Voxer Chat Experience: BYOD and its effect on the Digital Divide (Chat 3)

Voxer Chat 3 topic was on the effects of BYOD. Bring Your Own Device is a great initiative that should assist schools with their lack of devices for students; however, it can create a greater digital divide.  We concluded that for BYOD to positively affect schools, administration must put plans in place to tackle issues before they arise. Christi King uploaded the image below that displays the digital divide as the haves and the have nots.

      

            Utilizing Voxer has equipped me with another digital communication device that I can share with others. Listening to others’ perspectives to different topics allowed me to gain deeper insight on a given topic. Voxer is a great way for administrators to provide PD in the form of analyzing professional readings and working collaboratively.

Voxer Chat Experience: School Culture for Multiple Generations (Chat 2)

School Culture for Multiple Generations was the topic for the second Voxer chat. Each group member chose to discuss a generation and how individuals from that generation are affected by school culture. Additionally, we discussed the role of the administrator and how his/her beliefs or misconceptions regarding a generation affects his/her decisions. Each member provided an infographic that displays important information regarding their chosen generation. We concluded that as administrators, we must be open-minded, accept and address the differences that are prevalent amongst the different generations within our building.

Image uploaded by Samantha Bain

Image uploaded by David Sheffield

Image uploaded by Tracy Johns

Image uploaded by Lisa Lavender

Voxer Chat Experience: Meeting the Needs of the 21st Century Student, Teachers,Leaders, and Schools (Chat 1)

Experiencing Voxer Chat this semester has opened my eyes to a new way of communicating. During each chat, my group members shared their viewpoints on a given topic, by first sharing a voice thread and then sharing their resources and other relevant information. Our first voxer chat included information regarding meeting the needs of the 21st century learner. Jennifer Towle gave an impactful summary of our topic that included the need for thinking outside of the traditional assessment paradigm, if we want to evaluate 21st century skills. Technology plays a major role in educating the 21st century learner and it must be integrated into assessments as well. The video shown below was shared by Tamika Whitt. It shows how educators are integrating technology within the learning environments, where the technology can be used to assess students' skills. According to Samantha Bain, timely teacher feedback is an important part of using digital tools for assessment purposes. With that being stated, having an administrator who understands the important role technology plays in educating the 21^st century learner is vital to a successful integration process. An administrator who acts as a  model for teachers and students is an  asset.

Why Coding?

Coding is a process that requires logical thinking. In our digital world, students need coding and it should be taught in conjunction with other subject areas versus in isolation. According to Brookhouser and Megnin (2016), “Coding is a fundamental skill to open the world in ways we are just beginning to imagine”. So, the question stands; why coding? Because it is a fundamental skill, coding enables students to understand why things work the way they do, through problem-based learning, it closes the achievement gap between affluent and disadvantage students, and it makes students “think” about thinking which results in gains in other subject areas.

            Teaching coding starts with presenting a problem and working collaboratively to find a solution. If teachers do not have the right mindset, they may feel incompetent when trying to teach coding. When teaching coding, teachers must act as facilitators, guiding the students through the process. This enables students to explore, think, create, and gain confidence. Additionally, this process allows the teacher to learn from his/her students. Because students are involved in recognizing patterns, deriving meaning from abstract symbols, developing logical strategies for tackling challenges, building and testing algorithms, trouble shooting, and following complicated steps to a conclusion, Brookhouser and Megnin (2016) concludes computer science empowers students to tackle the problems of the world.

            In addition to students’ ability to think logically and translate their thinking process to other subject areas, coding lessens the achievement gaps. Paul (2016) states the persistent achievement gaps in our own country between white and affluent students on the one hand and minority and disadvantaged students on the other are closed with the help of coding for all. Some may ask the question, “What does coding look like within the classroom?” Mitch Resnick, one of the creators of scratch, description of a class consists of students working collaboratively to solve problems based on their interest (passion project). These digital projects will be housed in a student portfolio, so the teacher can monitor students’ progress.  What are your thoughts?

References

Brookhouser, K., & Megnin, R. (2016). Code in every class. Irvine, CA:  EdTechTeam Press.

Merrill, S. (2017) The future of coding in schools. Retrieved from https://www.edutopia.org/article/future-coding-schools.

Paul, A. (2016). The coding revolution. Scientific American, 315(2), 42-49.

Social Media

Social media, an internet -based platform, enables its users to communicate with others around the world by sharing images, videos, and other content. It has a major impact on society because of its prevalence and will gain power as technological advances continue and its users increase. What does this mean for 21^st century students and educators? Many teachers will have to change their mindset regarding the way they teach writing, and students will have to become digital citizens with a purpose for writing.

The video I have chosen is a TEDx Teen video. “Forget What You Know”, Jacob Barnett. In the video, Jacob, an eleven -year old, discusses his journey as an autistic student. His use of digital storytelling captivates his intended audience. According to Hicks (2013), “Digital storytelling-combining one’s own narration with images, music, sound, and sometimes video footage-has become an incredibly popular way to engage students in the digital writing process. As previously stated, teachers will have to realize digital writing, such as story-telling, covers each part of the writing process. An introduction must be created to gain the audience attention and set the tone. A clearly developed main idea, along with details and examples must follow ending with an appropriate conclusion. Throughout this process, students will brainstorm, edit, make revisions, and publish their digital writing. Hicks (2013) states that MAPS heuristic requires us to help students think about how, when, and why they are producing messages for different audiences.

For students to be successful digital writers, they must be taught how to be mindful readers and writers. Turner and Hicks (2017) concludes, “To build students’ mindfulness in social media spaces, we first need to help them see their participation in those networks as real reading and writing. Additionally, we must help assist students by nurturing their passions.  According to Rozzo (2016), “A Passion Project is essentially any task-based activity that is centered around the students’ interests. Students are more likely to remain engaged when class materials are applicable to their lives.
   
 My second video is from Ethan Gamer, a popular kid-gamer. Throughout his video, he provides a visual and descriptions as he plays a version of Roblox. Many kids watch his videos to learn different tips and tricks. As an educator, I see the writing process written all over his video. Again, this goes back to changing one’s mindset. Ethan has a passion for games, so channel that passion and structure his thinking to create “how-to” videos. Social media has opened the doors of possibilities for 21^st century teaching and learning; we must embrace it.

References

Hicks, T. (2013) Crafting digital writing: Composing text across media and genres. Portsmouth, NH: Heinemann.

Rozzo, A. (2016) Student YouTube channels for any level. Retrieved from https://edtech.worlded.org/student-youtube-channels-level/.

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann

Welcome to Digital Writing

Blogging is an effective way to write digitally; however, it becomes ineffective when procedural and declarative knowledge are not displayed. I chose to redo my introduction video based upon what I’ve learned through my readings and some of the mentor text I viewed. Argument in video is effective when procedural and declarative knowledge form cohesiveness. According to Turner and Hicks (2017), "Commercials and PSAs rely on emotional appeals, ethos and pathos, two of Aristotelian appeals of argument"(pg.86). I re-structured my introduction video so that it appeals to students. I introduced myself, gave background information, and I used an inviting audio that is played in the background throughout my video. Additionally, I included transitions on slides that are meaningful for the topic (Digital Writing).

            Continuing my appeal to students, I made the following claim, “Students have a voice, and they want to be heard.” Hicks (2013) states, “While alphabetic texts, in both print and web-based forms, are still a crucial component of our literacy practices, the degree of our video consumption points to a world in which moving images speak louder than words" (pg.104). We live in a digital world where many people want to be seen and/or heard. Today’s students are accustomed to this immediate attention; therefore, they want their voice heard. Hopefully, my video gets their attention, especially with the question at the end, “Are you ready for your voice to be heard?” My question was meant to peek their interest in learning the procedural and declarative knowledge of digital writing. To teach students and remain transparent, I would use my video as an example for them to analyze and provide feedback. This gives students an opportunity to feel like we (students and teachers) are in this together, and we are all learning about technology, something that is constantly changing.

References 

Hicks, T. (2013) Crafting digital writing: Composing text across media and genres. Portsmouth, NH: Heinemann.

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

The New Wave of Info

Our days are full of information we receive on a constant basis. This information comes to us quickly through different mediums. We live in the microwave generation where everything happens extremely fast. Because of this, educators must be able to gain and maintain students’ attention, while delivering chunks of needed information in an organized manner, allowing the brain to process it. This new wave of fast-past organization has made infographics quite popular as a way of presenting information digitally.

 According to Turner and Hicks (2017), “Infographics are generally considered to be one-sided arguments that discount or ignore other perspectives. They present claims, yet those claims may be implied rather than explicit (pg. 65). An infographic is a great way for students to organize their understanding of a concept/subject and present it as a digital presentation. Of course, accurate information for the graphic isn’t the only thing students need to present their arguments digitally. Hick (2013) states, “Helping students understand how to best use text, images, video, music, and other media to effectively deliver their message is a key component of the speaking and listening skills in Common Core Standards “(pg. 61).

 Providing students with mentor text allows them to see the crafting skills put to practical use. Blogger, Allison Marchetti, uses Learnist as mentor text for her students. Like Pinterest, Learnist organizes teaching tools for teachers. Additionally, Rebekah O’Dell, author and blogger, feels it is important to give students enough mentor text to cover content and form. Infographics are part of our everyday life, so it is imperative for teachers to educate students on how to effectively use and construct them. Image what students could produce if they were exposed to effective teaching and exploration as well as quality mentor text. Infographics are here to stay, so let’s jump on board the infographic train! Please share information and sites you have regarding infographics.

 Reference 

Hicks, T. (2013) Crafting digital writing: Composing text across media and genres. Portsmouth, NH: Heinemann.

 Marchetti, A. (2016). Mentor text Wednesdays: Infographics! Retrieved from https://movingwriters.org/2014/02/26/mentor-text-wednesdays-infographics/.

O’Dell, R. (2016). On teaching a genre you know nothing about (or: an infographic study!).  Retrieved from https://movingwriters.org/2016/03/21/on-teaching-a-genre-you-know-nothing-about-or-an-infographic-study/.

 Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

Using a Responsible Voice through Digital Writing

Because advancements in technology have and will continue to change the way we communicate in the 21^st century and beyond, it is imperative for educators to prepare students to effectively interchange their thoughts and feelings. Of course, digital natives are familiar with technologies of today; however, they have not been equipped with the required knowledge to effectively communicate by crafting digital writing. Turner and Hicks (2017) state that, "We strongly believe that it is not enough to have students to do what they normally do on paper (or even with a word processing program) and publish online. Instead, we need to teach them to craft an argument using media in strategic ways” (p. 54).

This process must consist of educators teaching procedural knowledge of technology tools, such as hyperlinks, images, videos, and other multimedia. Understanding how these tools contribute and support a digital argument is considered procedural knowledge. Students will acquire this knowledge through analyzing web-based mentor text as early as elementary school. Unfortunately, this cannot be accomplished if educators lack the knowledge of digital writing. Blogger, Kathleen Neagle Sokolowski, believes educators can use mentor text to improve their digital writing, while providing mentor text for their students as well. This is a great example of a teacher who has a growth mindset, which is needed to successfully connect, understand, and educate digital natives and immigrants.

An additional component in preparing students to effectively craft digital writing is to teach and model digital citizenship.  Turner and Hicks (2017) state that, "We should be helping students-even those in elementary school-to understand that everything on the Internet has a "home" in the sense that it is hosted on a domain and was put there by someone else" (p. 58).

Nicole's Story:Copyrighting Creative Work

As an educator in a digital society where it is extremely easy to quickly acquire images and information online, it has been a challenge to give credit all the time. I must say, I am learning more about copyrights, and fair use policies, and I can be a better model for students and others. Times have changed and they will continue to change. As educators, we must stay abreast of current trends, policies, and technological advances, so we can be models for our students. Because we want our students to have a voice, we have to prepare them to be digital citizen capable of effectively crafting digital writing.

References

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

Sokolowski, K.N. (2016). Digital mentor text for blogs: teaching writing with mentor text. Retrieved from https://twowritingteachers.org/2016/05/06/curating-digital-mentor-text-for-blogs-teaching-writing-with-mentor-texts/.

Nicole's Story: Copyrighting creative work. Retrieved from https://www.youtube.com/watch?v=YXSGSYr0eAQ&t=0s&index=6&list=PL8TjVyuBdsCnTZiAYcQcF4v-6dw0nlRJm.

What are your thoughts?