Week 5

This week we are entering into module 2 of our studies and I feel like we are moving away from learning the appropriate vocabulary and more into the applications and practices that are connected to using technology in the classroom. I was surprised by the amount of “regular” face-to -face classroom management skills that are needed in education through technology. Much of this week’s readings also led to the discussions of promoting and fostering what I would describe as multiple perspectives in the learning environment. By establishing an environment that accepts multiple perspectives you begin to create a community.

Reading, Writing, and Literacy 2.0

Chapter 3: Creating Classroom Community and Connecting with Families

I really enjoyed this chapter because it related to what is often referred to as the “feel goods” of my early childhood background and was by far my favorite this week. The author states that, “All students who enter a classroom come as members of families, neighborhoods, religious groups, sports teams, clubs, and organizations, each of which is a community of practice, or a place “where human beings develop competence through their interactions with each other.”” I strongly support practices that consider students on a wholistic level and understand that making a student feel comfortable on a social and emotional level will led to better cognitive advances. I really enjoyed the table 3.1 on page 31 that listed productive teacher talk that can help promote community and could see how this could be a transferrable skill in online learning, or even when working with other adults.

There was an entire section that discussed blogging as being one of the great ways to promote community through technology. I couldn’t help but to reflect back on my four semesters I have had in Dr. Beach’s various classes where she has always required some sort of blog. I tried to think of how they have affected my own learning, and to be honest there are times I have just done them to get them done, however, sometimes I’ve learned some of the most important things about a concept from another person on the blog. They often help me learn multiple perspectives on a subject, even when they are a little off topic. I think it is safe to say they do create a sense of community or belonging. I know this to be true because anytime we have seen each other outside of class we automatically start discussing our blog because it is what is linking us to each other. The question I was left with is: How could we use blogging in a way in the classroom for younger students to promote the same type of community feeling we get from our blog? What would the topics be like? How do you think it would differ since they see each other face-to-face more often?

 

Understanding and Creating Digital Texts

Chapter 6: Engaging in Online Discussions

The reading defined online or digital discussion environments as, “environments designed for conversation and collaboration.” I haven’t always been the biggest fan of the use of technology in the classroom, hence why I’m not that great at using it, but I can respect the theories and research that support it. The use of digital discussion environments goes hand in hand with the constructivist approach that learning is active and requires communication and collaboration. It should be constructed by the students and led by their educational needs.

This reading focused on the two main types of digital discussions, synchronous (instant) and asynchronous (delayed or reflective). What we are doing now is synchronous. I prefer this one myself because I can think over my thoughts before sharing them. While I was reading about hem I just kept thinking, “Oh we do that!” I also noticed how Dr. Beach has really modeled how to set them up in a classroom to us by going through the processes that Uzuner and Mehta offer.

One of the notions that really stuck out to me was the idea of “textspeak”. I didn’t know there was a name for it but it’s a pet peeve of mine when people use it in oral or written communications. Especially in professional documents! I want to know: Do you find the use of “textspeak” acceptable in your classroom? Whether in digital texts, or any other writing activities?

Critical Literacy with New Communication Technologies

When I read the article about critical literacy I automatically made a connection to it and critical research. I always remember critical research as having a call-to-action in the take away. Again I feel like if you are being an effective teacher and promoting the idea of multiple perspectives being accepted in the classroom by also promoting critical thinking and problem skills than these things will easily transfer into critical literacy. What kind of critical literacy lessons have you had in your classrooms? If you did them again how could you have incorporated technology?

Character Journaling Through Social Networks

Loved this idea of using social media as almost a more mature variance of readers’ theatre! That being said, I teach up to age eight and cannot in any way find it appropriate to initiate social media t students that young. I can say it is something I would have loved to take part of in middle school or high school. I’m hoping maybe one of you have more of an opinion on it because you have more experience with the age range it would be intended for? Angela, don’t you work with older students or is that just in your ministries?