Reader Response #10
Learning with new literacies is a topic that I am a
little nervous about executing in the classroom. I am not all that tech savvy
and I am a bit behind the curve on knowing where to go to find great online
sources. This chapter helped ease me in to using technology and online
resources in the classroom. I felt the main idea in this chapter is that the
students have access to the information and as teachers we have to show the
students how to apply the information in the classroom. How do students take
all this information that is readily available to them and use it to actually
learn something? Reliability, bias and distinction are all important when using
the internet. I think most students would be able to spot a hoax as blatant as
male pregnancy, but I doubt they realize that not everything on Wikipedia is
honest or factual. After going over the rules on evaluating websites the
internet becomes an indispensable teaching tool. Group learning is such an important
part of school because teenagers are social and learning socially creates so
many opportunities for greater critical thinking and collaboration. Webquests
and other internet inquiries are both strategies I could easily apply in the
classroom. I really like the idea of the students creating Webquests, having
groups exchange Webquests and then reporting on the findings as a final
assessment. The part I think I will struggle with is balancing technology with
traditional methods. As long as standardized testing is used time will have to
be spent on teaching to the tests. Most schools do not even take standardized
tests on computers, it is still done on paper filling in bubbles. We are
stressing technology in schools, but very rarely give students the
opportunities to apply these strategies.
I like the way the chapter stresses how new literacies
are considered nonlinear. The elements of new literacies are so different from
print format. Each reading experience is different for every reader; even the
same reader twice. The information is updated faster and access to sources is
readily available. As the chapter states, this is a great opportunity for
scaffolding information. Using audio recordings, definitions, hyperlinks,
graphics, videos, interactive exercises and other background and foundational
knowledge that is already imbedded in the text is an easy way to fill in gaps
for students. The chapter calls this “branching options” and stresses the importance
of these functions. When used appropriately these learning extensions can help
struggling readers understand not only the reading, but the concepts as well.
After reading this chapter I feel a little more confident
about using technology in the classroom. I just hope I have the opportunity to
apply it.