The Albers, Vasquez and Harste article suggests that teachers should use multiple "modes" of electronic and digital technologies for students to be fully engaged in literature. They discuss using things such as blogs, podcasts, movies, and music. For example, students could be assigned to choose a book and decide a theme that exists throughout the story and then make a movie or a PowerPoint presentation of stills that showcase images, quotes, sounds, that tie the theme to the book itself, but also to the real-world. While I thought that the authors pointed out great ideas and insights, I have to admit that I am a bit skeptical of the actual possibility of these ideas in most of America's schools. I can only speak about the schools that I have had the ability to observe in and work in, but none of them have offered the technological capability to do any of these things. I hate to be overly negative and/or pessimistic on the issue, and perhaps it would look different had I had more experience in the upper-level grades, but during my time spent in elementary classrooms, not only have the technologies not been available, but they most often do not have the time to dedicate to teaching students how to use the technologies but also carry through with the assignments.
These practices are happening in middle schools across the country, and right here in River Falls. Later this semester you will have an opportunity to see what one teacher is doing at Meyer Middle School here in town. I admit, that many schools are still using primarily print based literacies, but this doesn't mean that you as a teacher, should not be prepared to be able to utilize new literacies as a way to engage your future students.
I do think that the thematic braiding activity is an excellent way for students to connect literature to the real world. I think that it is very easy to simply read a text and while you may be able to understand it and find enjoyment out of it, many people may not completely analyze the text. The thematic braiding activity is a way for students to really have to delve into the text and search for themes, patterns, meaning and relate it to their personal life as well as the real world. When searching for a theme, students may suddenly find so many different points in the text that relate back to that theme. They may also find ways that this theme connects to their own life, or perhaps, really points out how different the story is from their own life. I also think that no matter what the text, students can pick a theme or a specific aspect from the text and find a way that it relates to the real world and begin to pose questions or lead discussions on these relationships.
Elementary teachers are able to incorporate maybe not online time with their students but I have seen them using MP3 players and IPods, IPads, video recording student presentations with props, using the SmartBoard to add visuals to their lessons, and having students record podcasts as a way to present their thoughts and ideas. Of course, all of those things are available in school districts that have the resources to provide them.
IN this class we are using free tools that students should be able to access without any cost if they have access to the internet which most schools do. I think that using Google Documents is one way to publish multimodal composition, in a digital way and where students still have access to edit mistakes, or add information.
The Albers, Vasquez and Harste article suggests that teachers should use multiple "modes" of electronic and digital technologies for students to be fully engaged in literature. They discuss using things such as blogs, podcasts, movies, and music. For example, students could be assigned to choose a book and decide a theme that exists throughout the story and then make a movie or a PowerPoint presentation of stills that showcase images, quotes, sounds, that tie the theme to the book itself, but also to the real-world.
ReplyDeleteWhile I thought that the authors pointed out great ideas and insights, I have to admit that I am a bit skeptical of the actual possibility of these ideas in most of America's schools. I can only speak about the schools that I have had the ability to observe in and work in, but none of them have offered the technological capability to do any of these things. I hate to be overly negative and/or pessimistic on the issue, and perhaps it would look different had I had more experience in the upper-level grades, but during my time spent in elementary classrooms, not only have the technologies not been available, but they most often do not have the time to dedicate to teaching students how to use the technologies but also carry through with the assignments.
Jessica,
DeleteThese practices are happening in middle schools across the country, and right here in River Falls. Later this semester you will have an opportunity to see what one teacher is doing at Meyer Middle School here in town. I admit, that many schools are still using primarily print based literacies, but this doesn't mean that you as a teacher, should not be prepared to be able to utilize new literacies as a way to engage your future students.
I do think that the thematic braiding activity is an excellent way for students to connect literature to the real world. I think that it is very easy to simply read a text and while you may be able to understand it and find enjoyment out of it, many people may not completely analyze the text. The thematic braiding activity is a way for students to really have to delve into the text and search for themes, patterns, meaning and relate it to their personal life as well as the real world. When searching for a theme, students may suddenly find so many different points in the text that relate back to that theme. They may also find ways that this theme connects to their own life, or perhaps, really points out how different the story is from their own life. I also think that no matter what the text, students can pick a theme or a specific aspect from the text and find a way that it relates to the real world and begin to pose questions or lead discussions on these relationships.
ReplyDeleteElementary teachers are able to incorporate maybe not online time with their students but I have seen them using MP3 players and IPods, IPads, video recording student presentations with props, using the SmartBoard to add visuals to their lessons, and having students record podcasts as a way to present their thoughts and ideas. Of course, all of those things are available in school districts that have the resources to provide them.
ReplyDeleteIN this class we are using free tools that students should be able to access without any cost if they have access to the internet which most schools do. I think that using Google Documents is one way to publish multimodal composition, in a digital way and where students still have access to edit mistakes, or add information.
ReplyDelete