It is of no surprise that there is a spotlight illuminating the field of education at every turn. In a world where the slogan “I want this, and I want it now” is commonplace, educational institutions are finding themselves in a precarious position; the warning of being considered stagnant resounds across the nation (Laureate, 2008b). Educators are being thrust into a new direction, a new era, and if they are unwilling to join the new phenomena known as the World Wide Web, then their purpose will be forgotten, or worse, no longer needed. An issue that has received the most attention that has revealed itself on national assessments is reading. Many educators may choose to quibble about national assessments and the variables that are beyond their control, but to the rest of the nation, the results are simply black and white; today’s youth is unable to understand and comprehend text at an acceptable level. However, despite all of this, the most disturbing element is that the answer is possibly right in front of us, technology. With this being said, educators can no longer ignore the new-age of technology that is encroaching daily into their classrooms, with or without their consent. If teachers can harness technology and incorporate its capabilities into their classrooms, then they can connect with the new type of learner that society has created.
A new era is taking place, the era of communication. This era is clearly defined by the Internet and everything it has come into contact with. It is an era that is discernible by its ability to collaborate and interact with others without distance, time, or space being a factor (Laureate, 2008a). Therefore, one way to close the gap between students and reading comprehension is by learning how students view and interact with text that is no longer static. This new era means teachers have to help students who are of a new learning generation, and in order to do so, they have to use text that students view as relatable. Therefore, I choose to use weblogs. Blogging could potentially be an untapped resource that is the answer to students’ inability to comprehend and interact with text. The truth is that blogging offers an abundance of reading strategies and skills for students. “They could be asked to reflect and build on previous ideas, incorporate the feedback from readers, synthesize reading from a number of different sources, and advance new ideas or interpretations of the topic” (Richardson, 2009, p. 32). In this case, I can pose questions related to literature read in class and my students can reply in a multitude of ways. For instance, I may ask them to reflect on the theme in the novel using text examples. They must decide as a whole what the theme is, and how it is revealed throughout the course of the novel. My students would then respond using text support. It will require them to interact through a form of debate. Of course I would have to develop a rubric stating specific parameters and requirements, but overall this will enable them to assess their reading as well as take it to the next level.
Literally at my fingertips, I potentially have the means to aid my students in confronting their literacy dilemmas in an atmosphere of familiarity. The reading process requires numerous skills, many which take place internally and prove difficult to illustrate with practical means. With blogging, my students can virtually see their thinking process being laid out before them, and if required, they have the aid of an entire Internet community. Blogging will enable my students to share their thinking process, a critical component needed to enhance the reading process. “This joint thinking allows students to respond to and follow the conversation to a logical conclusion enhancing understanding for the whole group” (Harvey & Goudvis, 2007, p. 50). However, the possibilities that blogging presents do not end with merely improving and enhancing reading; it reveals their thinking. This will give me the ability to see my students’ thinking which is truly a remarkable process that is unmatched by any other. This new medium gives me an unprecedented look into the minds of my students, and quite possibly an answer to help improve literacy problems. “Once students respond to a text, we have some evidence to go on. We have an inkling about whether their understanding is in the ballpark or off the mark. And usually we know a whole lot more” (Harvey & Goudvis, 2007, p. 53). Blogging can give teachers the uncanny ability to help dissect a student’s internal reading process.
Therefore, educators can no longer stay in the dark and not embrace the possibilities that lie within technology. Children and society have already walked through this uncharted territory without looking back. Educators now need to be willing to venture forth and walk in the footsteps of those before them before they are enshrouded in darkness; a darkness of being considered archaic and no longer necessary.
Harvey, S. & Goudvis, A. (2007). Stragegies that work: Teaching comprehension for understanding and engagement (2nd ed.) Portland, ME: Stenhouse Publishers
Laureate Education, Inc. (Executive Producer). (2008)b. Program Five. Technology’s influence. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author
A new era is taking place, the era of communication. This era is clearly defined by the Internet and everything it has come into contact with. It is an era that is discernible by its ability to collaborate and interact with others without distance, time, or space being a factor (Laureate, 2008a). Therefore, one way to close the gap between students and reading comprehension is by learning how students view and interact with text that is no longer static. This new era means teachers have to help students who are of a new learning generation, and in order to do so, they have to use text that students view as relatable. Therefore, I choose to use weblogs. Blogging could potentially be an untapped resource that is the answer to students’ inability to comprehend and interact with text. The truth is that blogging offers an abundance of reading strategies and skills for students. “They could be asked to reflect and build on previous ideas, incorporate the feedback from readers, synthesize reading from a number of different sources, and advance new ideas or interpretations of the topic” (Richardson, 2009, p. 32). In this case, I can pose questions related to literature read in class and my students can reply in a multitude of ways. For instance, I may ask them to reflect on the theme in the novel using text examples. They must decide as a whole what the theme is, and how it is revealed throughout the course of the novel. My students would then respond using text support. It will require them to interact through a form of debate. Of course I would have to develop a rubric stating specific parameters and requirements, but overall this will enable them to assess their reading as well as take it to the next level.
Literally at my fingertips, I potentially have the means to aid my students in confronting their literacy dilemmas in an atmosphere of familiarity. The reading process requires numerous skills, many which take place internally and prove difficult to illustrate with practical means. With blogging, my students can virtually see their thinking process being laid out before them, and if required, they have the aid of an entire Internet community. Blogging will enable my students to share their thinking process, a critical component needed to enhance the reading process. “This joint thinking allows students to respond to and follow the conversation to a logical conclusion enhancing understanding for the whole group” (Harvey & Goudvis, 2007, p. 50). However, the possibilities that blogging presents do not end with merely improving and enhancing reading; it reveals their thinking. This will give me the ability to see my students’ thinking which is truly a remarkable process that is unmatched by any other. This new medium gives me an unprecedented look into the minds of my students, and quite possibly an answer to help improve literacy problems. “Once students respond to a text, we have some evidence to go on. We have an inkling about whether their understanding is in the ballpark or off the mark. And usually we know a whole lot more” (Harvey & Goudvis, 2007, p. 53). Blogging can give teachers the uncanny ability to help dissect a student’s internal reading process.
Therefore, educators can no longer stay in the dark and not embrace the possibilities that lie within technology. Children and society have already walked through this uncharted territory without looking back. Educators now need to be willing to venture forth and walk in the footsteps of those before them before they are enshrouded in darkness; a darkness of being considered archaic and no longer necessary.
Harvey, S. & Goudvis, A. (2007). Stragegies that work: Teaching comprehension for understanding and engagement (2nd ed.) Portland, ME: Stenhouse Publishers
Laureate Education, Inc. (Executive Producer). (2008)a. Program Three. The third wave. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore:Author
Laureate Education, Inc. (Executive Producer). (2008)b. Program Five. Technology’s influence. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Dear Christina,
ReplyDeleteYou are absolutely right -- there are so many variables in play to make technology a successful learning tool! It's a lot to keep in mind when planning a lesson and keeping it practical within the limits imposed on teachers/students from outside the classroom. But as you also point out, the benefits can be totally worth the effort.
Carrye DeCrane
Hello Christina,
ReplyDeleteYou have raised an issue that Bob Sprankle on his blog, Check out the future, Bit by Bit, indicated to me; that is, by 2019, it is estimated that half of the high school requirements will be available online. That means, the four walled schools as we now know it, will not be the only place where high school learning will occur.
Our communication age is using its technology to change how we now perceive education. Have you heard about the concept of blended learning? What are your views on that?
Our tools of communication and information were created from a need from society to operate better, in terms of business; but now, it seems, that this technology is dictating, in the education realm, what it expects of its educators and its future leaders.
It is as if it is selecting who will survive or not. What do you think about this also?
Jewel Meikle
English/Science
High School
Jewel,
ReplyDeleteWow, good questions. First, blended learning is a tough concept for me to imagine taking over the educational system. Even though I like the notion of being able to learn anytime, anywhere, I just cannot put my mind around teenagers or younger truly learning without human to human contact. I just believe that the social skills children acquire from school are irreplaceable, and the concept of blended learning reduces those interaction opportunities. I personally have taken classes via video, and I believe I really missed out on some of the positives that traditional classrooms present. My class did not consist of all the key concepts available in blended learning, so I cannot say I had a "true" experience. Also, my biggest fear is that many educators will lose their jobs. One instructor will be able to do the job of many, and with costs rising, it is a viable solution. There are so many questions about the unknown, so I have a difficult time taking a stance until I personally experience more of what virtual learning has to offer. Thank you so much for your comments, and you have given me a lot to think about.
Hello Chritina
ReplyDeleteI do agree with you when you say "Therefore, educators can no longer stay in the dark and not embrace the possibilities that lie within technology. Children and society have already walked through this uncharted territory without looking back. Educators now need to be willing to venture forth and walk in the footsteps of those before them before they are enshrouded in darkness; a darkness of being considered archaic and no longer necessary."
I do wish that all children and teachers around the world had access to this wonderful world of technology.
For now those who have access, as you say, take your places, open the realm of interest based learning and make learning meaningful t your students.
Barbara