Reader Response 10

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.