For the past six weeks, I've been introduced to a number of technological tools to use for teaching and communicating. I would say one lesson I've learned about English studies and my responsibility as teacher, is that my job description should include teaching computer literacy too. I am (or should be) responsible for teaching technological literacy too. My job includes teaching how to read, understand, interpret, and evaluate texts and websites found on the internet. I should also teach students how to use search engines effectively, using specific wording, phrases, upper and lower case lettering, and boolean operators to help narrow their searches. I understand my responsibility is to be a 'student" as well as teacher, because in order for me to teach effectively, I need to learn as much as I can about the internet. Reading about hypertext and hypermedia has opened my eyes up to a whole new world of literacy.
As the course progressed, I felt like I was starting to understand alittle bit more about the concept of computer and hypertext literacy. In week one, I didn't know anything and didn't feel comfortable contributing to any class discussion. But, by the second and following weeks, I started working my way through wikis, blogs, discussion boards, webquests, and webpages. I began to understand just how much each tool has to offer and how they might be used in an English classroom. I can see how some will contribute to the methods of teaching English. Some can guide, some can re-direct a lesson, and others, well, I'm still working on how I'd fit them into my own teaching.
All of the week's lessons have influenced me from the very beginning. From the first week when I read and heard the frustrated voices of the teachers in class talk about time constraint, structural problems, and standardized testing, to last week when we all shared one or more resources we've found online. All the weeks have been so thought provoking and influential. I loved listening to 'real' teachers talk about how they'd incorporate these different tools into their curriculum. As I listened and learned, I imagined using the same technological tools in my imaginary classroom.
In terms of balancing traditional teaching practices and integrating new tools and materials into my teaching, I would say I'd start slow, start small, and build upon it. I would start with something I am comfortable with, meaning , something I know enough about to fix a problem or answer any questions. Although I am more than willing to experiment, I have to be comfortable or confident enough to use the tool. In discussions, I've mentioned webquests and blogs. I'd begin with one of those tools. I would see where I could add one of them to my teaching and see if it would add a new level to learning. I'd try creating a discussion outside the classroom or continuing a more indepth discussion, or even use a webquest as a guided internet research assignment.
In the last class, Sarah and Ana's presentation on their school's grading program was impressive. I thought those programs were invaluable and I would definitely like to use some kind of grading computer program if given the chance. I also liked Rubistar.com. Courtney did a great job discussing the possibilities with that website. After getting so excited about rubistar, I was let down a bit with all the negative discussions about rubrics this week. I am guessing my inexperience with teaching is not allowing me to see the whole picture with rubrics, because I thought they were a great tool.
Something I see myself doing in the future to include digital textuality as well as print textuality is, including webquests in my lessons. For our final project, Ana and I have been experimenting with a webquest. We tried to create an imaginary lesson plan using a webquest, and I've enjoyed the experiment. I see alot of potential in webquests. I like the idea of directing my students through the internet in a guided research assignment. Whether I'd use a virtual fieldtrip or some other means of adventuring through the internet, I'm not sure yet. I do see the potential. Getting students to open up on blogs, discussion boards, and emails is exciting to me. I use myself as a perfect example of how these technological tools have the ability to draw a person out of their shell or comfort zone and get them to participate in classroom discussions. I've stated earlier, I believe that is one of the strongest arguments FOR using these tools.
So, where do I want to go from here? What do I most want NOT to lose in the process? I know we've read and acknowledged the success of these different tools are dependent upon the teacher response and guided participation. I am open to the task. I see it as fun and challenging. I 'd like the opportunity to really change the use of the classroom and redefine my role as teacher, guide, researcher, and student/learner. I also see the use of technology in my future classrooms to help expand and extend the dialogue and discussions with students both in and out of class. What I don't want to lose the most is the courage to try. I've enjoyed learning so much in this class and I really don't want to stop learning about incorporating technology with teaching.
There is just so much to think about-- It's ironic that the first five weeks of the course was spent promoting the use of these technological tools and learning to integrate them into a classroom environment. Then on the sixth week, the readings we've been reading contain alot of "beware of technology" signs. Just when I was starting to think the use of computers was the next best thing since sliced bread, I now have to understand why the authors who've tested these technological tools are a bit 'wary' of them. I guess it all goes back to Kajder when she says we need to ask ourselves if these tools will help us to teach our students something new or if not new, then teach it better....(I'm paraphrasing). I guess, like everything else in life, its all about moderation. Too much is never a good thing, but neither is not enough. The key for me is to start small. I think it will be webquests to start..........
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From my perspective, the lessons of the earlier weeks were that we live in an environment where literacy is being defined in more complex ways through the use of technology, so that the linear text that's been the focus of reading and writing instruction is now being augmented by hypertext and multi-media compositions, and the genres and tools available for communication are continually changing. You seem to have gained that understanding. Particular tools, however, are only useful as they actually enhance the sort of engaged literate activity that should be at the center of the
English classroom. Communication tools that are used in the larger world have the potential to do so. Teacher tools may or may not. Rubrics, for example, may be used in thoughtful ways (as heuristics as Yancey and Ana point out) or as a limited way of grading student work. It's how they're used (and the uses they most easily lend themselves to) that's of concern here.
Ellie, I know what you said about tools being useful if they enhance the literate activity is true. I guess what I was trying to say at the end of my journal posting was that I was so 'high' how on the possibilities concerning technology, that the last few articles burst the bubble. I've seen and witnessed first hand the limitations we've had with using computers in the classroom; I know not every tool is right for the task or student. I don't know what it was, I just felt those last few readngs were a let down and that's what I tried to express.
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