“There is both subtle and overt pressure to focus
on teaching technologies as tools, without incorporating an understanding of
their uses within the participatory culture, and without integrating technology
instruction fully into the pre-service curriculum in ways that result in
critical analysis of content or alignment with pedagogy”
I believe someone else found this quote to be the most interesting. I think that this has made the most sense to me of everything I have read so far this semester. I know that every day we are pushed to use the technology and to have kids use it, however it is is often just used as a way to keep the kids busy and not as a way to help them gain knowledge that will help them in the future. However, in many cases, and in my case I don't have access to computers for my kids with the exception of about once a week for them to incorporate technology or media into my lesson planning. I feel the pressure we get to use these tools would make more sense if you actually had it to use.
Chapter 7 Discussion Questions:
1. Why do the authors of this chapter chose to use the term
"critical digital literacies" rather than just "digital
literacies"?
I would simply say it is due to the fact that the future of teaching, learning and modern culture using these types of technology and digital medias will be imperative from this day forward. Technology is not slowing down and it is not backing up so for anyone looking to work or go to college or almost any area technology is taking over. I fully predict that paper money will be come a thing of the past at some point. I go months and months without ever having a single dollar in my hands.
2. How well did our own teacher education program prepare you to
use technology in your teaching practices? Was it more tools based or literacy
based?
I did not go the traditional route in teaching. I have an undergraduate degree in business and an MBA so I can't really comment. I know that for me everything was more tools based, I learned how to use SQL and how to write Java and HTML script in some classes but we never really focused on practical application of it or how to use it in a way to teach others with it.
3. What should teachers be thinking about when they engage in
critical thinking as it relates to technology use in school?
How do I get my students to ask the questions and to keep questioning. What will make them look at this in a way that they can look at this in a different way. What skills do they already have that I can use to help them examine this from different angles and perspectives.
4. On page 149, it is stated that students have certain rights
with respect to "critical digital literacies." Do students in your
teaching context have these rights? Give an example or non-example of at least
one of these rights.
“The right to explore or experiment with one’s own digital space” (Avila
& Pandaya, 2013). This right is one that will probably never be able to be fulfilled in a public school setting due to the fact that so many people have to agree to allow students to access this information at school. The other issue of course becomes that these types of things are forbidden to be seen at school. In many cases allowing students to access this information opens up children to be bullied, or draws them completely off task from the actual task of learning as they are more concerned with the appearance of what they are doing with their space.
Reference
Ávila, J. (2013). Critical digital
literacies as social praxis: Intersections and challenges. New York: Peter
Lang
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