New literacies in the classroom are being redefined and reimagined to new
dimensions. Students that are given the
liberty to use new media in the way they imagine it, can give meaning to a new
form of literacy. As Erstad (2013) says,
“The combination of media elements is not just a sum of different elements, but
creates something new; a new quality as text”(p. 44). This quote resonated with me after reading the
journalism case study in Chapter 1 and I believe this brings purpose to the use
of new media in the classroom. Students
have the ability to become these creators or “authors” of new literacy.
In this week’s readings, I
saw the focus on students learning with
the teacher. As educators, it goes a long way to first acknowledge what
information students bring to the table. If we can appreciate their
contribution to the classroom, we may gain their trust and form a stronger
teacher/student relationship. We can't just tell students what they need to
know, we ask them what they know first and go from there. As a student explained in “Multimodal
Pedagogies”, the teacher did not waste time re-teaching skills they already
knew, but rather pushed them to explore new ones (Vasudevan, Dejaynes, & Schmier, 2013, p. 26). This promoted
the student’s independence and led to the creation of great projects. When one student combined a podcast with a
video, she created a new text with
even more meaning then those two elements would’ve had on their own.
New media online such as blogs allow learning
to bridge the gap from school to the home. Students can continue to work on
their blogs from home for personal satisfaction and not just for academic
purposes. The key to being fluent in digital literacy is to explore the possibilities
afforded to you by new media and not be confined to a certain structure. If teachers can encourage students to see
beyond the school setting and incorporate learning through media outside of school, then students may
develop a deeper understanding of how new media may be used in their lives.
References
Erstad,
O. (2013). Trajectories of Remixing. In C. Lankshear, & M. Knobel (Eds.), A
New Literacies Reader: Educational Perspectives (pp. 38-56). New York:
Peter Lang Publishing.
Vasudevan,
L., Dejaynes, T., & Schmier, S. (2013). Multimodal Pedagogies. In C.
Lankshear, & M. Knobel (Eds.), A New Literacies Reader: Educational
Perspectives (pp. 23-37). New York: Peter Lang Publishing.
There are two points that I strongly agree with on your post. One is about the teacher learning with the student and first gauging the knowledge that students bring into the subject and then exploring further together. Second is about helping students to develop a deeper understanding of how new media may be used in their lives.
ReplyDeleteBoth are really valid points and such approach on the part of the teacher will help students see technology as something for use beyond entertainment and communication purposes like social media, gaming, video streaming or online shopping, but guide them to explore the possibilities of learning that can take place when technology is used as a vital tool in education.
What we're seeing is a redefining of the roles of teacher and student. Previously teachers were seen and treated as the font of all knowledge, who through age and experience, simply knew more than their students.
ReplyDeleteWith the state of technology today, those roles are being questioned. Students although they lack the life experience, now have to ability to not only find answers to their questions, but can do so independent of their teachers.
Further the students are often the first source teachers turn to when they have a question that involves interacting with technology.
It will be interesting to see how the institution of education adapts to this generation of students.
The truth is, with or without a classroom and teachers, students are going to continue engaging in technology. For most students their first experience with technology was not in the classroom, even for those who come from disadvantaged, under served communities. But as with most things that children pick up on the street, they may not learn the appropriate or positive use of the tool. Therefore in the classroom, the teacher gets to show them better or other options for using technology. By them engaging in a class like Mr. Cadena's, they get to try new things, but also develop skills they have beginner experience in. When students realize that teachers aren't just going to keep "beating the same drum" by showing them what they already know, they will be more attentive and participatory in class.
ReplyDeleteThe truth is, with or without a classroom and teachers, students are going to continue engaging in technology. For most students their first experience with technology was not in the classroom, even for those who come from disadvantaged, under served communities. But as with most things that children pick up on the street, they may not learn the appropriate or positive use of the tool. Therefore in the classroom, the teacher gets to show them better or other options for using technology. By them engaging in a class like Mr. Cadena's, they get to try new things, but also develop skills they have beginner experience in. When students realize that teachers aren't just going to keep "beating the same drum" by showing them what they already know, they will be more attentive and participatory in class.
ReplyDeleteJoysi,
ReplyDeleteI enjoyed reading your post, especially the paragraph where you were discussing the importance of the students learning with the teacher. Students and teachers need to have discussions in order to learn and benefit from each other. I feel that no one, including educators and adults, would enjoy going to a class where they simply sit there and take notes, especially if the information is something we already have knowledge of. We need to collaborate with our students and create an environment where trust and independence can grow. As educators, we need to learn from our students and help them explore different avenues, including new media and new forms of literacy.
Excellent post. I related when you said, " If teachers can encourage students to see beyond the school setting and incorporate learning through media outside of school, then students may develop a deeper understanding of how new media may be used in their lives." This is so important to make learning something students want to engage in. It is important, as stated in the reading, that we ensure all students have the technology to truly be a participant in our new learning world. I see students who don't have a computer at home and when I can offer time to use mine (with supervision), I see the student light up with curiosity. The entire world has opened up to them and it is just a matter of interacting with it.
ReplyDeleteExcellent post. I related when you said, " If teachers can encourage students to see beyond the school setting and incorporate learning through media outside of school, then students may develop a deeper understanding of how new media may be used in their lives." This is so important to make learning something students want to engage in. It is important, as stated in the reading, that we ensure all students have the technology to truly be a participant in our new learning world. I see students who don't have a computer at home and when I can offer time to use mine (with supervision), I see the student light up with curiosity. The entire world has opened up to them and it is just a matter of interacting with it.
ReplyDelete