Final discussion

I have been a teacher for only five years and my philosophy of education is an ever developing process. When I first started teaching it was ‘my way or the highway’. As I grew as an educator my teaching philosophy began to evolve from a variety of my personal experiences, education and as a champion of health sciences. My teaching style now focuses on the development and importance of the student’s role as life-long and self-directed learners as well as community servants. “As educators, we want students to be empowered to travel across both formal and informal learning environments; we also want them to define themselves, and be defined, as proficient and capable.” (Availa & Pandya, 2013,pg 2). I am also traveling across the learning environments as a student and educator. Each course of my Master’s journey put another level into my teaching philosophy.

I have learned that our job as educators is not impart our knowledge and have the student spew it back in the traditional norms mandated by the administrative powers that be. The classrooms of today are integrating the digital literacies we only heard about a few short years ago. “The traditional hierarchy of adults as teachers and children as students also did not exist in the digital-storytelling learning environment because today's youth are 'digital natives' who bring their own areas of expertise with new-media practices to the activity." (Avila & Pandya, 2013 pg. 57). The students can become the teacher. Once I learned to get over my superior attitude and believed in technology, my classes became fun and learning was enhanced.

The technology used respiratory therapy changes constantly, so then should the technology in the classroom. “ This requires an acknowledgement that successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology, both in our professional lives as educators, and in our everyday lives” (Avila & Pandya, 2013, p. 149). I have also learned with modern technology comes the responsibility of the educator to teach accountability and the power of social media. Our capstone course involves mock interviews and we show them what they have on Facebook©, it opens many eyes. I hope , that in the end when my students graduate, they have become digitally literate critical thinkers and as asset to the profession.

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York:       NY: Peter Lang Publishing Inc.

http://trackstar.4teachers.org
Lesson plan for research: To teach how to determine authentic research and validate their research articles. My students started with trackstar to develop the research needed for their senior projects.

 

 This is the student presenting her research to our Dean, this year. ( permission was granted for this picture)

https://evolve.elsevier.com

This is our text book site, it also has many simulation exams that can be down loaded to any type of digital media.

http://www.turningtechnologies.com/polling-solutions/turningpoint

This an excellent program that uses clickers to get the student involved with quizzes. I put them in teams and can become quite competitive. This also can be used on any type of digital device with any type of text. 

http://webquest.org/

A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.

 

My Digital Story

November was a very difficult month for me. My digital story evolved into the final cut before you.I hope you enjoy it.

Week 14 reading and Discussion

“Students of narrative believe that we formulate notions of ourselves by telling ourselves stories about who we have been in the past and who we want to become in the future. Certain life changes have special import for one's sense of self- critical periods like adolescence or events such as changing jobs or the loss of a family member as was the case for Doris.”

Hull Glynda A.  At Last: Youth Culture and Digital Media: New Literacies for New Times Research in the Teaching of English, Vol. 38, No. 2 (Nov., 2003), pp. 229-233

I found this statement particularly hitting close to home, as I just recently lost my mother. Her loss was just one of many life changing events for me this year alone. I found by exploring the events of her life for my digital story, I also discovered things about me, who I was and who I still want to be. My mother was a strong inspirational woman, I hope to emulate.

 http://justhappyquotes.com/i-know-the-strong-women-in-the-world-women-quotes/ 

1. How does digital storytelling support academic literacies? It allows the student to look up important facts about the past and perhaps the future, beyond the usual text book information. It empowers the   student to make contributions that are recognized by their peers.  

2. Now that you have created your own digital story, do you think that using images, words and music to create a message is simplistic compared to traditional alphabetic print based argumentation? I don’t think simplistic is the right word. It’s different. One still needs to do the same research to tell their story, but putting it in a format that everyone can understand.

3. After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency with in their own lives? Absolutely.  Everyone’s story is different, even within the same family. Their perspectives of time and events . Case in point would be the 50^th anniversary of J.F.K’s assassination. Where were you?, is totally different for each and every person. Now storytelling can express their feelings of that day.

 Do you think this might have a positive impact on students’ academic lives? It depends on the story. Not everyone has a positive tale to tell. It may be cathartic. I think teaching  this in a positive light may make it a positive experience.

Reading and Discussion Week #13

Week 13

I found this quote to be a little disturbing.

In response to the ISTE standards of 2007 in paragraphs 4 and 5 … “Yet much pre-service education technology instruction focuses overly on the use of technology as a tool for digital creation. ... Furthermore there are many factors that can impact successful technology integration.” ( Avila & Pandya ,2013 pg.127)

 

What I found to be disturbing is that the teachers’ desire for integration is thwarted due to frustrations with university IT departments; lack of readiness of equipment, software or awareness by administrations when attempting to integrate technology i.e.  Pierpont switching to Google—what a disaster or in the real world Obama Care anyone?

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang 

This an old time favorite but  seems appropriate on many occasions over the semester.

 

http://www.laughnet.net/archive/toons/hammerd.jpg

1. Why do the authors of this chapter chose to use the term "critical digital literacies" rather than just "digital literacies"? It is not good enough to be just digitally literate anymore. Although technological skills are important it is the analytical aspect of understanding and the engagement of these skills within the broader context of technology use; such as the personal, professional, environment and practice.

2. How well did our own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?

I wish I had more than one or two semesters to learn about technology. I came into technology based education late in my career. Newer younger teachers have the time and expertise to develop programs in their classes and better prepare students for college and technology based careers. I learned tons both with tools and literacy. I plan to continue using what I have learned to make my students responsible digital technology users. 

3. What should teachers be thinking about when they engage in critical thinking as it relates to technology use in school? They should be thinking about developing critical, reflective curricula, where they, as teachers, understand the uses, functions and influences of technology.

4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.

 All students have these rights. However, whether or not they are actually endorsed is not always the case. Words are very powerful, actions speak volumes. I think teachers at every grade level would be happy to enact all of these rights. But dollars, education and the support from administration is not always forth-coming.

An example is Right#1 “The right to access and use up-to-date new technologies building on everyday (or out-of –school )practices. “ ( Avila & Pandya 2013) The two biggest set of words; up-to-date and out-of school, I feel are biggest contradictions, because not every student or school district is created equal. In West Virginia, for example, there are very poor districts that don’t have computer access yet.

 

Reading and Discussion Week#12

“Though role playing may not seem like a necessary component of critical literacies education, it functions in several imperative ways. First it adds relevance to the curriculum in ways that the students are able to understand.”( Avila & Pandya , 2013)

I like this statement because this is enabling the students to take some responsibility for their education. It is not just the teacher dictating what they need to learn and them repeating back to the teacher what they memorized. In some cases role playing may be a luxury, but I think it could be utilized in the curriculum in small doses. This also gives the students a stake in their education, they learn to critically think, ask questions and listen to others.

We use role playing in the allied health field all the time. I have students be the therapist and patient. There are many  programs that have actual simulations to practice, and you can kill someone and not get into trouble.

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang

 

 

http://d3emqam57x9hee.cloudfront.net/uploads/service_leader-led-digital-learning.jpg

 

1. How did the Ask Anansi game support critical literacies?

The critical literacies were supported through social play. Students incorporated literacies of resistance and amplified their own emerging critical points of view through performance. This also encouraged students to approach future classes with questions, critically and playfully.

2. How did the Ask Anansi game support academic literacies?

The game allowed students to act, question and engage in critical and playful inquiry. This tool empowered the students in a learning experience that would help shape ways people participate and interact in the real world.

3. How did the Ask Anansi game support digital literacies?

Each class member was given an iPod Touch which centered around the basic features of most mobile devices. The students took notes, texted, conducted research and documentation through photo and video production. Quick response codes customized this information.

4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.

I think this could mean that digital literacies go beyond the borders of the students’ homes, school or city. The whole world is open to them. There are no limits to the universe as defined by their own physical constraints. They need to learn to make literacies relevant to the larger context of society and culture. They learn to put meanings to events and process the everyday world and process ,reinterpret and reread the world.   

 

Digital story board

Begin by addressing each of the following elements of a digital story and post your decisions about each element to a blog titled "Addressing the seven Elements of Digital Storytelling.

■Point of View. My story will be told by me.

■Dramatic Question. How has technology changed over the past century? It will be according to my Mother’s life. 1920- to now.

■Emotional Content. It is a story of profound loss----as my mother is taking her last breaths in hospice from a devastating stroke and I am sitting at her bedside, I reflect on the past century and what incredible changes have occurred.

■Voice. I absolutely hate my voice, but I will bite the bullet and narrate.

■Soundtrack. I’m still looking for the appropriate background, music. Not something sad or dark. I am celebrating her life.

■Economy. This will be tough as a lot has happened over the past century. I will try to keep my script short.

■Pacing. I don’t want to say a lot, but will try to keep informal type of talk---around a cup of coffee. This will take some practice. If I can’t get it by the due date, there will be  a lot of music.

My story board

Reading and discussion week #11

“The myth of the outdistanced teacher…. Although some teachers are reluctant to use computers in class, many things the students value about using computers are things they have learned from teachers in school.” (  Avila & Pandya 2013)

I am learning to believe that there are teachers passionate about the digital classroom and promote the possibilities as a way of inspiring students and enhance learning. I am learning about the positive effects of digital media and students’ ability to use computers in new and improved ways. I am learning that social media isn’t all bad but users need to be taught to be responsible.

Avila, J. , Pandya ,J.(2013). Critical digital literacies as social praxis. NY, New York: Peter Lang

I choose this picture because teachers are getting connected and passing this on to their students.

http://www.cabletechtalk.com/public-policy/schools-and-education/cable-in-the-classroom-whos-teaching-digital-citizenship/

1.     What is the difference between an "essentialist" "traditionalist" or "autonomous" "perspective of technology and literacy and a New Literacy Studies ot "ideological"perspective on technology and literacy? Which perspective do you adhere to? Why? 

The essentialist says - this digital media and these are the programs that you will learn. Hopefully you will be able to use these skills in the real world. A tradionalist says – this is a digital media these are the programs were chosen to be in the curriculum. You will learn these programs to graduate. Autonomous teaching is independent to the student. Students learn their skills and concepts  but these are tied to the students’ socioculture, intellectual and actual settings of the classroom.

2.     Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.

1. Anne used the computer as tool for production, sharing and making the students’ activities matter.

2. Anne enabled her students to develop their own ‘ voices’ to participate out in the open and share thoughts and ideas.

3. Literacy practices  enabled and empowered the students to be critically aware of language and technology in an intelligent manner in the public arenas.