A Week in the Life, Otherwise Known as Teaching Digital Text

One girl, one week, and one record of digital technology combine to solve the questions the world waits breathlessly to have answered:  What digital technologies does Anna use, and how will she incorporate them into her classroom? I realize that at this point you are on the edge of your seat, dying to know just what technology I engaged with this week.  Wait no longer, the table below reveals just what it was I used for all my digital technology needs.   And remember, we’re talking digital technology, so my blender, although a super cool provider of scrumptious dinners, doesn’t count.

Work Computer            Internet programs            Email Phone            Texting

Entertainment/Personal Computer            Movie Phone            Texting/Calling Organ             Yes, it is digital—pretty             high tech, huh?

School Computer            Internet Stuff            Email            Blog            Blackboard           Word           PowerPoint

As you can see, my life is not exactly jammed packed with digital gizmos.  My phone isn’t even the coveted iPhone, and my laptop is certainly not the top-of-the-line.    However, after tracking my technology use, I am still pretty optimistic about using it in my classroom.  As you may gather from the above data, I use basic computer programs almost every day, and I feel highly proficient in accomplishing simple computer tasks such as sending off an email, adding a blog post, or creating a PowerPoint.   This will be critical in my classroom, as I will need to make sure students can access and use these programs.  Also, I have efficiently used other programs such as Prezi, Twitter, Diigo, LibraryThing, Wikis, Technocrati, podcasts, and Wimba, so I feel that I have a fairly broad range of current technologeies to draw from.  Recognizing that by the time I enter the classroom, some, if not many, of these will be obsolete, I still propose how I could use a few of them into my English classroom, as knowing how to incorporate these will increase my ability to incorporate future digital texts and technologies. 

Summarizing, Explaining, Connecting

I imagine few people think of texting as high quality literature.  Yet I believe they have a place in the English classroom.  Why not use texting as a fun way for students to engage with and create writing?  One example may be to translate heavily dialectic or complex passages (selections from Huckleberry Finn, for instance), into text messages, or emails?  In our 4200 class we discussed the importance of students making connections for true learning to occur, and I know from personal experience that it takes personal experience to truly know something, to gain ownership over it.  Translating Confusing or dialectal materials into digital text (I would make students type, rather than actually text me) with modern words and conventions while leaving meaning and connotation intact would require students to truly know the material, and change it into a format they already know (i.e. texting, informal emails).  This activity would require imagination and adaptability on behalf of the students, but it would also allow individual expression and connections to their everyday life. 

An added bonus of using these kinds of literacies may allow students to learn to summarize material, such as asking students to post a “Facebook post” or “tweet” about the chapter they are reading…..with a limited number of characters at their disposal, students would have to pick out main ideas and condescend material, much like the annotating strategy we discussed in 4200.  Condensing and finding themes are a crucial part of English Content.    

Digital texts may be a great way to bring in primary and alternative sources.  Google books hosts and the Gutenberg project both host numerous documents and texts that supplement and challenge novels and texts read in class.  Asking students to research these materials or displaying them for the class allows students to interact with multiple points of view, and gain a greater context for their reading and writing. 

Podcasts and audio also add meaning to literacy, as students could listen to interviews, colloquial language and accents, pertinent stories and information, and other sources that create meaning, depth, and connection. 

Communication

Another use of digital literacy may be to teach students more about communication, while requiring them to engage in critical thinking and questioning.  Blogs, emails, and other up-and-coming substantive communication facilities are a great way for students to participate in active communication and collaboration.  Students may be required to email or blog with a peer back and forth with questions about the texts they are reading, and respond to their partner’s questions and comments.  This activity could be held outside of class (emails would be printed off to hand in), yet gives students a chance to independently develop and share what they are thinking, feeling, and questioning, and receive timely feedback and evaluation.  In some situations, students could be given imaginary or historical roles (one partner plays Huck, the other plays Jim, or one partner plays Abraham Lincoln, the other a southern Slave) to get students projecting about the material they read.  This kind of collaboration may be one more key in creating a collaborative classroom, rather than one based on the transmission model based on teacher power.    

Supporting

If you still reading and haven’t already dashed off, unable to contain your urge to immediately implement these grand ideas into you teaching, you may be thinking technology is all well and good, but what about the students who do not have access to these kinds of digital technologies and texts at home?  What about the kids without any background knowledge or experience to scaffold their participation?  All these activity ideas operate under the assumption that students have access to computers and the internet before, after, and during school hours in order to complete their assignments.  All other equipment would not be necessary to complete the assignment, and complete the assignment well.  I also pledge to NEVER take it for granted that students know how to use technology, and provide support for that without boring the students who are already pros.  For cutting edge or rarely used ways of accessing digital texts (Technocrati, for example) I would give quick introduction seminars to the whole class.  For ALL technology, I would provide a list of online or printed tutorials and explanations (YouTube can teach you anything), as well as offering “office hours” and individual appointments to explain any of the technology or programs we are currently working with—no strings attached.   These seminars would be useful for students in other academic areas, since most teachers require a basic knowledge of internet research and word processing skills.  You may now take your deep sigh of relief; these students will not be left stranded in the bewildering sea of digital literacy.  Which is good, since I’m sure it will often be my students who pull me out of that bewilderment as technology progresses.    

As with almost anything, I think technology can prove ineffective, and even harmful if not handled correctly.  The below video, found at hosted by Alan November http://vimeo.com/3930740, as well as YouTube, offers some helpful ideas, insights, and activities for successful use of digital texts and other technologies in the classroom.  Enjoy!

Myths and Opportunities: Technology in the Classroom by Alan November from November Learning on Vimeo.