A S

EL F - S

TU

DY

OF O

UR

EF F O

RT

S T

O I

NF U

SE

DI G

I TA

L TE

CH

NO

L OG

Y I

NT

O O

UR

LI T

ER

AC

Y

CO

UR

SE

S

1

CHANGING O

UR PRACTI

CE

AND IDENTI

TY G

O HAND-

IN-H

AND

CLARE K

OSNIK &

LYDIA

MENNA

ON

TAR

I O I

NS

TI T

UT

E F

OR

ST

UD

I ES

IN

ED

UC

AT

I ON

: U

NI V

ER

SI T

Y O

F TO

RO

NT

O

2

3

LYDIA SHAWN

SELF-STUDY RESEARCH

• Self-initiated and focused • Improvement-aimed• Interactive • Multiple, primarily qualitative,

methods • Exemplar-based validation

4

OBJECTIVES OF OUR RESEARCH

1. What digital technologies did we use in our literacy courses?

2. How did a greater integration of technology change our practice?

3. Did a greater focus on technology change our identities as instructors?

4. What were barriers to increasing the integration of technology into the literacy courses?

5

DIVING INTO THE UNKNOWN

6

2010- 2011 SUMMARY OF OUR EFFORTS • Access the Read, Write, Think website

• Different modalities for their All about Me Book (e.g., iBooks)

• Authors reading their works (e.g., Gwendolyn Brooks reading We Real Cool

• Class set of notebook computers for podcasts

• Shutterfly to create a pictorial history of the program

• View rap videos (what stereotypes are being presented? What literacy skills are being used?)

7

• Discuss pupils’ out-of-school literacy practices to consider what teachers should be doing (or not doing)

• Websites for poetry e.g., Shel Silverstein

• Frank Serafini’s website re: fiction and non-fiction

• Session on adaptive technologies for special needs students

• Wordle for the weekly Ticket Out The Door

• Jon Sciezska being interviewed

• Teacher created website for the teaching of writing

8

OTTENBREIT-LEFTWICH'S SIX DIFFERENT WAYS TO INCORPORATE TECHNOLOGY:

1. information delivery,

2. hands-on skill building activities,

3. practice in the field,

4. observations and modeling,

5. authentic experiences,

6. reflections (2010, p. 20).

9

CATEGORIZING OUR EFFORTS

Mainly in the areas of:

• information delivery

• Observation + modeling

10

UNDERSTANDING OUR INITIAL EFFORTS

• Ad hoc approach

• No models to emulate

• Not sure what we were trying

to accomplish

• Had not done sufficient reading

11

Wow Factor!!!!!!!!!!!!!http://www.youtube.com/watch?v=lByDfPOG0LA&noredirect=1

12

EDUCAT

ION O

R

EDUTA

INMEN

T

13

“THE BENEFITS OF TECHNOLOGY USE ARE OFTEN TAKEN FOR GRANTED IN EDUCATION ” (SELWYN, 2011).

14

technology-led innovations do not in themselves lead to improved educational practices. (Kirkwood, 2009, p. 110).

15

FOCUSING MORE ON STUDENT LEARNING

16

While it is often suggested that preservice teacher education should be reconceived in response to the demands of multiple literacies and the new informational age, little has been written about the program that might prepare future teachers for multiple literacies (Cervetti, 2008, p. 379)

17

WHAT DOES IT MEAN TO BE LITERATE IN THE 21ST CENTURY?

18

MORE DEPTH YET MORE NUANCED

Web 2.0 as a form of communication“…a term that attempts to highlight

a new wave and increased volume of users who have developed new ways of using digital technology to interact with each other” Davies and Merchant

19

WHAM! BANG! CLASS – OR SO WE THOUGHT

20

LISTING MODALITIES WE USED IN CLASS

21

BEING E

XPLIC

IT

22

WHY A WIKI?

1. repository for materials related to literacy

2. show students a way to organize materials and identify priorities for literacy education

3. on-going site -- access after graduation

4. model of a Wiki students could use in their classrooms

http://mtliteracy2011.wikispaces.com/Welcome

23

WHAT WENT WRONG? OR IS THIS RIGHT?

Sheila Owen’s Classroom http://www.learner.org/resources/series162.html?pop=yes&pid=1724

24

FINAL ASSIGNMENT

Building the rubric forced us to think about why we were insisting that students use a digital technology

25

THE FRUITS OF OUR LABOURS!

Student presentations: • Talked to us like we were digital

natives• They took risks using technology

(e.g., Prezi) • Elements of our courses were

woven into their presentations seamlessly

• We learned so much • Andrew’s presentation

26

27

avoiding digital

technolgy

using the Wow factor

acquiring a repertoire of technology-

based activities

using digital technology

as a tool

OUR IDENTITY

28

DIGITAL NATIVE DIGITAL IMMIGRANT

29

LIKE BEGINNERS

• New Teacher • Graduate Student • New Faculty

30

INCREASING OUR UNDERSTANDING OF TECHNOLOGY AND MULTILITERACIES LY D I A A N D C L A R E O U R S T U D E N T S

31

Because you use Twitter and Facebook constantly, does not mean you know how to teach with technology.

.

Like us, our student teachers had few models of teaching with technology.

32

TEACHING WITH TECHNOLOGY IS DIFFERENT FROM USING IT IN YOUR PERSONAL LIFE

I NEVER WOULD HAVE THOUGHT OF INSTANT MESSAGING AS A FORM OF WRITING

33

It is impossible to teach people how to teach powerfully by asking them to imagine what they have never seen or to suggest they 'do the opposite' of what they have observed in the classroom.    Linda Darling-Hammond

34

35

Intimimidated

Overwhelmed

Digital incompeten

t Beginner Digital

competent

CHECK OUT OUR WEBSITE

http://www.literacyteaching.net

36

SCIENTIFIC / SCHOLARLY SIGNIFICANCE

• Multiliteracies is a paradigm shift which requires us to fundamentally alter our literacy courses but we need more models of how to do this.

• Digital immigrant and digital native concept not applicable to education

• Be prepared for discomfort and unsettling experiences

• Integrating technology is a complex process – what does it actually mean?

37