Technology Refusal

The value of technology refusal may be “even more strongly related to the notion of the problem of the internet being a mode for communication, rather than information” (Lankshear & Knobel , 2013, p 64).   Many students use technology to communicate via email, YouTube, IG and/or Facebook accounts. This may potentially be a hard habit to break in the classroom for some students who use their computers for such activities on a daily basis.  Using technologies for these reasons can be a huge distraction for both young students and adolescents.  I would encourage educators to closely monitor the use of digital media in the classroom in regards to duration, educational content and material that is “dangerous: to the learner. The above listed factors are some aspects of technology to take into consideration when setting boundaries for the utilization of technology. "Teachers often lamented that just before they could correct a student’s behavior, the students would minimize the computer window of the off-task, and thus the procedural display of a good students would be maintained”( (Lankshear & Knobel, 2013, p 66).  

Another value of technology refusal is increased classroom interaction. When using technology students are so focused at looking at screens and deeply engrossed in their readings that they do not interact with each other or the teacher. The faculty at Ridgeview stated that they could not see the student’s faces because they were basically buried into computer screens. This creates social as well as physical barriers among the community of students.  Consequently, the teacher looses her authoritarian role in the class and the students interests wane. “Fran further described how she felt that the laptop use was responsible for the classroom losing its “unity”, “personality”, and “spark:”… if they were not instant messaging, or emailing, if they’re just staring at the pictures… then they are not really with you” (Lankshear & Knobel , 2013, p 67). 

With the use of laptops/computers embedded into the curriculum, there is an even greater challenge to monitor student usage. In a class of 25-30 students, it may prove quite difficult to manage each student’s internet browsing to ensure students are staying on task and not veering off from the subject/lesson at hand. This may lead to a bit of frustration on the part of the teacher because he/she cannot manage the students technology use and may feel that technology is not serving as an added benefit  to the students, but rather as a source of complication.

As educators we have to remain cognizant of the above named factors and consider them when planning and utilizing technology in our classrooms. If we do not plan for technology it can serve as a disadvantage to our students.

In regards to slam poetry, it gives students alternative ways to express themselves using language, emotion, non-verbal and verbal communication. It is storytelling at its best, it makes one a better writer, reader, performer, thinker and communicator.  Why wouldn’t teachers vie for slam poetry in their classes? On a personal level, I have had great experiences with slam poetry and can only think of ways that it is beneficial for both teachers and students alike.

References

Lankshear, & M. Knobel (Eds.), A New Literacies Reader: Educational Perspectives (pp. 56-100). New York: Peter Lang Publishing

Journal Post # 3

The technique of various modalities affords the learner and teacher much more versatility; it is a vast change from traditional paper and print and allows for an accommodation of many learning styles.  Having a variety of modalities within a text may give readers a better understanding and connection at a greater level.  It may also give the reader more insight with a deeper and richer meaning.  “The ability to bring a variety of modes– for example, print, image sound together  in the same text not only changes the way a text can be conveyed but also opens up new possibilities for what kinds of meaning can be conveyed (Hull& Nelson, 2005; Jewitt & Kress, 2003). 

Students are using Instagram to post pictures with headlines/titles, posting videos of themselves or others on Facebook/Youtube to communicate messages and information. Photographs, texting, videos, blogging etc. are all ways that digital media is being used outside of the classroom.  “Many students have gained proficiency in a range of technologies through their participation in online communities” (Lankshear & Knobel , 2013, p 26).  Students are already using digital media at home in these ways, therefore students are now considered advanced users.  I believe that students are at such advanced levels in regards to technology that it is often the instructor who is struggling to keep up with the speed in which these modalities can be creatively used.  “The role of the teacher that restricts the students more than supporting or challenging them is partly due to  the lack of digital competence” (Lankshear & Knobel , 2013, p 53).

I think it is a good idea to not only bring multi- modalities of digital media into the classroom, but to be able to use them in effective ways that facilitate learning and engagement for students.  Utilization of media such as blogging, filling out college applications and completing research online helps students to use digital media to assist leaning.  However, I do not agree with  Tiffany (Brooklyn High School  Teacher) who  uses FB/AIM  to chat with students in an effort to get to know them better and allows students to use social networking in the classroom “as long as it doesn’t get in the way of learning”.   By using social media in the classroom, it presents a distraction to students who will engage in social media sites- which then presents other challenges.

Before I enrolled in the New Media New Literacies class, I was not familiar with using blogging in an academic setting.  I was familiar with the more traditional ways of learning via paper, pencil, quizzes and test.  When I  began blogging for this class, I had mixed feelings about its use; I felt it was a bit informal and unconventional.  Perhaps I too felt like Tiffany’s students- “What is the point”?  I can however relate so much to the statement that Aidah made: “I hate writing stuff on paper because I feel like my hands can’t keep up with my thoughts” (Lankshear & Knobel , 2013, p 30).  I feel the same way, since I have owned a laptop, I have never written with paper or pencil, it literally slows my writing process down by at least 70%.

 Many schools face challenges in remixing within the classroom.  Remixing allows students to learn in many different ways, contexts, environments and experiences.  Students are already remixing in their lives, so why should school be separate?  The only challenge is change- to merge the informal with the formal, the conventional with the unconventional and help to facilitate learning experiences beyond the norms. Taking remixing into consideration, teachers are forced to define what we think teaching is and to analyze our biases for certain methods of teaching.  Do our preferences align more with traditional vs. informal  teaching?  

Remixing will take some time and effort and may be followed by resistance initially, but through digital competence, advanced learning and utilization of how to effectively remix, remixing will be beneficial for both students and teachers alike.

 

References

Lankshear, & M. Knobel (Eds.), A New Literacies Reader: Educational Perspectives (pp. 26-53). New York: Peter Lang Publishing.