Leveraging tools, text and talk in my teaching context
As educators we are given the task of making learning meaningful and rewarding. Engaging students in meaningful conversations around new literacy practices will involve fostering their critical thinking skills, inquiry, and reflective thoughts. There are many strategies that will allow us to give them the tools needed to approach new literacies in a purposeful and well informed way. Strategies such as encouraging students to explore different topics as it will enhance inquiry based learning by allowing them to choose and explore topics that peak their interest. Teachers should also facilitate age or grade appropriate discussions and debates surrounding new literacies, this will encourage them to share their opinions and experiences. Students should be taught about online safety, privacy, ethics and using technology in a responsible manner.
Garcia asserts “We have an opportunity to optimize students' use of digital tools by returning our pedagogical scrutiny to real-time moments of discovery and human interaction.” Generally speaking we have to teach our students to use these digital devices in an effective and efficient way in order to achieve the right outcomes.
In the article Assessing news literacy in the 21st century the author asserts "Our ‘digital natives' may be able to flit between Facebook and Twitter while simultaneously uploading a selfie to Instagram and texting a friend," wrote the Stanford History Education Group researchers. "But when it comes to evaluating information that flows through social media channels, they are easily duped."
Monitoring the usage and content should be one of the main goals.
Incorporating these strategies into my teaching, will allow me to help my students develop the knowledge, skills, and dispositions they need to navigate new literacy practices in a purposeful and informed manner. Teaching them to make knowledgeable decisions when sharing content online and making determination between real and fake will make them responsible digital citizens
When designing to support students beyond the screen, it is essential to take into consideration equity and engagement concerns to ensure that all students have equitable access to learning opportunities and feel engaged and included. Concerning factors that teachers need to bear in mind are students potentially not having access to devices, socioeconomic factors can limit student access to resources, consideration of the cultural and linguistic background of students when designing support, and recognizing the important role that parents and families play in supporting students' learning beyond the screen.
By keeping these equity and engagement concerns in mind when designing to support students beyond the screen, educators can create inclusive, accessible, and engaging learning experiences that meet the needs of all students.
Author Earl Aguilera states in his article “Digital technologies have been consuming more of our students' time and attention than ever before, both inside and outside of the classroom.” It is evident that in today's society children as young as 2 can navigate technology which can be good and bad. Parents often toss their kids in front of ipad and tv to keep them occupied while they get things done. As they get older they need to know the roles these digital tools play and this article highlights the aspects of the evolving digital world on, behind, and beyond the screens.
Aguilera, E. (2017). MORE THAN BITS AND BYTES. Literacy Today, 35(3), 12-13. https://sunyempire.idm.oclc.org/login?url=https://www.proquest.com/trade-journals/more-than-bits-bytes/docview/1966006470/se-2?accountid=8067
Garcia, A. (2017). Nondigital Skills. Literacy Today, 35(3).
https://www.proquest.com/docview/1966005428/4E1DCD1AA7D54D6EPQ/17?accounti
Jacobson, L. (2017). Assessing News Literacy in the 21st Century. Literacy Today, 35(3).
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