New Literacy Revision

Powerpoint (New Literacy Revision)

Final Reflection

A Final Reflection 

• Technology Post (LibriVox):

As a teacher aide I have used various technologies in the classroom, mostly were programs on disc. Through this course I was encouraged to find and explore other forms of technology that can be used in the classroom.  At first I was hesitant to engage in any of the various forms of technology that the other students were sharing and using in the classroom.  Because technology is constantly evolving by my being out of "the loop" for the past four and half years I was far behind the other students in regards to the latest academically directed technologies. The first  technology I explored was LibriVox,  an audio-book application for PC's, Chromebooks, tablets, and cellphones.  I found the technology to be useful. Especially, when I would have a hard time focusing on what was reading yet really wanting to get through the content (book).   As I stated in my blog post titled, "LibriVox- Audiobook",  I found this application to be useful when being introduced to new content, characters, and/or language. It created a "flow" to the story.

• "Dear Bobbie" Digital Narrative: 

I can't express to you enough how much I enjoyed doing this project.  Not only did I get a chance to work with my husband who I haven't really spent much time with this semester, but I was able to find the gratification that only comes from working through something you didn't think you could do.  This project was:

• lengthy
• tedious
• stressful
• fun 
• frustrating 
• and rewarding all the same time.

I feel as though this assignment illustrates what I have learned this semester. I can use this video as an example of incorporating new literacy within the classroom.  While creating this video I was forced to "think outside of the box" in regards to storytelling.  I used music, timing, illustration, and various forms of literary elements to tell "my story". 

• Booktrack Mini-Lesson:

This post was a total mess from start to finish. Reflecting back on it I'm a little embarrassed at it's lack of direction. If I were to re-due this assignment I would concentrate more on how to apply Booktrack  into my lesson as opposed to basing my whole lesson on Booktrack. I'd explore the various ways I could use Booktrack in order to encourage the students to explore their imagination in order to tell a story. I still think that Booktrack and it's ability to help students create a "mind-movie" with the assistance of audio ambiance is useful in the classroom setting. 

Final Reflection:

There was never a moment where I felt as though I was being judged for being an older, non-traditional student but there were several moments where I felt supported and encouraged, by the professor and by the other students. I was able to make connections with other students both inside and outside of the class that I found to be useful while trying to work through assignments.  For example, it was Rich's whiteboard stop-motion animation video that he shared with the class that became the catalyst for my own project. He was kind enough to suggest a few "tricks" and tips that were useful when creating my "Dear Bobbie" digital narrative. As much as I've struggled to keep up with the reading and assignments in this class, I'm happy I took it. I've stumbled and fallen more times than I care to remember but I've also pulled myself back up and carried on. The projects in this class allowed me to visually see my growth from start to finish. 

Hale Chatfield's Greatest Hits (1958-2000)

The Night Jeremy had to Shoot the Dog
- Having recently lost my own pup my heart broke for the characters within this poem. The various levels of emotion range from the young child to the older brother and to the father. Each experiencing the "situation" in his own. The innocence of the child, as an unexpected member of the hesitant "death squad" broke my heart as he was alone in his grief. The father and older child, although reluctant,  were able to follow through and take the furry life, leaning on each other for strength. Yet it was the strength of the young child that I found to be touching.

Repetition of Patterns
-A short enjoyable poem of the season.

Free
-I'd rather not get into the reasons why I LOVED this poem. I only want to touch on the depth of which Chatfield's words connected with me.

After being introduced to Hale Chatfield's poetry I'm happy to report that I'm no longer scared of new poets and I look forward to meeting many more.

Hale Chatfield's Greatest Hits 1958-2000

When I was younger, even months younger, I  enjoyed poetry. That was before exploring World Poetry in an academic setting. I had all but given up on ever enjoying poetry again when my professor introduced me to Hale Chatfield. Although, I dragged my feet a bit (a lot) before diving into the quick read of Chatfield's Greatest Hits (1958-2000) I found his words far from quick to leave my thoughts. I picked the book up and read it again. In my next post I will share with you the three poems that reminded me of the playful, sweet/sour "youthful" zest I once had for poetry.

Cyberbullying (http://cyberbullying.us/getting-teens-rethink-cyberbullying/)

Unfortunately, the rise of teen suicide is something that is ongoing. In this article it is addressed and challenged by getting kids to rethink. In the Baseline and Rethink System, one student took her use of technology and turned it into a tool to prevent suicide. She used a series of, "hurtful messages and measure (d) the adolescents’ willingness to post them on social media." The system also would "measure the test subject’s willingness, but if they agreed to post anything hurtful, it would alert them indicating “Hold on – that message that you are about to send, that may be hurtful to others."  Even though this may not be the "cure all" it is a step in the right direction.

Blondell and Miller

I really like Diane Gorski's way of slowly reeling her students into a new learning process. She was able to connect with the students but never giving up and always evolving. The moment we stop questioning our ability to "do better" in the classroom we immediately limit the possibility to do our students any justice. Diane adapted to the needs of the students and that made all the difference to them and her. For example, her use of a digital video allowed the students to find a personal connection with the assignment which Goski than encouraged the students to build upon. Diane Goski's willingness to adapt was the key to her "feeling purpose" in the classroom once again and to her students finally feeling purpose.

Sabertooth/Barnwell

I can totally 100% relate to how students have become addicted to electronics, partially cellular devices, and have lost the passion to hold a "normal" and engaging conversation. I agree with the following Barnwell statement:
 "the rush to meet 21st-century demands—emailing assignments, customizing projects for tablets and laptops, and allowing students to BYOD (Bring Your Own Device)—we aren’t asking students to think and communicate in real time." 
The need to engage with student in the "now" is instrumental in educating them for the future. 
After reading this I was interested in trying the following with my own, detached children,  "the next time you interact with a teenager, try to have a conversation with him or her about a challenging topic. Ask him to explain his views. Push her to go further in her answers." It is only by the pushing a student, or in my case-my kid, into the uncomfortable zone that questions and searching for answers can be learned.