There seems, to me at least, to be much overlap of ideas in reading
through our materials this week that goes along with readings in past weeks.
There were a few new things introduced such as multimodal play and remixing but
when it comes down to it this is the continued conversation of the idea of
being in a new age of digital literacy.
Out in
the field of education, there are many people who have taken sides in whether
traditional literacy or digital literacy are where we should focus our
schooling efforts. Traditional literacy tends to put a writer as “lone creative
genius” (Erstad, 2008, p. 45). This turns many students off and makes them
think that they either have it or they don’t, where “it” is the implied talent
needed to take on traditional literacy. In other words, literacy “implies
processes of inclusion and exclusion” (Erstad, 2008, p. 41). Why would we want
to exclude any of our students at all?
On the
other hand, the use of digital literacy enhances engagement of adolescents in
ways that move across spaces of home, community, and school (Vasudevan,
DeJanes, & Schmier, 2010, p. 25). Students feel that their previous
knowledge is greater appreciated as in Mr. Cardenas’s journalism class at East
Side Middle School (Vasudevan et al., 2010, p. 26). There are those that feel
that digital tools need not be taught in schools because students get knowledge
of this from outside of school. What they do not realize is that digital
literacy means more than just being able to work an electronic device.
To
create an identity as a learner, a student must be able to have competence to
reflect on the use of digital media in different contexts and not just how to
operate the technology itself (Erstad, 2008, p 41). Kathleen Tyner describes the
latter as “tool literacy” and the former as “literacies of representation” (Erstad,
2008, p. 42). The two must be separate
and understood if schools really want to improve student learning.
Although,
I see personally, as all teachers do, on a regular basis that we look to
continue to ignore this new “techy” way of reading and writing as we continue
to push kids to meet standards set by a test. If a student can’t read and write
by the standards of that test they are seen as underperforming or not meeting yearly
adequate progress.
In
the second chapter of our reading we see examples of success and struggle in
Norway. What I took away from this is that at least it seems that this country
is looking to create change within its own system of education. It feels like
we are not on the same track here as a whole.
I agree with the comments you made about creating students' identity as learner in using digital media in different contexts and not just in knowing how to use technological gadgets.
ReplyDeleteI also cited the example of Mr. Cadenas' class in my own journal this week because I felt that his method of using familiar technology with his students to guide them through deeper learning and more importantly, to make learning fun and engaging for the students was quite remarkable. If more teachers can teach in ways that get the context of learning across but in a way that students can be captivated and interested along the way, and if the use of technology will help that process, then that teacher is a game changer in this era of digital literacy.
Tom,
ReplyDeleteI enjoyed reading your post. What you have said is right on the money. Teachers need to not think that students are digitally literate because they know how to use a cell phone or tablet. A healthy responsibility and usage of the items need to be taught in school, in order for students to have true digital literacy skills.
What Mr. Cadenas does in his class, is truly brilliant. Even if those students don't think they are learning anything new, they are learning skills that can take them far into the future. If more teachers, including myself, turn to digital literacy just a tad bit more, we would make a bigger difference.
Tom,
ReplyDeleteI enjoyed reading your post. What you have said is right on the money. Teachers need to not think that students are digitally literate because they know how to use a cell phone or tablet. A healthy responsibility and usage of the items need to be taught in school, in order for students to have true digital literacy skills.
What Mr. Cadenas does in his class, is truly brilliant. Even if those students don't think they are learning anything new, they are learning skills that can take them far into the future. If more teachers, including myself, turn to digital literacy just a tad bit more, we would make a bigger difference.
I agree with you that digital literacy means more than just being able to use a device, it is how it is used, in what context, for which reason and in what news ways can the user create for utilization. The reason students feel their previous knowledge is appreciated because they are not only acknowledged for their past experiences with electronic devices and digital media, however they are allowed to make use of their knowledge within their classroom, how awesome it that?
ReplyDeleteYes, Norway has recognized they have a probem and is seeking to change that problem as it relates to their eeducation system. This means that they are light years ahead of the American system , which hasn’t made any real strides towards improvement.