Module 6 Reflections

The textbook provides technological solutions to help in literacy development, writing instructions, and literature learning. I will include the items I find most helpful in this blog post. One of the troublesome areas I found in the chapter revolved around digital literacy, in that it becomes the teacher’s responsibility to not only provide instruction in the aforementioned areas to help students become better writers, thinkers, and people, but also to instruct them in the ins and outs of gizmos and gadgets. Robyler & Doering (2013) state that “the definition of digital literacy has changed over the years and now means skills in using the information that technological devices carry, in addition to skills in using the devices themselves” (p. 267). While I am amenable to items that help make writing and the study of literature easier and more enjoyable, I did not sign up to be a technologist and would likely only provide this type of instruction if it directly affected my lesson, such as teaching students how to do PowerPoint or use certain features in Word. That being said, the following are tools I would consider using in the classroom, along with their advantages and disadvantages.
 Blogs
 Blogs, according to Robyler & Doering (2013), “are a popular way to help students engage with text and provide opportunities for an authentic writing experience” (p.279). For the most part, I have enjoyed blogging for Ed 527, as it is a lower-pressure way to get ideas on the page and to collaborate with my classmates.
 Advantage
According to Robyler & Doering (2013), “students find it more motivating to write when they know their work will be shared with others” (p. 280).
 Disadvantage
However, students may not take the assignments as seriously as essay-writing, as they are by nature not as formal, so I would address this by making clear guidelines for their posts in that they must adhere to proper grammar, mechanics, and always contribute something to the conversation.
 E-readers
E-readers can make reading easier and cheap for the school, as we would not have to buy paper copies of every book assigned.
 Advantage
According to Robyler & Doering (2013), “Students can make notes and comments directly on what they are reading, which helps them better comprehend its meaning. They can also adjust for font size, access a built-in dictionary to examine word meanings and pronunciations,” among other things (p. 268).
Disadvantage
Prolonged exposure to computer screens can cause eye damage and other health risks, and I have never used an e-book and have little intention of doing so now, because I prefer the feel of an actual book in my hands and find that, if I cannot write in the book directly, having a dedicated reading/writing journal can help as I annotate. I am more likely to retain information (personally) I have written out than typed, and more likely to keep that notebook and come back to it later when needed. I would use e-books solely for cost efficiency, as the other advantages are merely shortcuts. Marginalia and annotations have a rich literary tradition which may be undermined by e-books.
 Learn more here: http://learning.blogs.nytimes.com/2011/03/07/briefly-noted-practicing-useful-annotation-strategies/?_r=0
 Word Processing Features/SmartBoard Integration
As a current writing instructor, I already use many of the features mentioned in the textbook, which include a built-in thesaurus, Comment features for editing and revising, and autocorrect. I don’t feel like word processing has really any disadvantages, though I do disagree somewhat with Robyler & Doering (2013), who state, “It is preferable if students learn to draft directly on the computer using word processing software, rather than handwrite their drafts, since it facilitates later revision and editing” (p. 278). Be that as it may, I find that hand-writing can be more meditative and contemplative rather than a hurried typing into a word processor. I think in the initial drafting phase it can be beneficial to hand-write some of a draft. This could also benefit in general hand-writing skills, though education seems to not care about good penmanship these days. I also like to physically write on drafts, as I am able to circle and point and insert things more easily without it looking like a mess as it might on a word processed draft. I also find that I can be more detailed in my responses when I am writing them on a hard copy. Other than that, word processors are great and I particular like the idea of Whiteboard integration, the advantages and disadvantages which will be discussed below.
 Advantages
 Robyler & Doering (2013) state, “One of the best ways for teachers to assist in this process [peer editing] is to project a student’s typed draft onto a screen or whiteboard and then model the thinking and decision making that goes into analyzing and revising the text” (p. 278). I also was drawn to the use of Whiteboards as a way to close read on a Whiteboard, as circling or annotating a poem or passage on a screen would be much more productive than students trying to find and circle the passage in their own texts. Whiteboards allow for interactions in both peer editing and the literary analysis processes.
Disadvantages
Some students may be shy about their writing and not want their words to be broadcast for the entire class. While I would certainly respect this position for more personal writing, students need to get used to their writing being public and having all students take their turns at bat in the editing process would allow camaraderie in having their mistakes and triumphs in their writing highlighted for the entire class. I would certainly use this activity in the future.
 Here is a video that shows how to use MS Word for peer editing: http://www.youtube.com/watch?v=d-QRa4tRFz0
 I learned several new strategies from this chapter and will certainly consider utilizing them as I continue my teaching career.

M6: 4 consideration, an article that shows how too much internet could affect the study habits of students--http://t.co/DPETHyzBAa #ED527UM
— Jesse Cosper (@JesseCosper) November 13, 2013

Wikispaces Reflection

I receieved the following comments for my wiki:

Your activity is very clever; you'll always know right away who has or has not read the text

I enjoyed how simple and how this page is tailored specifically to one topic. The home page picture did cover the page links for me though. It may not on a different screen. I also enjoyed how you broke down their interactive activity and gave them an example to go by. Good Job!

The first comment did not provide any negative feedback or room for improvement, leading me to believe that my wiki is indeed perfect as I suspected initially. However, my next comment did have one negative, which is that I did not tell what was going to be in my page, which is an obvious blunder on my part when it comes to smart instructional design. I allowed the photograph and welcome banner to speak for themselves, with little thought as to what my students should expect in the contents of the wiki. I went back and fixed this error, providing a table of contents of sorts for my wiki. Now students will know what to expect when they traverse my wiki's pages. I am glad my second reviewer noted that I'd put thought into the interactive activity. I think students need ample instructions when it comes to outside work, and by providing necessary instructions they will be better prepared to face any assignment. In any event, here is my final wiki. Enjoy!

http://jmcosper.wikispaces.com/