monday morning research

Hello

So its a monday morning, after the assignment is due, and there are a bunch of new articles on the guardian website about technology and schools. from "experts". ooh!

education and smartphones

J

Cut-and-paste generation takes on suspect websites

 News Article - tricia de g

Tim Barlass,  August 21, 2011, Sydney Morning Herald

Retrieved from:  http://www.smh.com.au/technology/technology-news/cutandpaste-generation-takes-on-suspect-websites-20110820-1j3k5.html

This article written by Tim Barlass and posted in the Sydney Morning Herald on August 21, 2011 would have served its readers better if it had been written with a focus on Digital Citizenship. The article drifted around the issues of plagiarism, corrupt and misleading websites and also cyber-safety without actually providing the reader with any detailed insight on any of these issues and how they can be addressed - except to say that one school tries to “build in a critical approach (Barlass, 2011, para. 11).”

If he had wanted to influence readers and not just vaguely allude to some of the issues facing school students today,  Barlass could have included  principles of good citizenship  into his article and promoted a  growing societal obligation to  teach students at our schools how to be good citizens online. He could have made reference to Mike Ribble who has published a “recipe” for good digital citizenship entitled - 9 Steps to Building a GoodDigital Citizen. (Villano, 2008, p.3)

The article brushed very briefly on three issues that could be categorised into the 9 Steps to Building a Good Digital Citizen (Ribble as cited in Villano, 2008, p. 3 -4). Plagiarism would be considered as under the Digital Law Element; recognising and dealing with misleading websites would be considered in the Literacy Element of the 9 steps and cyber-safety would be considered within the Self protection/Security Element when talking about personal safety, as well as in the Etiquette Element -when dealing with others online (Ribble as cited in Villano, 2008, p. 3 -4).

Perhaps Barlass (2011) could have suggested that the teaching of digital citizenship, should not solely be undertaken by schools, but instead as Villano, (2008, p.6 ) advocates, it should be the joint responsibility of home and school working in partnership to develop responsible digital citizens. Barlass could also have simply developed his article around the premise that good citizenship – digital or real life – requires us to: “Obey the law, have respect for others, act civilly and sensibly.” (Villano, 200, P.1).

References

Villano, M. (2008). Text unto others…As You Would Have Them Text Unto You. T H E Journal, 35(9), 47-51. Retrieved from EBSCOhost.

Barlass, T., August 21, 2011, Sydney Morning Herald Retrieved from:  http://www.smh.com.au/technology/technology-news/cutandpaste-generation-takes-on-suspect-websites-20110820-1j3k5.html

Ribble ()  9 Steps to Building a Good Digital Citizen: Retrieved on October 26, 201, from http://www.digitalcitizenship.net/

Diigo - Of course!

 Tricia de g - Online Resource


I was trying to think of a really cool resource that I have found or seen recently that I could write about for this blog, when I realised the answer was right under my nose – or at least on my tool bar in front of my nose!

I didn’t initially think about Diigo as a resource to discuss for this blog because until a few moments ago I had always had the mindset that it was simply a tool. Diigo is however, much more than that , it is a social bookmarking resource that helps me to not only find resources but also enables  me to connect with specific groups of  like minded people who share information and ideas with me.

The group sharing /networking aspect of Diigo is still quite new for me and I am probably lurking a little longer than I should without contributing – but there are so many interesting people with so much knowledge – I am a little in awe of them and I am not sure what I can contribute at this stage. But I should feel encouraged I have my first follower as of this week – so I am on my way!

Diigo will also allow you to create a group that can work together to collect resources and share ideas –I hope to introduce my teaching colleagues to Diigo and the Group feature it offers at our staff meeting next week. I have done an impromptu survey and the majority of the teachers are still cutting and pasting web addresses to themselves in emails to use their resources and links in multiple locations. I think when they are introduced to Diigo or any bookmarking tool for that matter they will soon embrace it as a valuable resource just as I have done.

I am still wading through the all the social advantages of using Diigo and I have found that even their basic free service offers great opportunities for collaboration and networking. This tool/resource is going to be a great asset to me as I develop my personal learning network.

Transformers - there is more to literacy than meets the eye

Jimmy – Transformations, Innovative Pedagogies

Introduction

There is a wealth of literature advocating the use of innovative pedagogies when teaching digital literacies. Alvermann (2008, p. 16) states “online and offline literacies are not polar opposites”. What this means for educators is that it is important to use technology to be innovative in the teaching of literacy. Mills and Chandra (2011) take this further, suggesting that using digital mediums to enhance and subsequently transform literacy is a positive way of engaging students in classroom activities. Current teachers must use the Internet and digital media to reflect on current world trends and provide students with the necessary literacy and life skills to succeed.

Teaching Digital Literacy

            Haas, Takayoshi, Carr, Hudson and Pollock (2011) state that new literacies such as Instant Messaging (IM) provide much more than information. They are a system of social interaction and students react accordingly to the different elements of IM such as emoticons and slang. In schools, Haas et al (2011) argues it is important to teach the genre of new literacies. By breaking them down, the social purpose such texts have for the new generation are particularly evident. The skills of networking, sharing culture and socialising are presently an everyday and online phenomena – therefore, they must be taught to students to provide them every opportunity in the world.

           

New Learning?

Chase and Laufenberg (2011) state that digital literacy is not a new literacy – it is a timeless combination of good teaching practices including “inquiry, research, collaboration, presentation and reflection” (p.537). Such techniques are not unique to the online world. Chase and Laufenberg (2011) argue it is the educational principles that will be most beneficial to students. Although such practices are fundamental, I believe that a focus on digital literacy and digital identity is needed in the classroom. This will ensure students know how to use the technology in a specific way as opposed to trying to adapt their core values in the online world.

Power of New Literacies

Carrington (2008) argues that competency in new literacies is providing students with access to a breadth of knowledge previously only available to adults. By teaching digital literacies such as a blog, students can then use this knowledge to produce and reflect on texts in a community. This also breaks from the notion that texts in school need to be drafted and perfected for submission. The ongoing nature of the online world reflects the current nature of society, where feedback results in the changing of a continuous narrative. Importantly, Carrington (2008, p.162) states that students “demonstrate explicit awareness of potential risks online”. This is in contrast to the censorship nature most school authorities have over social media sites. 

For teaching, this means an understanding that current students do not have innate media literacies – the genre and techniques for engaging use must be taught in classrooms. In contrast to Chase and Laufenberg (2011), Carrington (2011) argues that reform of education policy is needed to remove the hierarchy of education and introduce a system that involves more of the students and the community in the decision making process. This starts with embedding digital literacy in classroom pedagogy.

There are plenty of opportunities in the classroom for blogging. Image retrieved from http://www.readwritethink.org/classroom-resources/

Teachers vs Policy

           

Honan (2010) argues that the lack of digital texts in classrooms is because teachers are not engaging with them. This is opposite to the popular fact that it is the government and school leaders that frown upon new technologies. However, a common thought is that unrealistic policy is mapped and handed to teachers who find it difficult to teach basic reading, writing and new literacies within a limited timetable. Although my experience leads me to think this is true, in hindsight I know I could have done things differently with some specific planning. Incorporating Internet searching and commenting on what others find as opposed to using a text on an overhead projector is a simple yet effective strategy. Honan (2010) takes this further, suggesting many teachers merely post finished work online as a separate activity as opposed to integrating digital technology into an innovative pedagogy as current policy documents dictate.

Personal Experience

From my teaching experience, it is clear that teachers and policy makers alike must have a commitment to embedding digital literacy pedagogies in classroom activities. This is how teaching a standard lesson can become innovative. I believe that the creation of lessons that utilise digital technology comes down to the individual classroom teacher. From this it is possible to share ideas with colleagues, use the Internet to network and research what other people are doing in their classrooms.

Conclusion

            The teaching of literacy must transform to incorporate positive elements of digital technologies. Through innovative pedagogies, teachers can effectively teach reading, writing and the life skills necessary to succeed in the modern world. I have seen the positive effects in the classroom of incorporating digital media and I believe it is necessary to acknowledge the current nature of students’ social lives. This begins by teaching lessons embedded with digital literacies and networking to reflect on good educational practice.

Jimmy Cassidy

           

Reference List

Alvermann, D. (2008). Why bother theorizing adolescents’ online literacies for classroom practice and research?. Journal of Adolescent and Adult Literacy, 52(1), 8-19. doi:10.1598/JAAL.52.1.2

Carrington, V. (2008). ‘I’m Dylan and I’m not going to say my last name’: some thoughts on childhood, text and new technologies. British Educational Research Journal, 34(2). 151-166.

Chase, Z., & Laufenberg, D. Embracing the squishiness of digital literacy. Journal of Adolescent and Adult Literacy, 54(7), 535-537. doi:10.1598/JAAL.54.7.7

Haas, C., Takayoshi, P., Carr, B., Hudson, K., & Pollock, R. (2011). Young people’s everyday literacies: the language features of instant messaging. Research in the Teaching of English, 45(4), 378-404.

Honan, E. (2010). Mapping discourses in teachers’ talk about using digital texts in classrooms. Discourse: Studies in the Cultural Politics of Education, 31(2), 179-193.

Mills, K., & Chandra, V. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy, 55(1), 35-45. doi: 10.1598/JAAL.55.1.4

PLN's - Do you have one?

Tricia de G - innovative pedagogy
 

In this era of super-speed internet connections, smart phones and tablet computers it seems only fitting that teachers should adopt pedagogy that takes advantage of these phenomena. Richardson as cited in Schwelik (2011, Para. 1) informs us that the term “Personal Learning Network” is used to describe a group of people that you choose to share information and experiences with as part of a global community. He also contends that these Networks help us to learn through affording us more opportunities for reflection. Digital Technology has enabled students and teachers alike to connect with more information each day than was ever even imagined 30 years ago. Modern technological innovations not only enable teachers to connect to a dynamic range of different resources, ideas and attitudes but also to connect easily with each other. Teachers who are networked have more opportunities to gather resources and knowledge about teaching and learning that will be beneficial to their students.

Personal Learning Networks are basically just the formalised translation of how teachers have always operated. In the past, the members of your network could have been family members, workmates or even acquaintances working in a related field. Most teachers, generally out of necessity, become outstanding networkers - supporting parents, students, members of staff and often teachers in the local area. These networks have allowed for the sharing  of ideas, opinions and various other forms of support. Teachers currently have greater opportunity to network than ever before as they are no longer shackled by factors such as distance, time and expense. Teacher Personal Learning Networks today have literally grown to global proportions.  The internet and the connectivity that it affords to all members of the community have enabled teachers to network with other educators around the world with just the click of a few buttons.  I have been working at developing my own Personal Learning Network (PLN) for a few months now and think I am ready to try and encourage other members of my teaching staff to also begin to organise their network more formally. It seems to me that if I can demonstrate to my peers the advantages of being networked in this way - we will all benefit. I have already asked at my school if I can promote PLN’s at our staff meetings as I see this as an important step for me in developing an effective and steadily growing PLN.

Tanya Roscorla, the editor of Converge, an online education technology magazine has briefly outlined below 5 of thebenefits for educators who create a PLN (Personal Learning Network).   

PLN’s allow us to learn with others  -  No one knows everything there is to know about students and how they learn. Personal learning networks allow us to continue our learning journey alongside other teachers who understand our issues and needs.

PLN”S help teachers to serve students – A PLN can offer opportunities to vent, reach out for support and also to trade ideas with other educators. A support network can sustain teachers as they strive to be the best they can be, leading students by setting good examples.

PLN’S facilitate access to dynamic resources – The internet has enabled teachers to utilise tools such as Twitter, Skype, Blogs and Wikis to stay in contact with any changes, new developments or tools that could impact on education. Being globally connected promises teachers access to a large group of like minded people who can share ideas and resources on a vast array of relevant topics.

PLN’S can extend our Learning Base – Twitter, blogs and wikis also offer teachers access to the opinions, suggestions and encouragement of other educators. It allows teachers to gain a more global picture of education by exposing us to different techniques, teaching methods and perceptions about education. Creating blogs and sharing our educational experiences in a blog, allows us to reflect on our teaching and learning and gives other teachers an opportunity to provide us with valuable feedback.

PLN’S can motivate teachers to  stay engaged in education – a personal learning network can support and assist teachers when they feel they need to be re-enthused about teaching. Personal learning network contributors are often alerted to the latest successful technology releases and these new technological releases can offer stimulating alternatives for learning that can excite both teachers and students. Educators can also support each other by listening, contributing to discussions and offering inspiration that can be diffused through to students. 

 

When I first saw the Stages of Personal Learning Network Adoption listed below I had to smile and then I became rather happily relieved. You see, I am currently recovering from Stage 3 PLN-itice (A new age malady – with many teacher sufferers). I realised that I had all the symptoms – I was spending hours sitting in front of the computer unable to disconnect, in fact I was spending nearly every waking minute and many possible sleeping moments  connected to the internet – locked away from all human contact. I also had this uncontrollable desire to want to learn everything right now! I was amazed and kind of reassured to discover that I was not the only person afflicted with this unusual and socially debilitating ailment. It seems that, for me at least, having a diagnosis is the first step to recovery. I think I am nearly ready to switch the computer off at an acceptable hour, sleep, visit my friends more often and generally find a balance between my work and personal life. I am looking forward to reaching Stage 5, the “Balance” stage of the disorder. At this juncture I should be able to accept that I can rely on my Personal Learning Network to help me with my learning and to store my knowledge and discoveries. I will know I am fully cured when I can tell myself, “I don’t need to know it all right now” - and this statement doesn’t lead me to break into a sweat!

Enjoy your Networking!

References

Schwelik, J. (2011). Cultivate your personal learning network - grow your knowledge building community - prepare for an abundant fall harvest. Ohio Media Spectrum, 63(1), 23-23-28. Retrieved from http://search.proquest.com/docview/879073529?accountid=13380

sbg00sbg ( 2009). A thank you to my Personal Learning Network. Retrieved from http://www.youtube.com/watch?v=OPImKgmlxYw&feature=related

Tanya Roscorla, the editor of Converge,(http://www.convergemag.com/)http://www.convergemag.com/workforce/5-Reasons-Why-Educators-Should-Network.html

Utecht (). Stages of Personal Learning Network Adoption

Retrieved on October 21, 2011 from Digital Learning Environments Website: http://www.guide2digitallearning.com/professional_development/stages_personal_learning_network_adoption