A SE L F - S T U D Y O

F OU R E

F F O R T S TO I N

F U S E

D I GI T

A L TE C H N O L O G Y I N

T O OU R L

I TE R A C Y

C O U R S E S

B R I T I S H E D U C AT I O N A L R E S E A RC H A S S O C I AT I O N C O N F E R E N C E 2 0 1 3

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CHANGING OUR PRACTIC

E

AND IDENTIT

Y GO HAND-

IN-HAND

CLARE KOSNIK &

LYDIA MENNA

O N TA R I O I N

S T I TU T E F

O R ST U D I E

S I N

E D U C A T I ON : U

N I VE R S I T

Y OF T

O R O N T O

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LYDIA SHAWN

SELF-STUDY RESEARCH • Self-initiated and focused • Improvement-aimed• Interactive • Multiple, primarily qualitative,

methods • Exemplar-based validation

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OBJECTIVES OF OUR RESEARCH1. What digital technologies did we use in

our literacy courses? 2. How did a greater integration of

technology change our practice? 3. Did a greater focus on technology

change our identities as instructors? 4. What were barriers to increasing the

integration of technology into the literacy courses?

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DIVING INTO THE UNKNOWN

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2010- 2011 SUMMARY OF OUR EFFORTS • Access the Read, Write, Think website • Different modalities for their All about Me

Book (e.g., iBooks) • Authors reading their works (e.g.,

Gwendolyn Brooks reading We Real Cool • Class set of notebook computers for podcasts• Shutterfly to create a pictorial history of the

program• View rap videos (what stereotypes are being

presented? What literacy skills are being used?)

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• Discuss pupils’ out-of-school literacy practices to consider what teachers should be doing (or not doing)

• Websites for poetry e.g., Shel Silverstein • Frank Serafini’s website re: fiction and non-fiction • Session on adaptive technologies for special needs

students • Wordle for the weekly Ticket Out The Door • Jon Sciezska being interviewed • Teacher created website for the teaching of writing

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OTTENBREIT-LEFTWICH'S SIX DIFFERENT WAYS TO INCORPORATE TECHNOLOGY: 1. information delivery, 2. hands-on skill building activities, 3. practice in the field, 4. observations and modeling, 5. authentic experiences, 6. reflections (2010, p. 20).

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CATEGORIZING OUR EFFORTS Mainly in the areas of: • information delivery • Observation + modeling

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UNDERSTANDING OUR INITIAL EFFORTS• Ad hoc approach• No models to emulate• Not sure what we were trying to accomplish• Had not done sufficient reading

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Wow Factor!!!!!!!!!!!!!http://www.youtube.com/watch?v=lByDfPOG0LA&noredirect=1

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EDUCATI

ON OR

EDUTAINMEN

T

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“THE BENEFITS OF TECHNOLOGY USE ARE OFTEN TAKEN FOR GRANTED IN EDUCATION ” (SELWYN, 2011).

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technology-led innovations do not in themselves lead to improved educational practices. (Kirkwood, 2009, p. 110).

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FOCUSING MORE ON STUDENT LEARNING

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While it is often suggested that preservice teacher education should be reconceived in response to the demands of multiple literacies and the new informational age, little has been written about the program that might prepare future teachers for multiple literacies (Cervetti, 2008, p. 379)

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WHAT DOES IT MEAN TO BE LITERATE IN THE 21ST CENTURY?

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MORE DEPTH YET MORE NUANCEDWeb 2.0 as a form of communication“…a term that attempts to highlight

a new wave and increased volume of users who have developed new ways of using digital technology to interact with each other” Davies and Merchant

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WHAM! BANG! CLASS – OR SO WE THOUGHT

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LISTING MODALITIES WE USED IN CLASS

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BEING EXPLI

CIT

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WHY A WIKI?

1. repository for materials related to literacy2. show students a way to organize materials

and identify priorities for literacy education3. on-going site -- access after graduation4. model of a Wiki students could use in their

classrooms http://mtliteracy2011.wikispaces.com/Welcome

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WHAT WENT WRONG? OR IS THIS RIGHT?Sheila Owen’s Classroom http://www.learner.org/resources/series162.html?pop=yes&pid=1724

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FINAL ASSIGNMENT

Building the rubric forced us to think about why we were insisting that students use a digital technology

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THE FRUITS OF OUR LABOURS!Student presentations: • Talked to us like we were digital

natives• They took risks using technology

(e.g., Prezi) • Elements of our courses were

woven into their presentations seamlessly

• We learned so much • Andrew’s presentation

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avoiding digital

technolgyusing the

Wow factor

acquiring a repertoire of technology-

based activities

using digital technology as a tool

OUR IDENTITY

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DIGITAL NATIVE DIGITAL IMMIGRANT

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LIKE BEGINNERS

• New Teacher • Graduate Student • New Faculty

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INCREASING OUR UNDERSTANDING OF TECHNOLOGY AND MULTILITERACIES LY D I A A N D C L A R E O U R S T U D E N T S

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Because you use Twitter and Facebook constantly, does not mean you know how to teach with technology.

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Like us, our student teachers had few models of teaching with technology.

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TEACHING WITH TECHNOLOGY IS DIFFERENT FROM USING IT IN YOUR PERSONAL LIFE

I NEVER WOULD HAVE THOUGHT OF INSTANT MESSAGING AS A FORM OF WRITING

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It is impossible to teach people how to teach powerfully by asking them to imagine what they have never seen or to suggest they 'do the opposite' of what they have observed in the classroom.    Linda Darling-Hammond

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Intimimidated

Overwhelmed

Digital incompete

nt Beginner Digital

competent

SCIENTIFIC / SCHOLARLY SIGNIFICANCE • Multiliteracies is a paradigm shift which requires

us to fundamentally alter our literacy courses but we need more models of how to do this.

• Digital immigrant and digital native concept not applicable to education

• Be prepared for discomfort and unsettling experiences

• Integrating technology is a complex process – what does it actually mean?

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