Teaching Technology Today
By: Katie Voytek — November 2014
Think about how you normally spend your time during the day. What can you accomplish in 7 hours and 38 minutes? In 2010 the Kaiser Family Foundation reported that children ages 8 through 18 spend an average of 7 hours and 38 minutes each day consuming media (Kinzer, 2010). This translates to mean 32% of each child’s day is spent interacting with technology. How do you spend your 32%?
The constant advances in modern technology are not only affecting the way children spend their time, but the amount of information students are exposed to as well. Children are in contact with more literacy formats than simple printed words on paper. Therefore, there is a push for literacy instruction in schools to help provide the younger generation with strategies necessary to navigate the overwhelming digital landscape available to them (Barone & Wright, 2008).
Imagine a child who has been sheltered from all technology for their entire life. Now picture a situation where they must enroll in a government funded school system for unknown reasons. If this child was fluent in reading comprehension, vocabulary, and phonics but knew nothing about the Internet, could they effectively search and understand what they were looking at if they had to look up information for a project? Would they be able to open a word processing system and type a well-worded essay?
There is a distinct different between comprehending printed words compared to online sources. Reading digitally goes beyond the ability decode and understand the words on a page. While traditional literacy practices such as phonics, fluency, vocabulary, and comprehension are still important in a young reader’s education, it is critical to address the skills needed to effectively use the digital resources that are available. Strategies that need to be included in traditional literacy instruction consist of: reading and communicating through digital devices, navigating within the layout of internet sites, discovering and evaluating reliable online resources, and being able to synthesize the mass of info available of the web (Ryan, 2012).
Teachers need to become aware that reading on screen requires more than decoding what the words are saying. Online resources are multimodal. Websites and programs incorporate visual images, different fonts, interactive elements, links to other pages, and other design elements (Hassett & Curwood, 2009). The design of text from a screen can hold the same amount of meaning as the words within it. Styles of font have the potential to distinguish inflection or type of speech while images are colorful and able to summarize the page in a single photo. There are also multimedia elements that can be added or linked to web pages. These give the viewer a chance to develop a deeper understanding of the message being told on the screen in front of them (Dalton, 2008). These elements of design are crucial in distinguishing the difference between how a student should develop meaning in printed words compared to a digital representation.
There are numerous ways that teachers can incorporate this instruction into their classrooms.
A lesson that allows students to analyze the ways multimodal sources communicate meaning can center around the design of an on-screen picture book. The following example is a mock situation that demonstrates what this lesson would look like in an elementary classroom:
Mrs. Douglas projects her tablet onto the front board where the students gather to listen to her talk about the e-book that she is about to introduce. She reads the title and opens the floor for the rest of the class to put any observations about the book they were noticing into their own words. As the class begins to get too loud Mrs. Douglas holds her hand high until they are attentive and quiet. Then, she begins the lesson “Now third grade, while I am reading this book I want you to notice what design elements the author has used to tell her story. If we are going to read how a proficient writer would, then we should be focusing on more than just the words on the page. I want you to notice how the images and other visual characteristics of this book help you understand what the author is trying to say. We will share these observations at the end so make sure you are paying attention!” After reading through the sorry, Mrs. Douglas stands and moves to the board. There she has the students recite their observations having to do with the visual elements present throughout the story.
The objective of taking the time to observe more than what is displayed as text is to ensure students are capable of comprehending the multimodal aspects that technology incorporates to depict meaning. Students should notice how different fonts influence reader inflection, if there are animations that bring life to the page, or other visual elements that give the reader more insight into the mind of the author (Hassett & Curwood, 2009). The lesson plan above demonstrates the beginning stages of this lesson as a whole. Comprehending the methods an author is using to enhance digital literature will require more than one day for students to grasp the concept and it is important that a teacher uses several mini lessons over a period of time to allow the students the practice that will habituate them into thinking as a writer in a digital world.
Constant exposure to computers in a classroom setting better prepares students for the challenging literacy environment because they are constantly practicing using software programs and navigating through the mass of information that websites offer. Reading on a screen requires the ability to go above decoding words. To successfully comprehend online text students must learn new strategies while continually taking advantage of opportunities that let them practice and discover how these skills apply to their overall understanding of online resources (Hassett & Curwood, 2009).
Discussing the qualities of digital text is only the beginning of learning how to comprehend and decipher online resources. Successful use of digital tools occurs when students design their own work through technology programs after their educator gives offers the class opportunities to create and experiment with different software.
Giving students the opportunity to be a multimodal designer in the classroom is an important aspect of digital literacy instruction. As Bridget Dalton states in her article published by the International Reading Association, “Students will have modal preferences and talents which they can pursue in depth while they are also developing a broad range of composing and technical skills.” (Dalton, 2012). By allowing students to creatively experiment with new technologies they remain engaged with their work because it appeals to their personal preferences and keeps them motivated (Barone & Wright, 2008). Dalton’s article goes further to provide the layout for a “digital designers workshop”. This structure details how a student’s creation of multimodal writing gives them the opportunity to work as the designer and gain insight into how authors online make meaning through technology.
To get the student’s prepared to begin a digital design workshop they must first recognize that this is a chance for them to be creative and experiment with technology in a controlled setting. Rather than imaging themselves in the author’s chair during their writing process, digital programs offer students the possibility to see themselves as designers an to be able to move past author craft with more of a focus on the craft required in creating multimodal pieces.
Going into a project using multimedia tools without previous experience is overwhelming. Digital creativity requires being able to do m0re than writing thoughts onto paper with a singular pencil as a tool. Designing a story using technological tools involves images, font, sound, animation, design, color, and other visual elements. It is the responsibility of the teacher to determine what tools the students will be able to use effectively and how the student’s will gain the most from the lesson. Giving students partially completed work is beneficial when multimodal instruction has a specific focus. This gives the student a better chance at understanding how certain media tools enhance digital composition projects (Dalton, 2012).
Just as future teachers need to learn the educational vocabulary that they hear throughout their career, children also need to be made aware of the technical vocabulary that will come up when they are working with computer based programs. Keeping track of these words in a classroom can be as simple as creating an anchor chart that allows the class to easily find a definition when they need to find a word that will allow them to have a connection and productive conversation with the teacher about their work.
The final step in teaching students to become digital designers involves the process of making their work authentic. Publishing student work can occur in a variety of ways. Making hard copies of student work and hanging it in the school, creating a class blog where individual work is posted and able to be seen by student parents, and setting up a class account on public sites such as YouTube are just a few of the ways educators can give students authentic experiences as designers in the digital world (Dalton, 2012).
The generations born into the world today are no longer strangers to technology. In fact, the younger generations do not see the games, electronics, or screens that surround them as screens because it has always been in their lives (Barone & Wright, 2008). As educators if we are aware of the time students spend consuming media then there should be no argument against an increase in technology integration in classrooms.
7 hours and 38 min, 32% of the day. Could you imagine spending almost one-third of every day exposed to technology and not know what it meant?
By integrating multimodal instruction teachers are able teach students the skills and strategies necessary in navigating and communicating effectively within the digital realm. With the constant contact children today have with technology it is critical that teachers take the initiative and teach students what it means to use technology productively and accurately (Kinser, 2010).
A 2008 article published by the International Reading Association evaluated Todd Wright’s fourth grade classroom and their school’s integration of technology into the school. Within his instructional methods of computer-based learning Todd goes through the technology expectations that children should accomplish at each grade levels.
Beginning as early as Kindergarten students should become accustomed to visiting a computer lab, learn how to safely explore websites, and become familiar with word process systems and basic presentation programs such as PowerPoint. By 3rd grade each child should understand how to investigate a topic using the Internet and be able to report on what they found. 4th grade is where students should begin using technology more regularly during school with the privilege of getting assigned a personal laptop for the year. This increase in exposure to digital experiences should lead to an increase in technical skills and comprehension strategies. The skills that are expected of these students include: creating music, voice recording, designing online books, using a graphic organizer, and using links and digital graphics to enhance understanding (Barone & Wright, 2008).
It is evident that technology integration plays a prominent role in every aspect of Todd’s daily lesson plans. Students can be found instant messaging with a friend to talk through a prompted question before moving to a classroom discussion or enhancing book reports by integrating computer software tools into the presentation design (Barone & Wright, 2008). Todd purposely plans lessons that include digital resources that will both enhance the learning process of his students.
A concern the increase in technology usage in classrooms has been followed by assessment concerns. With standardized testing becoming a prominent assessment in schools it has faced questions about the effect on students’ scores. Standardized tests are printed on paper and students are asked to read traditional literacy passages and answer questions based on content (Barone & Wright, 2008). Does spending time working on comprehension of digital texts hinder students’ ability to improve on these required assessments?
In Todd’s classroom he makes an effort to routinely assess his students based on the curriculum standards in place and keep records of quarterly benchmarks. It is unclear whether this method has kept students’ scores decline. However, there have been documented records that show an improvement in comprehension after integrating digital tools into classrooms. These are students who were not tested on their technical proficiency, but strictly given traditional pen and paper examinations (Barone & Wright, 2008).
Another outcome that has come with the surge of computerized programs in schools is raised concerns regarded educator job security. Will computers and online programs replace the teacher role?
An article published by Prakken Publications in 2012 described a situation in a Colorado school where foreign language teachers were fired and replaced with computer software. This has led to questions regarding the future for other subjects and the vulnerability teachers face when compared with online programs. It is important to concern curriculum standards as a whole because with new technology offering education software claims to be as effective as direct instruction from a classroom teacher. Although this shift in educational methods has not been apparent in subjects other than foreign language, there is an unsettling feeling brewing within schools when the concept of online courses arise (Quillen, 2012).
Despite concerns whether technology in classrooms would result in negative outcomes for educators and students, the effects on literacy instruction has proved beneficial in schools thus far. By adapting digital strategies into literacy instruction students who have grown up with constant technology presence, the younger generations are able to learn the skills and strategies needed to navigate the mass of information that the Internet can offer. Educators incorporating computers into their daily curriculum are giving students an unlimited number of resources online. Students have more opportunities to interact with an abundance of knowledge and learn comprehension that will remain prevalent throughout the rest of their lives. Therefore, students are more engaged and motivated to focus on their work because they are given room for creative design and are able to apply these technical lessons to individual exploration outside of the classroom (Dalton, 2012).
Technology is everywhere. Whether in a school setting or at home, it is critical to teach the younger generation how to navigate and comprehend the overwhelming amount of information that the Internet produces in a mere seconds. Although important, the traditional elements of reading instruction do not provide the effective technical skills required to be able to find the full meaning of what the screen is showing and fully experience all that the digital world has to offer.
7 hours and 38 minutes a day. Should the future leaders of our country spend that time unable to understand the multimodal media information exposed to them? Or should they be able to pull from digital literacy strategies and comprehend what is in front of their face for one-third of every day?
Genre Pieces
Literacy/Art Discussion Video:
(video linked above) I chose to create a video that incorporated art and literacy. A A few weeks after deciding on my MGRP topic my art teacher proposed a project and explained that if it met the requirements of another class’s assignment we could use it. It was the perfect opportunity to spend a large amount of time on one project without having to stress about another assignment. This video was difficult to make because the kids were pretty rowdy. However, I really enjoyed getting to see them decipher a book that does not have any words in it. This activity would be useful in my future classroom because it requires students to comprehend what is going on in the pictures and allows them to be creative at the same time. Because digital text is so focused on the use of images to convey a message I wanted to see if showing kids a book without words would help them understand that words are not the only elements of writing that can talk.
Multimodal Drawings: (two drawings I drew are below) After reading a significant amount of articles that emphasized the multimodal characteristics of digital images. However, I did not want to create images that were computer made because I wanted to see if there was a smaller project that would introduce students to the idea of multimodal pieces without jumping right into a challenging computer program that would distract from the main concept. At first I chose magazines because they are made up of so many colors and pictures that have the potential to make an interesting collage. After mixing titles and random backgrounds, I added smaller pictures to cover any awkward space. The next drawing I chose to only use a pencil and paper because it is never guaranteed that your school will have proper materials. I chose mixing font with pictures because it seems as if online images like to experiment with different fonts to convey meaning. This is appropriate for a classroom activity when a teacher is trying to get the class to understand that multimodal does not always have to contain challenging technical programming, but is actually a simple concept.
Instant Messaging Pair Share Example: (two conversations with two people below) In my research for this project there was an example where a teacher would prompt the students with questions about a book they had just read to lead into a discussion. However, before meeting as a whole class to discuss the students go to their computers and instant message their assigned partner and talk about the questions that the teacher was asking. I think I am just oblivious because, at first, this was difficult to figure out how to open ad and physically send a chat to another person. I think that since the younger generation was born into texting and computer chats that this would be a good way for the teacher to involve their students by allowing them to participate in an activity they are most likely comfortable performing.
GoAnimate Video: I chose to add this onto my presentation because it fits perfectly with how to teach digital natives today. I first made this for W200 but because that class inspired me to choose this topic I decided to go back into my gallery and pick out a few projects that I feel really resonate with my topic. For example, this is a website that students can log onto and create short animated films that include different characters, a variety of emotions, movement, sound, and text. I believe this would be perfect for students who are too shy to get up in front of the class or are hesitant to write elaborate stories. Although the clips end up bei begin ort, they require a good amount of time to plan and set up.
Sources:
Barone, D. )., & Wright, T. ). (2008). Literacy instruction with digital and media technologies. Reading Teacher, 62(4), 292–302. d do 10.1598/RT.62.4.2
Dalton, B. (2013). Multimodal Composition and the Common Core State Standards. The Reading Teacher, (4), 333.
Hassett, D. )., & Curwood, J. ). (2009). Theories and practices of multimodal education: The instructional dynamics of picture books and primary classrooms. Reading Teacher, 63(4), 270–282. doi:10.1598/RT.63.4.2
Kinzer, C. K. (2010). Focus on Policy: Considering Literacy and Policy in the Context of Digital Environments. Language Arts, (1). 51.
Quillen, I. (2012). Can Technology Replace Teachers? Quality Debated as Districts Tap Tech over Teachers. Education Digest: Essential Readings Condensed For Quick Review, 78(4), 4–10.
Ryan, T. (2012). Digital Teachers Reshaping Literacy Experiences. Kappa Delta Pi Record, 48(2), 92–94.
