retrieved April 14, 2009, from Academic                       Search Complete database.

Teens and Cell Phones

Teens and Cell Phones

            While most schools don’t allow cell phones in class during the school day, the article posed the possibilities of using phones to engage students. Students are already very familiar with the media so the question is the practical application within the school setting. The use of cell phones or “smartphones” can be incorporated in ways such as setting homework reminders, creating short movies, accessing the Internet and transferring electronic files.

            I taught during a time when cell phones were common for teachers and the debate at the time concerned professionals carrying cell phone in the classroom. I’m not sure how I feel about students carrying phones in classrooms. My teaching experience was in a third grade classroom. I can see this as more of an issue at the middle school and high school levels. Practically speaking, cell phones could be a distraction. I can envision students engaged in texting when they should be engaged in other activities. It could also provide students with access to the outside community that should be monitored during school hours.

            After some thought concerning the issue, I can see cell phones in the classroom but in very limited and monitored situations.

Docksai, R. (2009, January). Teens and Cell Phones. Futurist, 43(1), 10-11. Retrieved April 19, 2009, from Academic Search Complete database.

 

             

 

Millenials

            Students have changed over the years. While this statement seems obvious, today’s student was born in a world with the Internet, cell phones, text messaging, and instant messaging. These students are now referred to as Millennials. When they enter school, the school is often not prepared to meet these students where they are in their abilities.

            The technology knowledge students have is often self-taught but not well taught. The role of the teacher is important when dealing with media aspects of technology. Students need to be guided in strategies that will help discern misinformation.

            Teachers need to be cognizant of the needs of students.  There are many different media and technology tools to use when engaging students. As mentioned in other reflections, students need to be engaged. When planning instruction, teachers can and should include multiple medias and technologies to meet the state standards.

            I view the role of the teacher as one that will not only incorporate media and technology, but also model practices. The idea of students being self-taught could describe me. In many ways I am self-taught in the technology world. Would it have helped me to take a class? Sure. I did take a basic class on how to use word processing and spreadsheets. The in-services have been very valuable to me over the years. I can’t image being self-taught in these two areas. It’s my responsibility as a teacher to assist students and model so they can use technology to the fullest advantage.

Considine, D., Horton, J., & Moorman, G. (2009, March). Teaching and Reading the             Millennial Generation Through Media Literacy. Journal of Adolescent & Adult             Literacy, 52(6), 471-481. Retrieved April 14, 2009, from Academic Search                   Complete database.

Summer Camp

            The article described a three-week summer camp for high school students that focused on literacy skills. The instructors modeled reading, writing and technology strategies. Lessons included searching on the Internet and writing online book reviews. The instructors also included comics and excerpts from graphic novels. The students created four projects during the camp. The projects included an individual comic, a group research project and informational comic strip, individual reader response, and individual book critique.

            In regard to using technology in the individual and group projects, the instructors were surprised by the lack of knowledge related to technology. The instructors used the time to assist and model the use of technology such as creating a PowerPoint presentation and using the digital camera. The students provided assistance to other students when creating the projects.

            Overall, the researchers concluded the students did demonstrate improvement in informational literacy.

            I liked this article because it addressed student motivation to read and the use of tools most teachers are reluctant to use. The researchers used graphic novels and comics to model lessons. They also required the students to use technology to complete the projects that were connected to the instruction. In today’s classroom, teachers should use students’ interests and the newest technology to engage students. While standards are so important and need to drive the instruction, why not use material of interest and technology to engage? I would use such practices in a classroom.

Lawrence, S., McNeal, K., & Yildiz, M. (2009, March). Summer Program Helps Adolescents Merge Technology, Popular Culture, Reading, and Writing for Academic Purposes. Journal of Adolescent & Adult Literacy, 52(6), 483-494. Retrieved April 14, 2009, from Academic Search Complete database.

 

Traditional vs. New

Teaching Two Literacies

            Today’s teachers are caught between the traditional definition of literacy (books) and the emerging literacy that includes all technology. The struggle between incorporating nontraditional methods with the traditional is only the beginning. Students are engaged in nontraditional methods, but are accountable in the traditional realm. The challenge for classroom teachers is to blend the two literacies. First, students must be encouraged to engage in traditional methods including good books, expressive writing, and oral language. The business of the school is reading, writing and thinking.

            Districts can address both literacies by hiring teachers who are fluent and comfortable in both traditional and nontraditional literacies. The traditional methods should include appropriate and materials of quality. Teachers can tie the two literacies by choosing engaging traditional materials and including blogs or chats to incorporate the nontraditional elements of literacy.

            I think the two literacies compliment each other. As a teacher, I would use the emerging technology as a tool just like the traditional print materials. When I taught, our technology was not reliable and our training limited. With the challenge to engage children, technology is a must. Teachers need to redefine literacy and the tools in order to prepare students for the world. I know the traditional paper testing will continue, but that doesn’t mean teachers should only instruct using the traditional literacy tools.

            Rooney, J. (2009, March). Teaching Two Literacies. Educational Leadership, 66(6), 92-93. Retrieved March 23, 2009, from Academic Search Complete database.

Visual Literacy

Visual Literacy

            This article discussed the missing element of visual literacy in technology courses. Often courses do not address visual elements including balance, fonts, word art, color, images and spacing. These elements can make a difference in the appearance of projects including webquests and PowerPoints.

            Prior to this semester I had never taken a formal technology class.  As I look at past projects, I neglected or didn’t address visual elements. While the projects were adequate, I now see the value of visual elements in the projects. My projects would have looked more professional if I had given attention to this area.

            As a teacher, I need to be aware of the skill of my students regarding their experience using visual elements. It might be an area of concern that I should address and model for the students. As educators, we prepare students for the world. Today’s child is living in a technology driven society. Education needs to include technology and extend beyond the basics. By addressing the visual elements, students will better understand all of the components that make a presentation great. After all, don’t we model the difference between a good paper and a great paper. Why wouldn’t we model the difference when presenting a visual technology assignment.

            Sosa, T. (2009, March). Visual Literacy: The Missing Piece of Your Technology Integration Course. TechTrends: Linking Research & Practice to Improve Learning, 53(2), 55-58. Retrieved March 23, 2009, doi:10.1007/s11528-009-0270-1

Web Pages, iPods and Audio Books

I found all of the three articles interesting and relevant to current practices within a classroom. The class web page is a wonderful way to communicate with parents. Prior to this class, I didn't have any experience in web page design. In order for teachers to feel comfortable with a class web page, districts will need to provide instruction and support. 

When I taught, I sent home a weekly newsletter. As we all know, papers sent home do not always arrive at home. A web page would be a good method to eliminate the possibility of "lost" updates. For me, writing an update on the web would take about the same amount of time as writing a newsletter and coping. When I return to the classroom, I will use a class web page.

The expanding use of the iPod and the possibilities are endless for the modern classroom. My only concern is expense. With the current economic crisis and the financial burden school districts are facing, I'm not sure iPods would be practical or easy to justify with the public. I hope it doesn't become an "affluent/poor" district issue. All children, regardless of background, would benefit from the daily use of iPods.

Audio books are great. We used books on tape years ago. It's a wonderful tool for students.  

Multiliteracies

This article relates the digital divide in terms of literacy instruction. Students are engaged in activities outside of school that include the Internet, CD-ROMs, and games. Teachers remain hesitant to embrace the emerging media literacy. I view some of the reluctance as fear of unknown. Technology in-services are not a priority for most districts. Time spent in professional development is usually related to testing demands by the state. 

Publishers of traditional print literacy have been in the position to take advantage of the current testing trends. The newest texts are aligned with state standards and teachers/administrators are eager to purchase print material that will increase district test scores. In contrast, media literacy is relatively new to the classroom setting. The easy connections and justifications for classroom teachers are not present. I also see teacher attitudes that would view the media literacy as "extra" or "fun". 

Students are the ones missing a valuable tool. E-stories would be engaging and could go beyond the usual limitations of print. The uses are numerous and varied unlike the traditional print. I see medial literacy as a literacy that should and can be utilized by every classroom teacher. Print and media are both important to the learning process, after all we are preparing a generation that will need to function in multiple literacies.

Literacy

My views concerning NCLB are mixed since I was teaching in the public schools prior to NCLB and witnessed the impact of the legislation. As I think of NCLB, teachers need to employ best practices and there needs to be a level of measurement to determine if students are making progress. Student progress can be measured by comparing standardized test scores to note progress. I see the need for state testing as a method to ensure students are exposed to the same standards, regardless of economic status. For me, the problem is with the interpretation of the scores and the need to compare districts and professionals. Teachers can only move a child forward by using best practices and providing an enriched learning environment. 

When applying the accountability to low-income and ELL students, I have a concern. We recognize students do not arrive the first day of kindergarten with the same life experiences. As educators, we recognize the background of each child and work to provide engaging educational opportunities. In the example of ELL students, picture a case where a student has been engaged in learning English for one year. Chances are this student lives in a bilingual home so the only English instruction happens in the school. Would this child be ready to pass a state standardized test after only a year? I would argue no. I don't feel it's realistic to expect all children to perform at the same level at the same time.

My opinion concerning NCLB would be to use the testing portion included in the legislation as a tool to measure the progress of each student - not as a tool to show how "excellent" our schools are or aren't.