M3: Blog Post 3 - Leveraging Tools, Texts, and Talk in my Teaching Context
The readings from this module have shed light on the importance of designing lessons that go beyond the screen and outside of the classroom. Currently, I am teaching Earth Science at the high school level and have contemplated the many ways to engage students in conversation around new literacy practices. One literacy practice that I believe to be extremely important, is the ability to filter information found on the internet. With so much information on the internet, students are often confused and uncertain of pieces of information found online. One way to engage students in this digital literacy practice is by connecting lessons to real occurrences outside of the classroom. In the article Assessing News Literacies In The 21st Century, Jacobson states, “In Taiwan this school year, students will begin to have lessons on how to recognize credible websites and discern propaganda from legitimate news.” (ILA, 2017). In an Earth Science class, I have found that students are more inclined to pay attention and connect to topics that they see in headlines all across the globe. One way to implement this form of digital literacy in the classroom, is by having groups research different pieces of information regarding a current event. For example, having students research recent earthquakes and accessing damage when we are learning about plate tectonics. Students will quickly learn which websites will yield accurate data. Websites such as CNN, NASA, and GSA will be credible and reliable during this class project. At the end of the project, students will be able to share their credible information with the rest of the class. This also promotes the different views and voices from everyone in the class. However, with this project, there is one major engagement concern. All students need to have access to proper educational technology. Sometimes, students forget or come to school with a “dead” Chromebook. The way to address this issue would be to have students leave their Chromebooks to charge overnight or have multiple chargers to share around the room.
One project that I am excited to assign in Earth Science, is one pertaining to digital literacy and language skills in the meteorology unit. Students will be placed into groups and given a doppler radar video. Students will then take on the role as meteorologists and communicate the “incoming weather” in the form of a Youtube video. In the article, Rethinking Language Learning, the authors state, “Teachers can assign projects in multimedia formats, such as YouTube videos, conversation clips, and news articles, to help students build important 21st-century skills while testing the full range of language skills (reading, writing, listening, and speaking).” (Wang et al., 2017). The ultimate goal of this lesson is to develop student understanding of incoming weather given a doppler radar video. This lesson also helps students develop digital literacy through the use of online tools such as Youtube as well as their communication skills. However, one of the tensions involved with this project are the digital skill gaps amongst each student. Some students may be versed in Youtube’s technology and platform, while other students may be opening the platform for the first time. One way to resolve this tension is by offering a class tutorial on how to record a Youtube video prior to the project. This project also leaves room for peer-led learning experiences. Students can learn from each other when it comes to producing a Youtube video or using editing software. This is a project that will better my students' understanding of content as well as their digital literacies.
Has anyone found easily accessible websites/software that can be used to detect invalid online informational sources?
References
Jacobson, L. (2017). ASSESSING NEWS LITERACY IN THE 21ST CENTURY. https://www.proquest.com/docview/1966007432/4E1DCD1AA7D54D6EPQ/16?accountid=8067&sourcetype=Trade%20Journals
Wang, S. et al. (2017). RETHINKING LANGUAGE LEARNING https://www.proquest.com/docview/1966005990/4E1DCD1AA7D54D6EPQ/19?accountid=8067&sourcetype=Trade%20Journals
Hello, John.
ReplyDeleteYour approach to integrating digital literacy into Earth Science is both practical and engaging! I appreciate how you emphasize the importance of filtering online information, a skill that is increasingly necessary for students navigating today's digital world. Your current event research project is an excellent way to reinforce credibility assessment skills while making learning relevant to real-world occurrences.
I also love your meteorology project idea. Having students take on the role of meteorologists and create YouTube videos is a fantastic way to build communication skills while incorporating digital tools. I agree that digital skill gaps can be a challenge, but your plan to provide a tutorial and encourage peer learning is a great way to bridge that divide.
In my own work, I’ve recently been granted the opportunity to hire a Curriculum and Technology Coordinator for my afterschool program. She started just a week ago, and already, she’s introduced several ideas for integrating technology in meaningful ways. I can see the value of structured tech integration firsthand, and your projects align well with that philosophy.
Well written!
ReplyDeleteI love the idea of the students becoming meteorologist and creating their own video. Definitely a great idea to give an opening day tutorial. I would also suggest, the kids can use Zoom as a recording and processing media. I have used that for other college assignments and I found it easier to record their and then upload to Youtube.