We decided to create the Spring 2016 #DigLits survey for our collaborative blog post this week. Our aim is to examine our class’s views about participatory politics and civic engagement in a digital age by using digital media, google forms. Please take a moment to follow the link and answer the following questions. We will publish results once all responses are in. We look forward to seeing your responses!
For our post, we wanted to compile different resources for teachers to facilitate the integration of technology into the classroom. Check out our original and pre-made infographics, cool classroom apps, helpful hashtags, and 3T notes!
Readings: Reflective and Recursive Cycle
Stats on Widely Used Social Media Sites in the Classroom
Check out these cool classroom apps! Links below.
Descriptions and links to classroom apps
Write About — digital writing for classrooms
Google Cardboard — virtual reality experiences
Versal — create interactive courses
Noisli — create playlists to help you boost productivity
Formative — digitize assessments, get live results, and give feedback
Periscope — take someone else’s perspective
#helpfulhashtags #intheclassroom #jointheconvo
#ntchat (for new teachers)
#ptchat (connects parents and teachers)
#ccss (discussion on Common Core)
3Ts: Questions/Cautions — Philip & Garcia (2013)
Questions: What new texts will be introduced by the technology? How are traditional texts altered or remediated through new technologies? Why are these texts important for what students will learn?
Cautions: Beyond the initial allure, simply re-presenting traditional texts as pixelated displays does little to improve a learning experience
Qs: How does the tool offer ways of collecting, representing, visualizing, analyzing, and communicating information that contributes to improved learning? What is the context of learning that makes this tool imperative to students’ lives?
Cs: without strong pedagogy to further guide students’ inquiry, students used the bulk of their time to simply alter background colors, fonts, and formats
Qs: How do we support classroom talk that leverages the texts, tools, and new forms of communication introduced through the technology to support student learning? Are the ways discourse transpires within classrooms made more robust as a result of this tool? How are forms of communication limited?
Cs: Attempts to presumably win youth over with textspeak can also sacrifice the limited opportunities that students have to grow as participants in academic discourse
In our blog post this week we wanted to play with the idea of what is and isn’t considered plagiarism. We have pulled a couple of quotes from each of the readings. We have pulled some quotes and images from our blogs. Some of them have been given “proper attribution” some have not.
We will also share the link to our Google Doc as well, so that people can see our train of thought as they are watching the video:
What do people say about digital reading?
• “I now have totally lost the ability to read and absorb a longish article on the web or in print ”
• People in general, and young people in particular, are doing more screen reading of digital materials than ever before.
• The decreased reading of print books and of literary genres (novel, plays, and poems)
• Reading skills (such as the ability to identify themes, draw inferences, etc.) are declining too.
• Digital devices prevent people from e ciently navigating long texts, which may subtly inhibit reading comprehension.
What’s the differences between paper reading and digital reading:
|Reading on Papers||Digital Reading|
|The brain regards letters and words as physical objects, and perceive a text in its entirety as a kind of physical landscape. Papers provide brains with such sense of location and landscapes.||Screens may inhibit comprehension by preventing people from intuitively navigating and mentally mapping long texts. (locate)|
|Paper is easier to read for eyes.||Screen results in higher levels of stress and tiredness.(displace)|
|Reading on papers results in more efforts made from readers, which brings higher concentration and memory of the content.||When reading on screens, individuals seem less inclined to engage in metacognitive learning regulation setting specific goals, rereading difficult sections and checking how much one has understood along the way.(efforts)|
|More long-term memory; less working memory.||More working memory; less long-term memory.|
|Our brain is more familiar with literary reading.||Hyper reading tends to affect brain’s structure, making it harder to concentrate: a media-induced state of distraction.|
||Reading online requires several practices:
What should we do?
• Understand the differences between reading on paper and reading on screens, and know how to cope with them differently.
• Combine close reading, hyperreading and machine reading.
• We have to teach our minds how to translate the symbolic characters we see into the language we understand.
DIGITAL WRITING TWITTER CONVERSATION
One things 4 sure, #Brevity is key to #Microblogging
As is #Immediacy and #ParticipatoryCulture
@Joyce made a great point in her G+ confession about her love of #HarryPotter. “Digital writing could, by the power of the mass, go borderless.”
@Joyce praising #ParticipatoryCulture “The more interaction I got, the more motivated I was”
She spoke about how #fanfiction influenced her language learning. The same could be said for many #DigitalNatives about social media and growing #WritingPractice.
@Rachel is right on the $ with her analysis of #Genre via her media interactions. Flexibility is great when educating students @ informal vs formal writing
@Rachael “out-of-class writing is in fact ‘real’ writing”
But #Form when it comes to #Genre cannot be ignored.
#Form can be altered as @Colin points out with his Spin project #MakeDocumentationFun
#Genre is always changing because people are always changing.
#Reproduction is cool, but #CriticallyBreakingConventions might be cooler.
#Audience and #Medium is important.
@tejucole demonstrates this with his twitter story #Hafiz
“Revolution isn’t about the tools, but how the tools are being used” #LandscapeOfDigitalWriting
As we’ve learned, #Microblogging is akin to #JournalWriting.
@Penzu anyone? Great site for online journaling. #TechnologyMeetsWriting
#Microblogging often blurs the line between #Authors and #Readers
#LauraRandazzoBlog. Authors, readers, teachers, it’s all the same.
#Collaborative #Storytelling is just another way as @Colin pointed out, 4 “us to consider how to we need to adapt to changing text forms and practices.”
All of this means students are learning no more no less, but #New Ways of #Navigating and #Remixing the old.
But WE must not 4Get that #ParticipatoryCulture and #Access does not = #EffectiveUse of #Tech
Consider #Enculturation. Act skillfully. Contribute. Make meaning.
That’s why teachers are still important.
They have the power to #Guide, #NotDumpJustInformation
And not just thru integration of technology. But by “uncovering most powerful uses of tech to accomplish learning goals for specific students” (29).
Writing means taking risks. Let’s take risks together #DigLits2016
For our collaborative blog post, we decided to connect via Google Hangouts to discuss our thoughts and opinions about this week’s readings on transcultural digital literacies. Our original intention on Google Hangouts was to conduct a quick, online brainstorming session for the “real” written blog post. However, as soon as we started chatting, several points of contention and “aha” moments arose for each of us, thus we decided it’d be interesting to capture these moments in a real time, screen-captured two-way interview.
From our discussion of Appadurai’s (1996) notion of culture, to Stornaiulo & LeBlanc’s (2014) scale, to personal thoughts on the K-pop craze (Kim 2015), we attempted to explore a few of the key themes in this week’s readings as well as some of our own feelings surrounding the ideas presented in these texts. By asking and answering each other’s questions, we were able to explore in greater depth the points that puzzled and intrigued us in the authors’ discussions of culture, digital media, and globalization, and we hope that the questions posed in this video can serve as a jumping off point for further in-class discussion of what it means to be “transcultural” in an increasingly globalized and technologically-mediated world.
Digital media is more expansive than we might think. Just because it takes shape online does not mean it is limited; if anything, the platform offers more opportunities for growth, expansion, and connections. Leander and Mckim (2003) discuss the need to disrupt binaries that are present in the digital world, binaries such as online/offline and real/virtual (p. 224). If we continue to think in such simplified ways, we are missing out on the complex interactions that produce meaning. Nothing is black and white, and this sentiment goes for online spaces as well. Rachael discussed the struggle her Persian instructor had with Facebook, as it served as a popular yet restricted site in Iran.There is also the “apparent disconnect between her professional and personal opinions regarding the Facebook platform.” While it is easy to think of these binaries as separate and independent entities, Leander and Mckim challenge us to consider how they might overlap and influence each other. As we think about complementing forces, consider Adina’s Upworthy post about the First Lady providing free e-books, devices, and internet access to kids and families around the country. With access to greater libraries and the infinitely powerful tools of the internet, ConnectEd is leveling the literacy playing field for the youngest generation. #thanksobama
Brian referenced Sherry Turkle’s point in Katie Davis’s article about the “always on” nature of digital media that makes stillness and reflection so difficult. This is a danger we must be aware of as we dive further into the digital world. However, there are some online practices that we should adapt for real-life situations, like Gee’s affinity spaces. Since so many young people have experience with online affinity spaces, such as Age of Mythology, students can compare their shared experiences in those spaces (portals) to those they have in the classroom. Teachers and students can work together to create an environment that promotes meaningful interactions, the exchange of intensive and extensive knowledge, differentiation, and opportunities for growth.
Another way to incorporate youth media practices in the classroom is through countermobilities as addressed in Ehret and Hollett’s (2013) article. Countermobilities are “mobilities that conflict with those their school culture typically espouses” (p. 111). Since adolescents seem to always be on the move, it is important to explore how they keep up with digital practices through this physical movement. The authors encourage teachers to choose “real” apps that have import outside the formal learning environment, such as Viddy and Instagram. Speaking of Instagram, can we take a second to check out the exuberance of #rkoi as presented by Joyce?