Philosophy of Education

            “The function of education is to give children a desire to learn and to teach them how to use their minds and where to go to acquire facts when their curiosity is aroused” (The Eleanor Roosevelt Papers Project). Education can provide children with the foundation they need to grow not only physically but intellectually in this ever-changing society. As an educator, it is my role to provide a strong foundation for my students, so that they will be able to make a living in this world. I want to make a difference in my student’s lives, I want to make an impact. I want to leave them with the knowledge that an education is not something that is required but something that one should want to acquire.

            Not only is it my role to provide my students with a solid education, but it is my role to embrace the new and ever-changing ways of the world. I cannot prepare my students for the world, if I am not prepared myself. This involves a deep understanding of new literacies that are not just developing, but taking over our world. By this, I mean the new digital age. “ This requires an acknowledgement that successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology, both in our professional lives as educators, and in our everyday lives” (Avila & Pandya, 2013, p. 149). In understanding the vital role that educators play, I must be able to communicate critically in this digital age and interact with others through technology. In doing this, I will be a model for my students and they will be exposed to the media not just at home, but now in the classroom.

            As in any classroom, the student also plays a very vital role. In my classroom, I do not want my students to feel as if I am the dictator and they are the passive listeners. I want the students to feel as if they are a member of a community of learners. I want my students to feel as if they are contributing to their education. One way that I can provide this opportunity is through bridging the gap between school and society. As Avila and Pandya (2013) state, “with participatory and mobile media tools, there is more potential to bridge this gap than ever before (p. 123). As an educator I must embrace this potential, allowing my students to combine their school life with what is happening outside the door.

            Put simply, I want to make a difference in young minds by utilizing a critical media approach to education. As stated above, the gap between school and society needs to be bridged. As educators, we often state that we are preparing our students for the real world. I feel that this statement is used too often. Are we truly preparing them for this digital age? Are we allowing them to not only create digital media, but to participate and analyze it? “Technology plays an important role, not alone but as a constantly changing set of socially situated tools for literacy, for making sense of the world and ourselves” (Avila & Pandya, 2013, p. 104). In my classroom, I do not plan on using technology as a supplement to my curriculum, but as the central focus. In order to truly make a difference, in order to truly prepare my students for society, they have to play a vital role in it at a young age. We can’t expect them to simply know how to survive once they graduate high school. We must provide them with these skills in the classroom. In understanding this, if you were to step into my classroom, you would see this hands-on and new-age curriculum taking place.  

Resources for Paper

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York:       NY: Peter Lang Publishing Inc.

The Eleanor Roosevelt Papers Project. (n.d.). Good citizenship: The purpose of education.             Retrieved from http://www.gwu.edu/~erpapers/documents/articles/goodcitizenship.cfm

Critical Media Literacy Resources for Planning Curriculum

1.      Lesson Plan

Henry, L. (2013). Critical media literacy: Commercial advertising. Retrieved from             http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-      literacy-commercial-97.html?tab=4

2.      Lesson Plan

Project Look Sharp. (n.d.). “real bugs” identifying stereotypes. Retrieved from             http://www.ithaca.edu/looksharp/General Media Literacy Lessons/Real Bugs/Real             Bugs Teachers Guide.pdf

3.      Lesson Plan

Project Look Sharp. (n.d.). “white towel” media production activity . Retrieved from             http://www.ithaca.edu/looksharp/General Media Literacy Lessons/White    Towel/WT Teacher Guide.pdf

4.      Video for the app BeSeen

Web Wise Kids. (2012). Beseen app demo [Web]. Retrieved from   http://www.youtube.com/watch?v=jQF7Rxer1zE

5.      Introducing Media Literacy-lesson

SMARTArt. (n.d.). Introductory media literacy lessons for elementary school students. Retrieved              from http://www.medialit.org/sites/default/files/LP_TeacherIntroLessons.pdf

6.      Photo Essay Lesson

Brown, A., Mahoney, K., Ojalvo, H. (2009, May).Critical lenses exploring the new lens     blog with a critical eye. Retrieved from    http://www.nytimes.com/learning/teachers/lessons/20090522friday.html

7.      First Grade Media Lesson

Bond, K. (2000). Cereal box investigation . Retrieved from                 http://www.ltl.appstate.edu/436/student/medialit/s00/bond/medialitplan.html

8.      Media Violence Lesson Plan

MediaSmarts. (2012). Facing tv violence: consequences and media violence. Retrieved      from http://mediasmarts.ca/sites/default/files/pdfs/lesson-            plan/Lesson_Facing_TV_Violence_Consequences_Media_Violence.pdf

9.      Video

TEDxTalks. (2013, February). Creating critical thinkers through media literacy: Andrea     quijada at tedxabqed. Retrieved from     http://www.youtube.com/watch?v=aHAApvHZ6XE

10. Article (chapter from a book) that will assist teachers in understanding critical literacy

Demystifying critical literacy. (n.d.). Retrieved from                 http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/Sample_pa                ges_Critical_literacy.pdf

Reading and Discussion 14

1.       How does digital storytelling support academic literacies?

Digital storytelling supports academic literacies in many ways. One way is through English Language Arts. In creating a digital story, a lot of writing is involved. Whether it ends up being read aloud or scrolling across the screen, the author must work to edit and revise his/her writing for the final copy of the digital story. Creating a project like this also involves higher order thinking skills, where the author must picture what he/she wants and then create the piece.

2.       Now that you have created your own digital story, do you think that using images, words and music to create a message is simplistic compared to traditional alphabetic print based argumentation?

I feel that using images, words, and music to create a message is a more powerful way of communication than the traditional alphabetical based argumentation. Not only is the text displaying the message, but the message is also becoming more powerful by the use of music and images. It allows the audience to not just be reading the message, but to thoroughly understand what the author is trying to display. From an author’s point of view, I also think creating a digital story is more powerful than a traditional assignment. It allows the creator to truly explain his/her message not just through text, but through music and pictures.

3.       After creating your own digital story, do you see how digital storytelling can help develop a stronger sense of agency in their own lives? Do you think this might have a positive impact on students academic lives? How? Why?

I strongly believe that digital storytelling can help develop a stronger sense of agency in one’s   life. I also think that digital storytelling could have a positive impact on academics. Let’s say for example that I am assigned to write a paper about something personal in my life. I will do it, I may even enjoy it a little. Once it is finished, I will submit it and forget about it. On the other hand, let’s say I am assigned to create an emotional digital story. It already sounds more  interesting than the paper. This project could have personal pictures, music, and text. How         much better could it get? I really want to have a powerful story to tell, so I think about it a lot, search for pictures, and brainstorm what message I want to display. Even before creating the digital story, I have put forth more effort than I did for the paper. Although this is my           personal belief, I truly feel that most students would also act in this same manner. Through digital storytelling, the author will now take a closer glimpse at his/her own life, and notice the things that he/she values. Once creating the story, the author may realize how truly important that topic was to him/her and may no longer take it for granted. Academically, I feel that most students would put forth a lot more effort in creating such a hands-on and personal project, as opposed to just writing the usual paper. The student will probably work harder, therefore learn new skills, and probably earn a better grade than what would have been earned through a traditional paper.

“It has become a commonplace to say that ours is an age in which the pictoral turn has supplanted the linguistic one, as images push words off the page and our lives become increasingly mediated by a popular visual culture.”

This quote summarizes how everything has truly changed in this new age. As the old saying goes, “a picture is worth a thousand words.”  The saying must hold true, because images are now replacing moments when dialect when normally take place. Look at social media for example, people talk and post statuses, but the main reasoning behind it all is the images. No one really cares about being “facebook friends” with the person who doesn’t even upload pictures. As the quote above states, text is being shoved off the page by images that are dominating this new culture. In a way, it is powerful and wonderful. In some ways, it is sad. Technology represents this new day, but we must not forget how important it is to still verbally communicate with each other. Not through text, not through instant messaging, but simply talking.

I selected this image because it displays the true goal of digital storytelling. Creating digital stories allows individuals to voice their opinions to the world. They can feel as if they serve a purpose on worldwide issues, and communicate with people that they normally would never know existed.

My Digital Story:

Resources: 

Hull, G. (2003). At last: Youth culture and digital media. 229-233. Retrieved from                 http://search.proquest.com.ezproxy.fairmontstate.edu/docview/215345891

Wordpress. (2013, January). Digital storytelling. Retrieved from                 http://techieteacherstricks.wordpress.com/2013/01/26/digital-storytelling/

My Digital Story

Reading and Discussion 13

“ This requires an acknowledgement that successful participation in our digital society includes the ability to understand, think critically about, reflect on, and respond to the societal, cultural, and economic forces that shape our interactions with and through technology, both in our professional lives as educators, and in our everyday lives” (Avila & Pandya, 2013, p. 149).

I selected this quote because it summarizes the main importance of this chapter and the main importance of technology integration. It is vital to understand that being able to use technology as a teacher or a student does not mean we are technology literate. Digital literacies encompass so much more. We need to model to our students that through technology we can reflect and respond on worldwide issues. We want our students to walk out of our classrooms not thinking “I used a computer to type my essay,” but thinking, “I used my computer to examine and state my opinion on a school wide issue that may help solve the problem.” As the above quote states, we need to acknowledge these facts in order to successfully participate in today’s society. 

1. Why do the authors of this chapter choose to use the term "critical digital literacies" rather than just "digital literacies”?

As defined on page 134, digital literacies is so much more than just the use of technology skills. The authors chose to use the term “critical digital literacies” to state that digital literacies cannot simply be understood by being literate with technology. Digital literacies also contain “a critical understanding of and engagement with functional technology skills within the broader contexts of technology use” (Avila & Pandya, 2013, p. 135). In understanding digital literacies, it is very important to recognize this expanded definition.

2. How well did your own teacher education program prepare you to use technology in your teaching practices? Was it more tools based or literacy based?

I feel that my teacher education program somewhat prepared me to use technology in my teaching practices. I felt like a lot of the courses were “trying” to prepare us, but weren’t as successful as they could have been. It all seemed more tools based. In reading page 129 I felt myself agreeing with everything stated.  My educational experiences on this subject were very similar to those described in the first paragraph on page 129. My courses included e-portfolios and collaboration with public schools, along with other things. I became very “good” with technology during these courses, but I would not have considered myself literate until taking this course. I now understand that the integration of technology is so much more than just using a SmartBoard or computer during lessons.

3. What should teachers be thinking about when they engage in critical thinking as it relates to technology use in school?

When engaged in critical thinking about the use of technology in school, teachers should be thinking about the goals they would like their students to accomplish. These goals can also be aligned with the state standards. Critically thinking, educators do not just want students to be exposed to technology, but be literate with it. We should be paying close or “critical” attention to the technology experiences that we want to provide our students with. Not only should educators question the taken-for-granted experiences with technology, but they should also ask their students to do the same. We need to be critical evaluators when we are producing technology lessons. We should evaluate our technology understanding along with our students. We should also consider the issues that are developing in society. Could they be discussed through technology? Could we work to solve certain problems? These are questions that can be developed when critically thinking.

4. On page 149, it is stated that students have certain rights with respect to "critical digital literacies." Do students in your teaching context have these rights? Give an example or non-example of at least one of these rights.

Where I teach, our technology is very limited. We do not even have a computer lab right now. We currently have a mobile lab, but being in 2^nd grade, the mobile lab rarely visits us because the older students always need it. Therefore with this situation, I feel that these rights are somewhat ignored. I am not saying this is a terrible school, because it is amazing. We try to implement technology and stay up-to-date with all the new skills. Still, I wouldn’t consider these rights to be effective in my school. I would love for my students to have “the right to access and use up-to-date new technologies building on everyday practices,” but this is somewhat impossible. I incorporate what I can in my classroom, but I wish each child could have technology manipulatives at their fingertips, just like each child has math manipulatives. 

Link to video.

I selected this video because I think it is a wonderful app for older children. I had never heard of it before seeing this! This application relates to our reading because it not only incorporates technology, but also problem solving and critical thinking skills!

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

Web Wise Kids. (2012). Beseen app demo [Web]. Retrieved from http://www.youtube.com/watch?v=jQF7Rxer1zE

Reading and Discussion 12

“With participatory and mobile media tools, there is more potential to bridge this gap than ever before. The tools are already owned and understood by the students in our classrooms and traditional pedagogy disregards this fact.” (Avila & Pandya, 2013, p. 123).

I selected this quote because I am in complete agreement with it. As educators, we must bridge that gap between school and society, and with these new technologies, this task is much easier! Just like in this chapter, students need to be exposed to real world issues, and understand the effect of media. As teachers, we can no longer just participate in the traditional curriculum. Our students are being exposed to these things outside of school daily. In understanding that, why not bring these tools into our classrooms? Students will be engaged and learn many new skills that will help them out in this ever changing society.

1. How did the Ask Anansi game support critical literacies?

In Ask Anansi, students were working together to identify a problem within the school community and utilizing problem solving skills to find solutions. Critical literacies involve skills that will allow an individual to analyze a text and break apart the true meaning. With Ask Anansi, students were working together to do just that. Anansi’s clues were provided through posters, barcodes, and phone calls. Students had to use their skills to be able to decode these clues critically.

2. How did the Ask Anansi game support academic literacies?

Ask Anansi strongly supported academic literacies. Students have to use problem solving skills to “Communicate with and unravel stories that are told by Anansi” (Avila & Pandya, 2013, p. 112). Students also utilized their writing skills by creating a counter-narrative about their community. Throughout the game, students also had to use research to support their findings.

3. How did the Ask Anansi game support digital literacies?

Digital literacies involve being able to utilize technology to locate information and evaluate the resources. Ipods were used throughout this project for research, documentation, communication, and note taking. The students had to develop the digital literacy skills to be able to successfully complete the tasks for this game.

4. What is meant by the term "reading the word and reading the world and writing the world"? Give an example from the chapter.

This quote discusses the importance of bringing world issues into the classroom and into writing. In this new technology era, students are exposed to worldwide issues through media. Since this is the case, they need to be educated on these medias. We must not neglect the issues and act like they aren’t out there, but discuss them. For example, in this chapter, students focused on issues of trash, violence, graffiti, pollution, stereotypes, and love. These are real-world issues. Students had to follow the clues from Anansi and also write a counter-narrative on the topic of their choice.

 

I selected this image just because it displays how early students really can be involved in media tools. These students are young, and they are working on a computer program! There is no excuse for all educators to not create a curriculum that involves media literacy. Just like in this chapter and in this image, we need to bring these tools into our classroom and allow our students use them in order to enhance their knowledge and skills.

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

Mattern, S. (2008). Media education lab. Retrieved from http://www.wordsinspace.net/wordpress/teaching/course-list/media-education-lab/

Addressing the Seven Elements of Digital Storytelling

Point of View: First person. The targeted audience will be adults who have a sister. The story’s message will display how relationships between sisters often shift, but in the end an unbreakable bond is formed. It is important to tell this story because I know people can relate to this feeling and it is an important area of my life.

Dramatic Question:  At such a young age, I couldn’t define what it meant to have a sister, but I quickly understood that I had two of them.

Emotional Content: The life of having sisters is discussed in this story. The audience will be able to relate with the narrator’s description of what it is like to be a sister. The story displays a strong family bond that people will show emotion towards and be able to relate to.

Voice/pacing: paced in accordance with pictures, informal tone.

Soundtrack: Temporary Home by Carrie Underwood (Instrumental)

Economy: The script will focus on the stages of the narrator’s life in accordance with the relationship between her and her sisters. A main description of each stage will be briefly discussed. “They were my sisters,” will be repeated after every description. The story will end at the narrator’s present stage of life: adulthood.

Storyboard-Digital Story

Reading and Discussion 11

 1.  What is the difference between an "essentialist" "traditionalist" or "autonomous" "perspective of technology and literacy and a New Literacy Studies of "Ideological perspective” on technology and literacy? Which perspective do you adhere to? Why?

There is a large difference between the “essentialist,” “traditionalist,” or “autonomous” perspective of technology and literacy and the “Ideological perspective” on technology and literacy. The first perspective focuses around technology “focusing chiefly on abilities in the medium in itself, without paying attention to the actual settings in which the technologies are used” (Avila & Pandya, 2013, p. 88). Similar to that approach, the autonomous approach examines literacy as a set of skills tied to the individual’s intellectual makeup.

The “Ideological Perspective” views literacy as being affected by social factors, including political and economic conditions. Whereas the first three perspectives do not focus on the individual’s “conditions” the Ideological perspective is based mainly around this. In my opinion, I agree with this approach. I do not feel that literacy skills are rooted in an individual, I feel that their surroundings affect the way in which they develop. I was not born with literacy and technology skills. I was raised in a family that finds education important, and therefore they worked with me at a young age. My surroundings made me realize that education was of value so I always took school seriously and in turn, developed the skills that I have today.

 2. Give three concrete examples of how the teacher in the chapter supported "new literacy" or "critical digital literacies" practices with blogging.

Examples of how Anne supported “new literacy” through blogging can be explained through the fact that she actively participated with her class via blogs. She highlights student work by posting a “Photo of the Week,” for all students to see. This allows students to see highlighted work, get ideas from it, and post their own opinions also. She shares quotes and work that inspires her. In doing this, students have access to literacies other than just the class blogs. They can examine work all around the world and critique it for this class. Anne also simply posts the assignments on her blog. In doing this, students are developing new ways of finding, creating, and submitting their assignments. Using the blogging tool for assignments vastly differs from the traditional school technique.  “Her personal blog performed several functions in this class: linking to students’ blogs, discussing different matters relating to the subject, linking to interesting articles or inspirational websites, and posting assignments for students” (Avila & Pandya, 2013, p. 97). As you can tell in this explanation, Anne actively communicated through her blogging on a regular basis, thus supporting the “new literacy” age.

“Technology plays an important role, not alone but as a constantly changing set of socially situated tools for literacy, for making sense of the world and ourselves.” (Avila & Pandya, 2013, p. 104)

I selected this quote because it is of the utmost truth in this new age that we live in. Of course, pencil and paper still need to be used, but technology is taking over the world. Some people think they can deny this, and continue using the traditional approach to teaching. Yes, they can, and yes, their students will still learn. Will they be engaged though? Will they be prepared for the real world? Will they be critical consumers and producers of media? Unless they embrace the new age of technology, then unfortunately, the answer is no.

I selected this image because it can encourage those who are wondering whether or not to embrace this new technology age. In seeing this Critical Literacy poster, it is evident as to how many new skills and approaches students can learn. Those who think this new age is a bad shift can now recognize the many strengths that the digital age has in our world.

Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (Vol. 54). New York: NY: Peter Lang Publishing Inc.

Books and Beyond. (2009). Browsing literacy links. Retrieved from http://partners.hpedsb.on.ca/bagfullofbooks/?cat=57