Digital literacies
The goal was to integrate new literacies into our studies, using technology to aid inquiry and expression within the context of the English classroom to support teaching and learning (Keengwe & Onchwari, 2001). A variety of approaches and assignments included modalities such as audio and video recording, online research, web site design, and collaborative production. Technology supports literacy skills in all disciplines (Wickens, et al., 2015), an invaluable "21st-century" asset.
McLean and Rowsell (2015) discuss the required "paradigm shift from a print mindset to a digital mindset" and posit the blending of literacies to capture the essentials of literary text within a visual, digital context to allow readers to create meaning within their own schema. Sewell and Denton (2011) successfully experimented with a multi-modal secondary English classroom, restructuring text-based learning skills to incorporate visual,audio, and oral expression within an active learning collaboration, in an effort to raise test scores. Their research speaks to the educational and creative possibilities offered by technology; expanding communication and shedding new light on familiar subjects bolsters the educational value of classroom endeavors and captures the imaginations of students.
With this in mind, I tied technology components to almost all of the lesson goals. Student writing incorporated audio and video and research relied on internet resources and found a publishing venue online. Shared editing of online documents allowed students to create collaborative presentations, review each other's work, and discuss readings, ideas, and artifacts. Pictures of sample student work above illustrate a collaborative digital bulletin board or responses to art and a personal, multi-genre investigation housed on a web site.
Google Classroom, an education platform launched with the 2014-15 school year, allows streamlined communication, document sharing, and interactive digital dialogue. Active and regular participation with a variety of digital platforms has increased student facility and confidence with multiple, even unfamiliar, technologies.
McLean and Rowsell (2015) discuss the required "paradigm shift from a print mindset to a digital mindset" and posit the blending of literacies to capture the essentials of literary text within a visual, digital context to allow readers to create meaning within their own schema. Sewell and Denton (2011) successfully experimented with a multi-modal secondary English classroom, restructuring text-based learning skills to incorporate visual,audio, and oral expression within an active learning collaboration, in an effort to raise test scores. Their research speaks to the educational and creative possibilities offered by technology; expanding communication and shedding new light on familiar subjects bolsters the educational value of classroom endeavors and captures the imaginations of students.
With this in mind, I tied technology components to almost all of the lesson goals. Student writing incorporated audio and video and research relied on internet resources and found a publishing venue online. Shared editing of online documents allowed students to create collaborative presentations, review each other's work, and discuss readings, ideas, and artifacts. Pictures of sample student work above illustrate a collaborative digital bulletin board or responses to art and a personal, multi-genre investigation housed on a web site.
Google Classroom, an education platform launched with the 2014-15 school year, allows streamlined communication, document sharing, and interactive digital dialogue. Active and regular participation with a variety of digital platforms has increased student facility and confidence with multiple, even unfamiliar, technologies.
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Literature, life, and technology as a tool for expression.
Classroom interpretations of the Favorite Poem Project Student reading of self-chosen poem, You, If No One Else by Tino Villanueva. Reader reflection on the meaning of life. In response to Tolstoy's novella The Death of Ivan Illych, students reflected on their own experiences and beliefs. In technological twist on the essay, they presented their thoughts via simple, personal videos. The voice and imagery lends a particular intimacy to their metaphysical ruminations. |