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Lessons from the Community: Multi-literacies and Technology-assisted pedagogy.

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Presentation on theme: "Lessons from the Community: Multi-literacies and Technology-assisted pedagogy."— Presentation transcript:

1

2 Lessons from the Community: Multi-literacies and Technology-assisted pedagogy

3 La Clase Mágica

4 El Maga- A Mysterious Entity M M ultilingual I nvisible I nvisible S S upportive T T ransitory E E lectronic R R esponsive I I magined O O pen-minded S S ensitive Authority Authority

5 The Cosmic Fly Builds on fanciful envisioning Mediates El Maga’s omniscience Reinforces authority structure

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7 Outline of Talk Outline of Talk 1. La Clase Mágica at a Glance Q.A. 15 minutes minutes 2. A Deeper Look Q.A 15 minutes minutes 15 minutes minutes 3. Lessons Learned & guiding principles Q. A 15 minutes minutes

8 An After School Educational Program mediated by Maga Community Computer Club Magical world 5 after school sites 5 after school sites Youth & adults University Undergraduate Course Practicum site UCSD/Palomar College Students, researchers, staff

9 ... socially structured ways in which society organizes the kinds of tasks that the growing child faces and the kinds of tools, both mental and physical, that the young child is provided to master those tasks. (Vygotsky quoted in Luria, 1979) Design philosophy

10 A designed experiment: creating & studying learning environments 1. Organize a particular set of arrangements 2. To achieve specific outcomes 2. To achieve specific outcomes 3. Conduct research--everything is data 4. Tweak according to new knowledge

11 Research Initiative Learning & development Learning & development Development of Learning contexts Development of Learning contexts Technology based pedagogy Technology based pedagogy Change infrastructure Undergraduate education

12 A social action project Narrows digital and cognitive divide Narrows digital and cognitive divide Facilitates social integration Facilitates social integration Converts community resources to capital Converts community resources to capital

13 Section #2: A Deeper Look 1. The theoretical foundation 2.Goals 3. A system of artifacts-- (extended curriculum)

14 Theory inscribed in interactions & materials posits the learner as: Ready to learn Willing & able With intrinsic motivation Multilingual and multicultural

15 The theory of play & education plus technology make the context as: A possible world Dialogic A space of flows Non-hierarchical

16 The theory of culture in Vygotsky’s terms posits content as: Electronic adaptable Emergent Multilingual-multilingual-multi perspectival

17 Technology as a mindtool used as knowledge construction tools that students learn with, not from. In this way, learners function as designers, and the computers function as Mindtools for interpreting and organizing their personal knowledge. (Cummins, 2007, p. X) Mindtools (.. When they help learners..) represent what they know, necessarily engage them in critical thinking about the content they are studying. (Jonassen quoted in Cummins, 2007, p. X)

18 3 Goals & the Kitchen Sink 1. 1.Design optimal learning environments that enhance learners’ cognitive, social, and academic development 2. Provide quality and enlightened undergraduate education. 3. Facilitate social integration of under-served groups

19 Goal #1

20 Theoretically grounded system of artifacts Levels hierarchical relations Mediate collaboration Structure learning & development Socializing mechanism Assesses development

21 On the ground effects of artifacts Link old knowledge to new knowledge Encourages dialogic learning Mediate collaboration among monolinguals Promotes literacy and language development Introduces social, academic & cognitive skills

22 The Magical Mazes: primary artifact

23 New Maze

24 Theoretically inform taskcard format Title Room in the Maze Use community funds of knowledge to introduce the key concepts of the game or activity (play gets progressively more cognitively demanding) Beginner level Orientation to the game (Incorporate instructions) Accomplish 1st level task Reflection and Writing practice 1. Chat online to Maga, 2. HINTS BOX to help others Intermediate level 2nd level performance instructions Accomplish 2nd level task Reflection and Writing practice 1. Chat online to Maga, 2. HINTS BOX to help others Advanced Level 3rd level performance instructions Accomplish 3rd level task Reflection and Writing practice 1. Chat online to Maga, 2. HINTS BOX to help others

25 Incorporating language & culture HACIENDO CARAS / MAKING FACES Room #6a Stop making faces! “¡Te vas a quedar así!” es lo que tus papás te dicen cuando te enojas. Here is your opportunity to make many carotas!! In this game you are going to practice making faces y aprenderas a usar diferentes formas y tamaños: eyes, ears, nose, mouth, hair, body, extras. PRINCIPIANTE Use the Facemaker Practice sheet y practica con las instrucciones to get familiar con las formas que usaras en el juego. Ahora programa tu cara para que hagas at least two faces o gestos que te gusten. (Hint: Choice TWO) Write a letter, y en la carta has un dibujo. Put the letter in the HINTS BOX; Cuéntales a tus amigos las caras que hiciste. INTERMEDIO Termina el nivel Principuante. Once you are done with the beginner level, play a game (Hint: Choice 3) Continua Jugando el juego hasta que completes 5 adivinanzas, that is 5 guesses in a row. Practice again. Para finalizar, escribe una carta que tenga one strategy que hayas usado para obtener puntos. Write in your letter algún secreto that helped you remember lo que tu cara hacia mientras que jugabas el juego. Cuando termines tu carta, put it in the HINTS BOX. AVANZADO Juega con uno de los GAMES using instructions para el nivel “Intermedio”. Ahora has un challenge game, un juego elaborado and ask al asistente del Maga para que lo haga. Por ultimo, escríbele al Maga and tell El Maga cuál fue el juego más difícil de recordar, that the Maga’s assistant had a hard time remember-ing.

26 (under-development)

27 Section #3: Lessons Learned & Guiding Principles What have we learned over the last 20 years?? What guiding Principles are discernable? Why is it important?

28 Lessons in Language & Literacy Bilingualism/biliteracy bears fruit Community vernacular preferable over standard variety L1 acts as building blocks to new knowledge The use of L1 & L2 enhances the Acquisition of L2 & Maintenance of L1 The use of L1 & L2 bridges between monolingual speakers Accumulates capital for future use in a world where bilingualism is privileged

29 Lessons on Technology-assisted Pedagogy Makes possible constructed culture (especially Maga & Mosca) Supports change infrastructure--the linking of key developmental spaces Facilitates construction, generation, dissemination of knowledge Facilitates representation of self as thinker Challenges foundational pedagogical constructs--(what, how and when language and literacy are taught, what is legitimate knowledge, who holds it and how is it communicated

30 Guiding Principles

31 Why is this important? Participants become active, engaged students Able to take advantage of formal instruction & other opportunities Are socialized to mainstream culture & more Have acquired many of the skills privileged in a globalized world

32 The Question? What is transferable to school? The Answer: What is transferable is the principles according the contexts

33 Olga A. V á squez UCSD Department of Communication Vasquez.html


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