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Technology Integration 

10/26/2015

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Digital Storytelling- Using Technology to Redefine Literacy 

happy children working on the computer
Digital Storytelling- using technology to reshape literacy opportunities

The topic for this reflection was inspired by a recent assignment. We were told to create an "all about me" picture book to share with our students, as a way to build relationship. We are then to create a lesson plan in which the students also create a book, as another step towards creating a community of learners.

I am a highly creative and technological person, so I was immediately excited to create a digital version of an 'all about me' book- one that I could share with my students, using a program (Prezi)  that was simple and able to be used by students on their existing school technology. This program also allows for music and video to be included, and can be converted to a PDF to  be printed out if required for the assignment.

This was a perfect opportunity to integrate technology into the classroom. As long as the technology is supported in the school, I feel that children should be encouraged to use it whenever possible.

1) Students are more interested in learning when they are engaged. Technology is a way to engage them.
I am very excited to share my story with the children in my classroom, and to learn more about them. "Students of narrative believe that we formulate notions of ourselves by telling ourselves stories about who we have been in the past, and who we want to become in the future." (Hull 232) My teaching philosophies are centered around relationship building with my students, and this assignment is one that I hope to actually be able to use in the future. However, as reflected by my preference to complete the assignment digitally, I also value incorporating technology whenever possible.
The many steps in story creation allow for many exciting opportunities to incorporate technology. We must "learn how to integrate easy-to-use technology into all stages of the writing process in order to enhance how elementary students plan, write, and create digital stories." (Bogard, 2012) That the story revolves around personal identity is especially engaging:  "The theoretical entry point for exploring digital storytelling and other forms of multimedia... has been the rich and vast literature on Identity." (Hull, 232)

A digital format for an 'all about me' book allows for a wider definition of creativity- one that children are already used to functioning with in today's society. The ability to include video, sound, or animation instead of the standard picture/text combination opens up creative doors.
"For students.. there is great delight in pairing spoken word and music with image, often for ironic or humorous effect. (Hull, 230)

The ability to represent oneself in the format that best reflects your interests and abilities should be encouraged. Children who are interested and inspired by technology should be encouraged to use it, as it then creates more engagement in the activity; Engagement results in deeper reflection and metacognition. "There is a connection between conceptions of self and how and why we learn, and the linkage between the desire to acquire new skills and knowledge and who we yearn to become as people." (Hull, 232)

"The ability to render one's world as changeable, and oneself as an agent able to direct that change, is integrally linked to acts of self-representation through writing, as Freire taught us long ago, and through other semiotic systems. When those moments of self representation are intensely preformative, as with digital storytelling, they can be especially powerful." (Hull 232) Children must have the freedom to represent their lives in dynamic ways- and to present those representations on a global scale through the World Wide Web.

2) The definition of Literacy must be expanded to include digital and multimedia concepts in today's world.
Historically, being literate has meant the ability to read, write and communicate effectively. Today's technologies are widening the definition of what it means to be literate: We have "a most urgent need to expand our conception of what it means to be fully literate in new times...A familiarity with the full range of communicative tools, modes and media... along with the space and support to communicate critically, aesthetically, lovingly and agentively- these are paramount for literacy now." (Hull, 230)

Our children are entering a world of global economy and politics, where the traditional context of literacy must include technological comfort. The Western education system has been slow to adapt to these changes; whereas children in the UK are taught coding and computers from early elementary, here we struggle to 'get off the page'. "New literacies... are at the very center of those forms and practices of communication and representation that are crucial in our new times" (Hull 233)


3) Using digital means to create in addition/supplement traditional literacy teaching methods, and in order to expand creative capacity

To be clear, the incorporation of technology is not a replacement to traditional learnings, but a supplemental tool that expands creative abilities and depth of engagement.
"Digital stories... offer distinctive contrasts to the primarily alphabetic texts and the forms of textual reasoning the predominate in schools... Ours is an age where the pictorial turn has supplanted the linguistic one, as images push words off the page and our lives become increasingly mediated by a popular visual culture" (Hull 230) All the traditional forms of learning structure still should be present- pre-reading exercising, visioning and planning, structure, and refinement- yet all can be taught using digital tools.

4) Assessment challenges

Historically, teachers who have had access to new technologies have had problems integrating the products into the curricular outcomes and standard assessment tools. "Innovative digital practices are significantly more complex and varied that traditional literacy curricula and externally imposed standardized assessments currently permit. Consequently, many features of new literacy practices remain untapped by standardized literacy tests...Conventional literacy [often] lacks 'life validity'' since they do not reflect the authentic digital literacy practices in social contexts beyond schools. New Literacy Studies reform conventional measures of literacy by generating, implementing, refining and disseminating innovative models of digital and multimodal literacy assessments for the new times." (Mills 2010)

The new BC curriculum allows for more flexibility and therefore integration of technology. The Big Ideas and Core Competencies allow for a broader scope and definition of learnings and on product that meets a general rubric. I'm looking forward to further learning on Assessment and how to incorporate the new technological capabilities to meet our changing needs.


References:
Bogard, J. M. and McMackin, M.C. (2012), Combining Traditional and New Literacies in a 21st Century Writing Workshop. The Reading Teacher, 65: 313-323. doi:10.1002/TRTR.01048

Hull, G. A. (2003) At Last: Youth Culture and Digital Media: New Literacies for New Times. Research in the Teaching of English. Vol 38. No. 2. (Nov 2003), pp. 229-233

Mills, K.A. A Review of the 'Digital Turn" in the new Literacy Studies.  Review of educational Research. June 2010 Vol. 80 no. 2 pp. 246-271 doi: 3102/0034654310364401

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The Story is the Hook

10/15/2015

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Language Arts Reflective Journal 1

I am now into the third week of the education program at VIU. My mind is reeling! There is so much to learn, but what is very exciting to me lately is the opportunity to integrate cross-curricula tie ins in our assignments. I come from a social work background, but my focus for the past three years has been teaching circus to children. My circus program is NOT just teaching circus skills, however. Circus is just the hook; what I teach goes much deeper. Perseverance, dedication, teamwork, creativity, confidence- these are all values that are developed and celebrated as we instruct the children in their skill development. The key to successful instruction is the relationships and trust that is created.

I am currently developing a unit entitled "the Science of Circus". The focus originally was on basic concepts of physics, illustrated by circus concepts such as Tightrope walking, juggling, poi spinning, etc. While developing the unit, I've noticed it moving in a dramatic direction however- based on the unexpected discovery of a story.

This story is the tale of the complex relationships between the three most important scientists of their day: Sir Isaac Newton, Robert Hooke, and Thomas Halley. Two of these men were best friends, however two of them were bitter enemies. This story includes friendship and incredible acts of sacrifice, but also lies, stealing, betrayal, magic, and even madness. All three scientific geniuses may have faded into obscurity, their discoveries unnoticed, if it were not for the influences, both positive and negative, of their two compatriots. But which one of them could be named the most important scientist of their day?

THIS is the story I am researching as my 'hook' for my unit. I'll still be using circus concepts to illustrate the experiments, but it is the focus on the historical story that will be the central unifying theme of the unit.

This exciting story and my desire to integrate it into my science lesson plan leads me to some reflective thinking and exploration. What is it that draws me to use this story in my unit? The original concept of 'circus' seems to be exciting enough- I even have a Dr. Seuss book "If I ran the Circus"... to be used at some point in the future I'm sure. What is it about this particular story that has captured my attention, and that makes me, as a teacher, want to include it?

The answer is because it is based on Relationship. The three scientists motivated each other, whether by support or spite, to become better scientists. It is a compelling story, that can be used not only to deepen understanding of the scientific concepts, but can be used to deepen understanding about the role of friendship, about perseverance, about dedication... all the values that I work to instill with my circus program.

I'm unpacking my role as 'teacher'. Just as teaching circus is not about circus, I'm beginning to suspect that teaching science may not be so much about the science. My role as teacher is not to instil facts and skills, it's to foster creative thinking, trust, teamwork, and positive relationships. Everything I teach, whether it be Circus, Science, Math or English- all are simply different tools to instil the confidence and values of emotionally competent human beings.


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Building Community, Circus Style

10/15/2015

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Dr Seuss If I Ran The Circus Book Cover

If I Ran the Circus...
10/13/2015

Building Community, Circus Style
 At Vesta Education we do more than teach circus; we integrate active living and fun into the BC School Curricula. This lesson plan combines Language Arts and Arts curricula was implemented with Grade 3s (8 years old). It is based on the book If I ran the Circus... By Dr. Seuss
This lesson is adaptable to all lower elementary grades and demonstrates community building, while exploring the Community of Learners theme.  It can easily be broken into smaller segments and used as a week long unit for younger children.  I have included both the Arts and the Language Arts Grade 3 Curricula tie ins.
Developed 3rd Oct 2015
CONNECT:
Rationale:
Lesson can be used as introduction or supplemental to larger ‘Circus’ unit.
Resources:
Book: If I ran the Circus, by Dr. Seuss (1956)
Drawing supplies, Writing supplies
poster board or wall space
Still interested? Click Read More!



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    Karina Strong

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