Post on 12-May-2015
description
transcript
NCTE presentation: Defining Purposes for Using Web 2.0 Tools in the Classroom
Rick Beach, University of Minnesota, rbeach@umn.edu
Handout on Google Docs: http://tinyurl.com/yjbc2jc
Jeff Uteckt: Literacy Curriculum Jeff Uteckt: Literacy Curriculum ModelsModels
NCTE Poll: 900 language arts NCTE Poll: 900 language arts teachers teachers Top three abilities for student success
seek information and make critical judgments about the veracity of sources
read and interpret many different kinds of texts, both in print and online
innovate and apply knowledge creatively
NCTE Poll: 900 language arts NCTE Poll: 900 language arts teachers teachers 62% reject notion that basic language,
reading, and writing skills must be mastered before critical 21st century literacy abilities can be cultivated
Acquiring and subscribing to/sharing information Social Bookmarking and sharing links/tags Sharing links in class Diigo groups adding annotations to online literary texts
for sharing responses to literature
Using Diigo for adding a sticky-note response
QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.
Uses of mapping in studying identity construction Visually portray performances according to
three units of analysis: Events
| Spaces
| Social worlds/systems
Use maps to prompt interview reflections “Pointing” prompts: talk about maps
Event as unit of analysis: People act and react to current and future acts to
create an event or context Utterances have consequences Uptake of speech acts or lack of action
Events have boundaries People “in” the event People/forces “outside” the event but still
influencing the event “the elephant in the room”
Space as unit of analysis Spaces as gendered, raced, or classed Gendered worlds as mediated by language use
Thorne: children on playground space: practices not necessarily gendered
Teacher: tells children to group up by “boys” and “girls”
Playground space becomes gendered as a binary space
Social Worlds/Institutional Systems Social worlds/systems
schooling, workplace/economic, family, health care, justice, government/political, media, etc.,
Driven by larger objects or outcomes School: enhanced students’ literacy Workplace: higher profits
Using Maps to “Connect the Dots”: Food <--> health care Raising livestock
70% of water consumption in the West 21% of global gas emissions 1 gallon of gas to produce 1 pound of meat “Grass-fed” cows produce 21 times the
methane of grain-fed cows
Connecting the dots Agri-business/corn lobby campaign
donations government farm policies Manufactured food lack of urban grocery stores with fresh vegetables/fruit fast food restaurants/advertising High fat food obesity increased health-care costs
Collaborative Construction of Knowledge: Wikis PBWorks (http://pbworks.com), Wikispaces
(http://www.wikispaces.com), or Wetpaint (http://www.wetpaint.com)
Rhetoric and Composition wikibook: http://en.wikibooks.org/wiki/Rhetoric_and_Composition
Virtual collaboration: Literary Worlds site http://www.literaryworlds.org (Rozema &
Webb, 2008).
Students ngage in synchronous chat about frequently taught texts such as Brave New World, Things Fall Apart, Of Mice and Men, The Great Gatsby, and 1984.
Creating multimodal texts: Digital Creating multimodal texts: Digital comicscomics
Comic Life/Bitstrips Brent Eckoff, West Jr. High:
“I had students to a rough storyboard of what they planned to create. Some of the speech bubbles and text boxes they wrote were both surprising, and innovative. The students then exported the Comic Life presentations as quicktime files, uploaded them to YouTube, and then embedded them on the class wiki.”
Culture-jamming/remixing Remix America (remix historical
speeches/words with contemporary events)
Adbusters spoofs/parodies
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
Using VoiceThread for critical analysis of media representations Select a topic: female athletes Find Flickr images and import into
VoiceThread Add voice or written comments about
patterns of
Formulating arguments using online role-play/games
Using a Class Blog: Using a Class Blog: "Fighting Sioux" mascot debate
Issue: Internet policiesIssue: Internet policies
Blocking of websites NRA site blocked
Administrators accessing Facebook Determining if students are drinking Violation of the state’s athletic code
Read Cory Doctorow’s Read Cory Doctorow’s Little Little BrotherBrother
17-year-old Marcus, a computer hacker, takes on the Department of Homeland Security’s attempt to control society
Issues of Internet privacy/control
Ning: Blocking “educational” sites/administrator snooping
Ethos: EmoGirl: Critique Ethos: EmoGirl: Critique of school Internet of school Internet policiespolicies I think the internet
usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person.
““Strict Father” cultural model: Strict Father” cultural model: Charles HammersteinCharles Hammerstein The issue with sites like
YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. R-rated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
Bubbl.us mapping to identify roles and Bubbl.us mapping to identify roles and relationships between rolesrelationships between roles
Students reflect on:Students reflect on:• Use of arguments• Comfort in role• Targeted audiences/alliances
• Who has power?o Reasons: strategies
• Sense of potential change
Students reflected on the role-Students reflected on the role-play:play:• I think it was a valuable learning experience
because we actually got to argue back and forth with other people. If this had just been a writing assignment, it would have only been one-sided. You can use persuasive arguments in a paper but you can’t have a back and forth conversation on it. I really felt like it helped me get into someone else’s shoes and think like someone different from myself.
Change-based assessment: Change-based assessment: Determining effectivenessDetermining effectiveness Assess students on their use writing to
attempt to affect change in actual audiences’ beliefs Framing of the status quo Their own and others’ beliefs Their sense of agency to make change
Need for objective criteria Problem: teacher’s own preferred changes
Developing a Sense of Voice through Podcasting
Book talks Spoken word poetry Readers’ theater productions Radio shows Skype interviews
Feedback and Self-reflection
Audio files as feedback to writing VoiceThread comments VideoAnt: annotations for video
productions E-portfolios
VideoAnt: feedback to videos VideoAnt: feedback to videos