Comments for Trends and Issues in Literacy in Early Childhood Education http://literacyinece.edublogs.org Just another Edublogs.org weblog Tue, 10 Apr 2007 21:45:22 -0400 http://wordpress.org/?v=2.8.2 hourly 1 Comment on Digital Natives, Digital Immigrants by Eud http://literacyinece.edublogs.org/2007/04/04/digital-natives-digital-immigrants/comment-page-1/#comment-10 Eud Tue, 10 Apr 2007 21:45:22 +0000 http://literacyinece.edublogs.org/2007/04/04/digital-natives-digital-immigrants/#comment-10 Lidya, I think that your argument that students should be provided the cultural tools for critical literacy in the context of hypermedia is very important. This is especially true of the students coming from other culture. I'm wondering how this could be possible. How could they be provided the tools?How can the classroom teacher scaffold all this? Another aspect very important we should usually overlook is the evolving aspect of culture.In fact, because circumstances are changing,culture also changes. With this in mind,I wonder how do our students handle all this? Lidya,
I think that your argument that students should be provided the cultural tools for critical literacy in the context of hypermedia is very important. This is especially true of the students coming from other culture. I’m wondering how this could be possible. How could they be provided the tools?How can the classroom teacher scaffold all this?
Another aspect very important we should usually overlook is the evolving aspect of culture.In fact, because circumstances are changing,culture also changes. With this in mind,I wonder how do our students handle all this?

]]> Comment on Hypermedia Authoring by literacyinece http://literacyinece.edublogs.org/2007/04/08/hypermedia-authoring/comment-page-1/#comment-9 literacyinece Tue, 10 Apr 2007 12:32:27 +0000 http://literacyinece.edublogs.org/2007/04/08/hypermedia-authoring/#comment-9 Lori, you point out that we continue broaching the issue of access to technology and I agree it's perhaps the most salient question to be asking. Without access everything we read and write about technology is empty. I have worked in schools where access was not the only problem facing my students. Working in a school with high-needs, the children had a computer lab; however, there were allotted times the lab could be used and they were constantly taken away because of other "academic" things that the administration believed we needed to address. The technology gained dust, while our children missed out. The complex issue of access and resources to technology seems more prevalent in urban schools. Perhaps because of the added pressure of meeting AYP? Perhaps the standards-based movement and recent policy (namely No Child Left Behind) have done more to hinder the use of technology and critical literacy in the classroom then help it. This could be a place to start in our answering our question about access and affordances. If policy remains on the same tracks its currently running, we will be teaching without critical literacy and our children, who are the digital natives, will be left behind. Lori, you point out that we continue broaching the issue of access to technology and I agree it’s perhaps the most salient question to be asking. Without access everything we read and write about technology is empty. I have worked in schools where access was not the only problem facing my students. Working in a school with high-needs, the children had a computer lab; however, there were allotted times the lab could be used and they were constantly taken away because of other “academic” things that the administration believed we needed to address. The technology gained dust, while our children missed out. The complex issue of access and resources to technology seems more prevalent in urban schools. Perhaps because of the added pressure of meeting AYP? Perhaps the standards-based movement and recent policy (namely No Child Left Behind) have done more to hinder the use of technology and critical literacy in the classroom then help it. This could be a place to start in our answering our question about access and affordances. If policy remains on the same tracks its currently running, we will be teaching without critical literacy and our children, who are the digital natives, will be left behind.

]]> Comment on Hypermedia Authoring by techgirl http://literacyinece.edublogs.org/2007/04/08/hypermedia-authoring/comment-page-1/#comment-8 techgirl Mon, 09 Apr 2007 23:56:01 +0000 http://literacyinece.edublogs.org/2007/04/08/hypermedia-authoring/#comment-8 Dear Lydia, I was interested to read about your concern regarding reflection as a category. I guess I assumed that reflection was integrated into the ‘critiquing’ category. As you mentioned, reflection is also embedded in the entire scope of this framework. However, as I was reading your post, I thought back to how complex this all can seem. I was first familiarized with proponents of critical approaches (through my graduate courses) about two years ago and I realized that critical literacy was a label for an approach I had been using. I began to learn more about it as I also began to learn more about using technology in the classroom. Though I have not always taught with technology (not even with electricity), I have been exposed to many ideas on how to use both critical literacy and technology. However, this seems like a lot for teachers who do not work in an ideal setting (one with a good deal of access to technology and with a relatively autonomous class in terms of curricula, syllabi, etc.). We keep coming back to this issue, but I think that’s because it’s an important one –How can teachers with a less than ideal setting best incorporate these complex approaches to technology and…well, simply gain access to technology. It seems like a question worth asking because, as Meyers and Beach imply, the possibilities for student reflection and creativity through hypermedia may be limitless. Lori Dear Lydia,
I was interested to read about your concern regarding reflection as a category. I guess I assumed that reflection was integrated into the ‘critiquing’ category. As you mentioned, reflection is also embedded in the entire scope of this framework. However, as I was reading your post, I thought back to how complex this all can seem. I was first familiarized with proponents of critical approaches (through my graduate courses) about two years ago and I realized that critical literacy was a label for an approach I had been using. I began to learn more about it as I also began to learn more about using technology in the classroom. Though I have not always taught with technology (not even with electricity), I have been exposed to many ideas on how to use both critical literacy and technology. However, this seems like a lot for teachers who do not work in an ideal setting (one with a good deal of access to technology and with a relatively autonomous class in terms of curricula, syllabi, etc.). We keep coming back to this issue, but I think that’s because it’s an important one –How can teachers with a less than ideal setting best incorporate these complex approaches to technology and…well, simply gain access to technology. It seems like a question worth asking because, as Meyers and Beach imply, the possibilities for student reflection and creativity through hypermedia may be limitless.
Lori

]]> Comment on Hypermedia Authoring by rcc8550 http://literacyinece.edublogs.org/2007/04/08/hypermedia-authoring/comment-page-1/#comment-7 rcc8550 Mon, 09 Apr 2007 23:14:37 +0000 http://literacyinece.edublogs.org/2007/04/08/hypermedia-authoring/#comment-7 I agree that reflection is an important component of student projects. Students lives are often like ours: miles to go before we sleep, so sometimes we need to “force” them to stop and think about what they are learning. Also, when helping students with hypermedia projects, teachers can get so caught up in the requests for technological help, it might be easy to lose track of their progress. It’s a good idea to allot time for reflection throughout a project and to include reflection in a final self-assessment. I agree that reflection is an important component of student projects. Students lives are often like ours: miles to go before we sleep, so sometimes we need to “force” them to stop and think about what they are learning. Also, when helping students with hypermedia projects, teachers can get so caught up in the requests for technological help, it might be easy to lose track of their progress. It’s a good idea to allot time for reflection throughout a project and to include reflection in a final self-assessment.

]]> Comment on A not-so-scary Journey down Podcasting Lane by Eud http://literacyinece.edublogs.org/2007/02/21/a-not-so-scary-journy-down-podcasting-lane/comment-page-1/#comment-6 Eud Tue, 27 Feb 2007 21:19:41 +0000 http://literacyinece.edublogs.org/2007/02/21/a-not-so-scary-journy-down-podcasting-lane/#comment-6 Lydia, Your post makes me think to the way human beings behave when there is something new. In her introductory course, Grammar online (2006), Dr.Byrd was explaning that new things always scare people. This fear comes from the fact that the new thing is unkonwn to us as well as from our lack of competency to handle it. However, should we allow this fear dissuade us from using the new tool? As you came to realize, podcasting is full of pedagigical potentials for us. When I analyse the idea of these authors as for how it can foster conceptual learning, I think that we really need this new tool. However, I think that podcast presents some problems: 1) the material and financial cost; 2) Will it widen the gap between LSES and HSES students? 3) Recording one's voice is not always appealing to learners. How can we handle all these parameters? Lydia,
Your post makes me think to the way human beings behave when there is something new. In her introductory course, Grammar online (2006), Dr.Byrd was explaning that new things always scare people. This fear comes from the fact that the new thing is unkonwn to us as well as from our lack of competency to handle it. However, should we allow this fear dissuade us from using the new tool?
As you came to realize, podcasting is full of pedagigical potentials for us. When I analyse the idea of these authors as for how it can foster conceptual learning, I think that we really need this new tool. However, I think that podcast presents some problems: 1) the material and financial cost; 2) Will it widen the gap between LSES and HSES students? 3) Recording one’s voice is not always appealing to learners. How can we handle all these parameters?

]]> Comment on A not-so-scary Journey down Podcasting Lane by rcc8550 http://literacyinece.edublogs.org/2007/02/21/a-not-so-scary-journy-down-podcasting-lane/comment-page-1/#comment-5 rcc8550 Sun, 25 Feb 2007 19:08:24 +0000 http://literacyinece.edublogs.org/2007/02/21/a-not-so-scary-journy-down-podcasting-lane/#comment-5 I do not see how podcasts could be a useful forum for self-reflection. As an audio blog, a podcast might be a way for a preservice teacher to make public his or her reflections. As Nicole mentioned in her blog, people have different learning styles, thus some would rather talk than write. I have worked with preservice teachers, and they (just like us) are pressed for time. A discussion forum might be a better use of time for them to share their experiences with others going through the same things. As Nicole mentions, we need to consider the differences between personal uses and academic uses. Just as some blogs are personal journals made public, podcasts can be as well. An interesting assignment for preservice teachers might be to make a podcast with tips and comments to inform undergraduates who are considering a teaching career. I do not see how podcasts could be a useful forum for self-reflection. As an audio blog, a podcast might be a way for a preservice teacher to make public his or her reflections. As Nicole mentioned in her blog, people have different learning styles, thus some would rather talk than write. I have worked with preservice teachers, and they (just like us) are pressed for time. A discussion forum might be a better use of time for them to share their experiences with others going through the same things. As Nicole mentions, we need to consider the differences between personal uses and academic uses. Just as some blogs are personal journals made public, podcasts can be as well. An interesting assignment for preservice teachers might be to make a podcast with tips and comments to inform undergraduates who are considering a teaching career.

]]> Comment on A not-so-scary Journey down Podcasting Lane by nah17 http://literacyinece.edublogs.org/2007/02/21/a-not-so-scary-journy-down-podcasting-lane/comment-page-1/#comment-4 nah17 Sat, 24 Feb 2007 23:56:58 +0000 http://literacyinece.edublogs.org/2007/02/21/a-not-so-scary-journy-down-podcasting-lane/#comment-4 Your post gave me so great things to reflect on regarding podcasts. I have been involved with the IPOD craze since they came out and use mine dilligently. However, I never seemed to make the connection between what my IPOD is capable of and what a PODCAST is until reading the article. You are able to do so much with technology these days, and I do agree it is another method of freedom of speech. Podcast seem more personal than other multimedia and even though they are not as known or utilized currently, it is only a matter of time before I am sure they will be. It will be interesting to watch and see if they will be more accessible to academia or used as simply a social resource. Your post gave me so great things to reflect on regarding podcasts. I have been involved with the IPOD craze since they came out and use mine dilligently. However, I never seemed to make the connection between what my IPOD is capable of and what a PODCAST is until reading the article. You are able to do so much with technology these days, and I do agree it is another method of freedom of speech. Podcast seem more personal than other multimedia and even though they are not as known or utilized currently, it is only a matter of time before I am sure they will be.

It will be interesting to watch and see if they will be more accessible to academia or used as simply a social resource.

]]> Comment on Power Point=Cognitive Overload? by techgirl http://literacyinece.edublogs.org/2007/02/08/power-pointcognitive-overload/comment-page-1/#comment-3 techgirl Mon, 12 Feb 2007 06:31:31 +0000 http://literacyinece.edublogs.org/2007/02/08/power-pointcognitive-overload/#comment-3 I enjoyed reading your post. I am curious about your comment that PP can “serve as an amazing tool to spark conversations…” I agree that it could be a wonderful tool and we don’t see it used creatively as often as we could. The author discussed both presentations and teaching uses of PP and, as I read, I realized that I have never honestly seen an awesome or even better than ok PP presentation (I mean for a formal lecture or a conference presentation versus teaching). Most often, when presenters do well, it’s when they sort of ignore the PP behind them, prompting the audience to do the same (rendering the slides basically obsolete). I have recently seen some interesting uses of PP in classroom settings, but I wondered if you’ve noticed the same sort of situation with formal presentations (research, for example). I enjoyed reading your post. I am curious about your comment that PP can “serve as an amazing tool to spark conversations…” I agree that it could be a wonderful tool and we don’t see it used creatively as often as we could. The author discussed both presentations and teaching uses of PP and, as I read, I realized that I have never honestly seen an awesome or even better than ok PP presentation (I mean for a formal lecture or a conference presentation versus teaching). Most often, when presenters do well, it’s when they sort of ignore the PP behind them, prompting the audience to do the same (rendering the slides basically obsolete). I have recently seen some interesting uses of PP in classroom settings, but I wondered if you’ve noticed the same sort of situation with formal presentations (research, for example).

]]> Comment on Power Point=Cognitive Overload? by rcc8550 http://literacyinece.edublogs.org/2007/02/08/power-pointcognitive-overload/comment-page-1/#comment-2 rcc8550 Sat, 10 Feb 2007 23:26:20 +0000 http://literacyinece.edublogs.org/2007/02/08/power-pointcognitive-overload/#comment-2 "I also believe, though I have no research to prove it, that teachers who are taught this way may be more likely to use PowerPoint the same way in a classroom of their own." There is research that states that teachers tend to teach the way they were taught. I can't quote the studies, but I have read this statement several times. Currently, I am working with a professor on research into using digital video as a tool for preservice teachers' reflections. They tape themselves teaching and write reflections after watching the tapes. The preliminary results show that the levels of reflection are generally not that deep, but that sometimes, the teachers reflect in very meaningful ways. I'm not sure where PowerPoint fits into teacher reflection. Could you fill me in on that? “I also believe, though I have no research to prove it, that teachers who are taught this way may be more likely to use PowerPoint the same way in a classroom of their own.”
There is research that states that teachers tend to teach the way they were taught. I can’t quote the studies, but I have read this statement several times.
Currently, I am working with a professor on research into using digital video as a tool for preservice teachers’ reflections. They tape themselves teaching and write reflections after watching the tapes. The preliminary results show that the levels of reflection are generally not that deep, but that sometimes, the teachers reflect in very meaningful ways. I’m not sure where PowerPoint fits into teacher reflection. Could you fill me in on that?

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