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.