Chapter 4

This chapter discusses not only ways in which technology can be used, but also how it is being used in today’s schools. Several examples of different classroom applications are given, and are very inspiring.

 

The authors mention using blogs as journals because of the array of opportunities available (e.g. peer editing, sharing of ideas). It never occurred to me to use blogs as a journal; I always thought to use it as an online discussion tool. This is so cool! You could assign your students to keep a reader’s journal where they write down their thoughts, questions, and reflections about each chapter in the novel. This allows them the chance to practice typing, to use correct grammar, spelling, and paragraph form, and it offers easy access for us (the teacher) to respond. If the student chooses, they can also make their journal available to students in other classes to read and reflect on.

 

This chapter also offers the idea to use blogs as an incentive to a lesson. I loved this idea, and actually use it in my unit lesson plan on poetry! The idea to use blogs as an incentive is a way to introduce an unwelcoming lesson (e.g. poetry) in an exciting light. By giving your students an opportunity to share their feelings about the poems read in class, and allowing them to post their own poems on the class blog lets every student share a part of themselves. I would use this blogging opportunity as a way to communicate with other classes studying poetry, and maybe even classes in other schools. This is where your connections come into play!

 

I have completed two practicums in two different schools, and see digital literacy handled in two very different ways. The first school I was in did not encourage the use of technology very much, so I would consider it to not be in the forefront of digital leadership. The second school I worked in was very involved in the latest technology, and in making sure that its teachers were trying to get grants that offered these tools to the school. Each school had its own personality, and that personality seemed to influence the faculty and staff in their feelings toward the use of technology, and the practicing of digital literacy.

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