Sorry I was out of town for the last 4 days and forgot to put the post up. Please put your post up as it related to the second part of the Miller Reading by Thursday, noon. Thanks, Keith.
7 comments:
Anonymous
said...
Diane DeMarco After reading part 2 of Miller I was encouraged that school districts are implementing professional development days for technology. As teachers are always searching for implementing authenticity in to lessons, creating zines or designing websites would be an ideal way. As Dr. Miller states in her article these are the New Literacies for the millennial students. As a parent, I'm happy that my children are in a school district that has been implementing technology into their curriculum for many years. As a student, I'm happy to be learning about the New Literacies that will be of interest to all my future students.
While reading about City Voices, City Vision’s work with the urban schools in Buffalo I couldn’t help but selfishly think of the schools I attended in my hometown in North Carolina. In North Carolina (and perhaps in New York as well, though I am not sure) most of the educational concerns are directed toward urban schools and small rural schools are often forgotten and passed off as ‘hopeless.’ When I told my High School guidance counselor that I wanted to get my PhD and be a professor she said, and I quote because I’ll never forget her words, “Aww honey lets pick a career that really matters.” She then went on to suggest a career in agriculture and even said she could get me a job on her brother’s tobacco farm (which I worked at for one day, but that’s an entirely different story). So how does all this tie into Dr. Miller’s article? If the teachers in a school are so isolated that they are shut off from outside diverse teaching strategies, such as new literacies and multimodality, how can we accomplish “… the most serious need is creating new ways to prompt changes in teacher beliefs. To develop professional teachers who are reflective, knowledgeable inquirers…” (p. 19). If teacher support and training is the answer what are we to do when this is not available? As I said in my last posting I did not know I was missing out on the vast opportunities associates with new literacy projects thus I did not know that my education was missing out as well. So often I hear from fellow students that are teachers that their students will not listen, or their students had a bad day so they didn’t get anything done with their class, and I am sure that this does happen from time to time but what I liked best about Dr. Miller’s piece is that she holds teachers accountable and states that “… teacher learning needs to be highlighted as part of the New Literacies school reform agenda” (21). But what do we do when a school is not as blessed to have a program like City Voices, City Visions in place? What do we do when teacher learning, and thus inevitably student learning, is not a priority? Perhaps it’s just that the trickle down effect has to happen. Most big, great ideas start in cities and then trickle down into more rural towns. But what do we do until then? What about the students in school now being told to go work on tobacco farms instead of pursuing dreams of a higher education? As Dr. Miller says there is a “moral purpose” for programs like CVCV to “…create purposeful classrooms where all students develop social futures and performance competence for 21st century life” (20). New literacies are needed in schools now so that they can affect both students and teachers to feel “… the need to make a positive difference in society” (19).
After reading Part More of Miller, I was really interested in the examples she gave about students who performed better on exams when they had access to dv technology. When I was teaching last year, I was always using creative projects that got the students out of their seats responding to a text in a multimodal way. There was art, music, dance, creative writing, and more. And these were the times I most often questioned whether I was using the right mode. I peered into other English classrooms where you could hear crickets chirping in the background and I would wonder if that was what my classroom should sound like. I think we're so used to the traditional classroom where students silently read, write, and are lectured at that we don't always see the need or justification of dv. I like that this article pointed out that the students who didn't actively participate or finish their dv videos didn't pass the exam. Perhaps it shows that sitting around and passively working on a critical lens essay for practice isn't the most effective way to go about preparing for the exam. It gives some hope to hippies like myself who don't think kids should be confined to a seat all day long. :)
After reading a little more about the case studies of CVCV, and continuing to acquiring the digital video literacy, I see how "DV composing provides a potential solution to the problem of teachers' under-using new multimodal literacies" (p 10). DV is pretty much a shiny wrapped all-inclusive package of multimodality. I am certain that almost all students would find it stimulating and rewarding and agree that it would increase "engagement and achievement" (12). The students in the case studies, as well as our current class, enjoy making the projects. If students are personally invested and have the opportunity to connect it to their our of school literacies, the information learned will be that much more meaningful. CVCV is a great opportunity for ongoing teacher education and I think the one-on-one, hands on approach is vital for true understanding. I also think the continued support, project help websites, and Bi-monthly reunions will reinforce the usage of DV. If teachers are shown something once without hands on experience and true knowledge, the technique is truly lost. I am so glad it is requirement to take this class, which is "prompting [my] cultural jump" (11). The article says that DV can help critical lens', DBQ's, and other kinds of end of the year assessments. I am interested to try and utilize it in my classroom, though I do have some concerns about my ability and technology availability in my future school.
I found it interesting that two teachers, integrated new literacies in their curriculum yet one of their multimodal activities were impeded primarily by her teacher-centered pedagogy. She did not let students explore this new literacy. The other teacher found it to be quite useful. As students become engaged in using these literacies, they have an opportunity to teach themselves and to teach others; they learn by doing. The skills that they are developing I find to be extremely important; skills such as communication and meaningful interpretations of text. According to Miller “Using these multimodal literacies can allow students to develop metacognitive strategies for designing and understanding materials” (7). I also, however, believe that this use of DV technology in the classroom along with other literacies should be used as a supplement, not a substitute. When teachers use this alongside their curriculum, the materials and subjects become much more gripping for students. The technology alone cannot be used as a substitute for curriculum subject matter. I found the concept of City Voices City Visions to be interesting and thought that I could see myself becoming involved with it in some way. It is encouraging to know that there is an organization available to urban teachers to help them improve classroom tactics and strategies. It is also great that students are having “fun” and could “do this all day”, but when it comes down to it, they are learning to express themselves and to communicate using a different medium. If they become experts at using this modality, then they may become more invested in education and find more ways to express their ideas.
Teri Armstrong In the Miller article, concerns regarding the use of DV in urban schools are discussed. I can relate to this, as I teach in a city school. Any person who beleives that urban students are incapable of completing a DV has a completely wrong perception of, not just urban students, but of this generation all together. The article pointed out various circumstances in which the students, and some very disruptive students at that, produced fantastic multimodal videos, and thus, proves that an urban student can be engaged as long as the process stimulates them. Another great point that was made in this article is why/how DV can be ineffective in schools. One that really stuck out to me discussed teachers who may be using DV for lower levels of content comprehension. DV should be an expression of a students understanding on higher levels. If DV is being used without incorporating responsibility, choice, and higher order thinking skills, then that teacher needs to take LAI 536 with Keith Hughes. Overall, the Miller article has inspired me to incorporate new multi modal teaching techniques in my instruction; anything that is proven to help the students will encourage me to try it out.
I think the real measure of success in implementing technology in the classroom is in the authentic activities and assessments that are generated by the students. The ends must justify the means in a way that the promise of using technology is more than a carrot that is dangled before the students. The case studies from CVCV, and my experience in this class so far has only further exemplified this point by showing how engagement and achievement are directly linked. If the teacher is not fully invested in seeing the endeavor through then the glitzy technology has a flashbulb effect--bright and distracting from the same old same old for a few moments--but without any real lasting impact or purpose.
7 comments:
Diane DeMarco
After reading part 2 of Miller I was encouraged that school districts are implementing professional development days for technology. As teachers are always searching for implementing authenticity in to lessons, creating zines or designing websites would be an ideal way. As Dr. Miller states in her article these are the New Literacies for the millennial students. As a parent, I'm happy that my children are in a school district that has been implementing technology into their curriculum for many years. As a student, I'm happy to be learning about the New Literacies that will be of interest to all my future students.
Matthew Gasquez
LAI 536
While reading about City Voices, City Vision’s work with the urban schools in Buffalo I couldn’t help but selfishly think of the schools I attended in my hometown in North Carolina. In North Carolina (and perhaps in New York as well, though I am not sure) most of the educational concerns are directed toward urban schools and small rural schools are often forgotten and passed off as ‘hopeless.’ When I told my High School guidance counselor that I wanted to get my PhD and be a professor she said, and I quote because I’ll never forget her words, “Aww honey lets pick a career that really matters.” She then went on to suggest a career in agriculture and even said she could get me a job on her brother’s tobacco farm (which I worked at for one day, but that’s an entirely different story). So how does all this tie into Dr. Miller’s article? If the teachers in a school are so isolated that they are shut off from outside diverse teaching strategies, such as new literacies and multimodality, how can we accomplish “… the most serious need is creating new ways to prompt changes in teacher beliefs. To develop professional teachers who are reflective, knowledgeable inquirers…” (p. 19). If teacher support and training is the answer what are we to do when this is not available? As I said in my last posting I did not know I was missing out on the vast opportunities associates with new literacy projects thus I did not know that my education was missing out as well. So often I hear from fellow students that are teachers that their students will not listen, or their students had a bad day so they didn’t get anything done with their class, and I am sure that this does happen from time to time but what I liked best about Dr. Miller’s piece is that she holds teachers accountable and states that “… teacher learning needs to be highlighted as part of the New Literacies school reform agenda” (21). But what do we do when a school is not as blessed to have a program like City Voices, City Visions in place? What do we do when teacher learning, and thus inevitably student learning, is not a priority? Perhaps it’s just that the trickle down effect has to happen. Most big, great ideas start in cities and then trickle down into more rural towns. But what do we do until then? What about the students in school now being told to go work on tobacco farms instead of pursuing dreams of a higher education? As Dr. Miller says there is a “moral purpose” for programs like CVCV to “…create purposeful classrooms where all students develop social futures and performance competence for 21st century life” (20). New literacies are needed in schools now so that they can affect both students and teachers to feel “… the need to make a positive difference in society” (19).
After reading Part More of Miller, I was really interested in the examples she gave about students who performed better on exams when they had access to dv technology. When I was teaching last year, I was always using creative projects that got the students out of their seats responding to a text in a multimodal way. There was art, music, dance, creative writing, and more. And these were the times I most often questioned whether I was using the right mode. I peered into other English classrooms where you could hear crickets chirping in the background and I would wonder if that was what my classroom should sound like. I think we're so used to the traditional classroom where students silently read, write, and are lectured at that we don't always see the need or justification of dv. I like that this article pointed out that the students who didn't actively participate or finish their dv videos didn't pass the exam. Perhaps it shows that sitting around and passively working on a critical lens essay for practice isn't the most effective way to go about preparing for the exam. It gives some hope to hippies like myself who don't think kids should be confined to a seat all day long. :)
After reading a little more about the case studies of CVCV, and continuing to acquiring the digital video literacy, I see how "DV composing provides a potential solution to the problem of teachers' under-using new multimodal literacies" (p 10). DV is pretty much a shiny wrapped all-inclusive package of multimodality. I am certain that almost all students would find it stimulating and rewarding and agree that it would increase "engagement and achievement" (12). The students in the case studies, as well as our current class, enjoy making the projects. If students are personally invested and have the opportunity to connect it to their our of school literacies, the information learned will be that much more meaningful.
CVCV is a great opportunity for ongoing teacher education and I think the one-on-one, hands on approach is vital for true understanding. I also think the continued support, project help websites, and Bi-monthly reunions will reinforce the usage of DV. If teachers are shown something once without hands on experience and true knowledge, the technique is truly lost. I am so glad it is requirement to take this class, which is "prompting [my] cultural jump" (11). The article says that DV can help critical lens', DBQ's, and other kinds of end of the year assessments. I am interested to try and utilize it in my classroom, though I do have some concerns about my ability and technology availability in my future school.
I found it interesting that two teachers, integrated new literacies in their curriculum yet one of their multimodal activities were impeded primarily by her teacher-centered pedagogy. She did not let students explore this new literacy. The other teacher found it to be quite useful. As students become engaged in using these literacies, they have an opportunity to teach themselves and to teach others; they learn by doing. The skills that they are developing I find to be extremely important; skills such as communication and meaningful interpretations of text. According to Miller “Using these multimodal literacies can allow students to develop metacognitive strategies for designing and understanding materials” (7).
I also, however, believe that this use of DV technology in the classroom along with other literacies should be used as a supplement, not a substitute. When teachers use this alongside their curriculum, the materials and subjects become much more gripping for students. The technology alone cannot be used as a substitute for curriculum subject matter.
I found the concept of City Voices City Visions to be interesting and thought that I could see myself becoming involved with it in some way. It is encouraging to know that there is an organization available to urban teachers to help them improve classroom tactics and strategies.
It is also great that students are having “fun” and could “do this all day”, but when it comes down to it, they are learning to express themselves and to communicate using a different medium. If they become experts at using this modality, then they may become more invested in education and find more ways to express their ideas.
Teri Armstrong
In the Miller article, concerns regarding the use of DV in urban schools are discussed. I can relate to this, as I teach in a city school. Any person who beleives that urban students are incapable of completing a DV has a completely wrong perception of, not just urban students, but of this generation all together. The article pointed out various circumstances in which the students, and some very disruptive students at that, produced fantastic multimodal videos, and thus, proves that an urban student can be engaged as long as the process stimulates them. Another great point that was made in this article is why/how DV can be ineffective in schools. One that really stuck out to me discussed teachers who may be using DV for lower levels of content comprehension. DV should be an expression of a students understanding on higher levels. If DV is being used without incorporating responsibility, choice, and higher order thinking skills, then that teacher needs to take LAI 536 with Keith Hughes. Overall, the Miller article has inspired me to incorporate new multi modal teaching techniques in my instruction; anything that is proven to help the students will encourage me to try it out.
Sarah Rooney
LAI 536
I think the real measure of success in implementing technology in the classroom is in the authentic activities and assessments that are generated by the students. The ends must justify the means in a way that the promise of using technology is more than a carrot that is dangled before the students. The case studies from CVCV, and my experience in this class so far has only further exemplified this point by showing how engagement and achievement are directly linked. If the teacher is not fully invested in seeing the endeavor through then the glitzy technology has a flashbulb effect--bright and distracting from the same old same old for a few moments--but without any real lasting impact or purpose.
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