Many educators believe that with the growth of media and information technology, media literacy is just as important as – or even more important
than – print literacy (that is, learning to read and write).
A student cannot be computer literate or technologically literate without having print literacy. Although you can interact with the computer and not have print literacy it is to a limited degree. I do believe that technology can support becoming print literate. I also believe that becoming literate with media and technology is just as important as print literacy.
What is your position on the relative importance of the two “literacies”?.
I believe that becoming literate with media and technology is just as important as print literacy. A person is not literate in today’s ever changing world if they do not have some degree of computer and technology skills. Without a doubt these two literacies are viable to education. We must learn not how to become literate, but how to stay literate. Therefore, lays a new question; could someone who is literate become illiterate?
What information from this chapter helps support your position?
Roblyer discussed teaching students how to learn new literacy. This is a real key for our students to be able to be competitive academically and in the work place. Not only is this true of students, but also of us as educators. We must be willing to get out of our comfort zone in order to “learn” new literacy. Technology is dynamic therefore we must be ever changing with it, so we won’t be left behind.
Tuesday, September 22, 2009
Tuesday, September 8, 2009
TIP Model Phase 2-Determining the Relative Advantage
The superintendent of the Wellmade School District felt that every student should be "connected to the Information Superhighway," so he decided to install Internet connections in every school classroom in the district. The hardware and installations were funded through a federal grant and local business sponsors. Two years later, it became apparent that only about 25% of the teachers were using the Internet with students, and most uses were "casual surfing."
1. Why do you think the teachers did not see the relative advantage of this technology?
Perhaps, the teachers had not been given the training to effectively integrate the use of the internet into meaningful activities for the students. They, themselves, are probably at the level of “casual surfers”. You cannot teach children what you do not have yourself. Time is also an issue for teachers.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
If the problem is that teachers do not know how to integrate technology into lessons. A solution would be to provide pre-made lessons that incorporate technology into meaningful academic activities. Teachers at various grade levels could be leaders in this area, the 25% who were using the technology. The expectation could be to have one really good student project per nine weeks using the internet.
Some teachers have good intentions, but lack the direction that it takes to be effective in the area of technology implementation. The superintendent assumed that the teachers had the same “buy-in” to the use of the Information Superhighway that he had. He also assumed the teachers had the knowledge and skills to effectively provide students meaningful opportunities to use and explore the internet.
1. Why do you think the teachers did not see the relative advantage of this technology?
Perhaps, the teachers had not been given the training to effectively integrate the use of the internet into meaningful activities for the students. They, themselves, are probably at the level of “casual surfers”. You cannot teach children what you do not have yourself. Time is also an issue for teachers.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
If the problem is that teachers do not know how to integrate technology into lessons. A solution would be to provide pre-made lessons that incorporate technology into meaningful academic activities. Teachers at various grade levels could be leaders in this area, the 25% who were using the technology. The expectation could be to have one really good student project per nine weeks using the internet.
Some teachers have good intentions, but lack the direction that it takes to be effective in the area of technology implementation. The superintendent assumed that the teachers had the same “buy-in” to the use of the Information Superhighway that he had. He also assumed the teachers had the knowledge and skills to effectively provide students meaningful opportunities to use and explore the internet.
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