The readings this week also discussed the potential to link resources for students and parents on websites. This is a link that allows you to search for thousands of public domain books. I think this would be an excellent incentive for student literature-based experiences (Baker 2007). This might even come in handy when searching for supplementary literature during units, an online literature experience.
I found this week's readings especially interesting, creating a classroom website is definitely a technology I want to incorporate into my future classroom. My first in encounter with a classroom website occurred during my student teaching. An eight grade science teacher showed me the website/blog (he uses blogger) he created.
The website is one of his most valuable tools. Through the website he can engage parents and students- parents can view the site to stay in touch with what their student is learning, view assignment, and become involved. Similarly, students use the website for assignments, engage in linked materials and websites, and participate in the classroom community beyond the class walls. One of my favorite aspects of the site is the red notice on the home page:
PUT MISSING ASSIGNMENTS IN MY MAILBOX AND SEE ME UPON RETURN.
One of Mr. Fahy's core principles, as a teacher, is teaching students personal responsibility. He places a lot of responsibility on the students- this is just one example. Through the webpage he uses technology to support student learning and ensure they remain responsible for their education. Mr Fahy is working toward developing motivated, productive and conscientious students.
In the article Literacy Instruction With Digital and Media Technologies the authors state that Michael's morning routine readies him "for the teaching and learning expectations of the day" (Barone, 294, 2008). As a student Michael is responsible for preparing himself for the day's activities. This all occurs through a motivating and engaging experience. While this may not be possible for every classroom, this illustrates just one valuable facet of how classroom websites compliment student learning.
I know there can be reservations regarding the incorporation of new literacies in the classroom, but I think websites are such a great and easy place to educators to start! We can start slow- using websites as newsletters for students and parents- then progress as we learn with our students. As Todd states, we shouldn't "use technology just for the sake of using it" (Barone, 300, 2008). But we should dismiss tools solely because we don't see the place for them in our classes. As educators we should view technology and literacy as compliments not two separate entities competing with each other.
[This is the what I wrote] During student teaching I used comic strips during a grammar unit on dictation. The special education teacher I worked with came up with the idea for our "blended" class. We used two Peanuts comic strip- for the familiarity and concise dialogue. We choose strips depicting Linus waiting for the Great Pumpkin (this was in the fall around Halloween) talking with Charlie Brown and Lucy. For the blended class we rewrote some of the conversation for students, as an example, and finished in class. Then students rewrote the second strip in the comic for homework.
I modified the activity for the "regular" class, I did not rewrite any of the conversation- instead we worked in partners then shared with a class. course I can't find the original comic strip, but any would work for this activity. This is one of several ways to incorporate comics into grammar lesson to motivate children through less traditional text structure (McViker, 87, 2007).
Visual literacies support all students find "meaning in imagery" and engagement in their own learning experience (Long, 499, 2008). I try to make an effort to incorporate visuals in the curriculum whenever I find the opportunity. The experience enriches all student learning, as well as moves us away from more mundane modes of teaching. Everyone wins!
