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.