1. A SELF-STUDY OF OUR EFFORTS TO INFUSE DIGITAL TECHNOLOGY INTO OUR LITERACY COURSES 1 CHANGING OUR PRACTICE AND IDENTITY GO HAND-IN-HAND

2. CLARE KOSNIK & LYDIA MENNA ONTARIO INSTITUTE FOR STUDIES IN EDUCATION: UNIVERSITY OF TORONTO 2

3. 3 LYDIA SHAWN

4. SELF-STUDY RESEARCH Self-initiated and focused Improvement-aimed Interactive Multiple, primarily qualitative, methods Exemplar-based validation 4

5. OBJECTIVES OF OUR RESEARCH 1. What digital technologies did we use in our literacy courses? 2. How did a greater integration of technology change our practice? 3. Did a greater focus on technology change our identities as instructors? 4. What were barriers to increasing the integration of technology into the literacy courses? 5

6. DIVING INTO THE UNKNOWN 6

7. 2010- 2011 SUMMARY OF OUR EFFORTS Access the Read, Write, Think website Different modalities for their All about Me Book (e.g., iBooks) Authors reading their works (e.g., Gwendolyn Brooks reading We Real Cool Class set of notebook computers for podcasts Shutterfly to create a pictorial history of the program View rap videos (what stereotypes are being presented? What literacy skills are being used?) 7

8. Discuss pupils’ out-of-school literacy practices to consider what teachers should be doing (or not doing) Websites for poetry e.g., Shel Silverstein Frank Serafini’s website re: fiction and non-fiction Session on adaptive technologies for special needs students Wordle for the weekly Ticket Out The Door Jon Sciezska being interviewed Teacher created website for the teaching of writing 8

9. OTTENBREIT-LEFTWICH'S SIX DIFFERENT WAYS TO INCORPORATE TECHNOLOGY: 1. information delivery, 2. hands-on skill building activities, 3. practice in the field, 4. observations and modeling, 5. authentic experiences, 6. reflections (2010, p. 20). 9

10. CATEGORIZING OUR EFFORTS Mainly in the areas of: information delivery Observation + modeling 10

11. UNDERSTANDING OUR INITIAL EFFORTS Ad hoc approach No models to emulate Not sure what we were trying to accomplish Had not done sufficient reading 11

12. http://www.youtube.com/watch?v=lByDfPOG0LA &noredirect=1 12

13. EDUCATION OR EDUTAINMENT 13

14. “THE BENEFITS OF TECHNOLOGY USE ARE OFTEN TAKEN FOR GRANTED IN EDUCATION ” (SELWYN, 2011). 14

15. technology-led innovations do not in themselves lead to improved educational practices. (Kirkwood, 2009, p. 110). 15

16. FOCUSING MORE ON STUDENT LEARNING 16

17. While it is often suggested that preservice teacher education should be reconceived in response to the demands of multiple literacies and the new informational age, little has been written about the program that might prepare future teachers for multiple literacies (Cervetti, 2008, p. 379) 17

18. WHAT DOES IT MEAN TO BE LITERATE IN THE 21 ST CENTURY? 18

19. MORE DEPTH YET MORE NUANCED Web 2.0 as a form of communication “…a term that attempts to highlight a new wave and increased volume of users who have developed new ways of using digital technology to interact with each other” Davies and Merchant 19

20. WHAM! BANG! CLASS – OR SO WE THOUGHT 20

21. LISTING MODALITIES WE USED IN CLASS 21

22. BEING EXPLICIT 22

23. WHY A WIKI? 1. repository for materials related to literacy 2. show students a way to organize materials and identify priorities for literacy education 3. on-going site -- access after graduation 4. model of a Wiki students could use in their classrooms http://mtliteracy2011.wikispaces.com/Welcome 23

24. WHAT WENT WRONG? OR IS THIS RIGHT? Sheila Owen’s Classroom http://www.learner.org/resources/series1 62.html?pop=yes&pid=1724 24

25. FINAL ASSIGNMENT Building the rubric forced us to think about why we were insisting that students use a digital technology 25

26. THE FRUITS OF OUR LABOURS! Student presentations: Talked to us like we were digital natives They took risks using technology (e.g., Prezi) Elements of our courses were woven into their presentations seamlessly We learned so much Andrew’s presentation 26

27. 27 avoiding digital technolgy using the Wow factor acquiring a repertoire of technology- based activities using digital technology as a tool

28. OUR IDENTITY 28

29. DIGITAL NATIVE DIGITAL IMMIGRANT 29

30. LIKE BEGINNERS New Teacher Graduate Student New Faculty 30

31. INCREASING OUR UNDERSTANDING OF TECHNOLOGY AND MULTILITERACIES LYDIA AND CLAREOUR STUDENTS 31

32. Because you use Twitter and Facebook constantly, does not mean you know how to teach with technology.. Like us, our student teachers had few models of teaching with technology. 32 TEACHING WITH TECHNOLOGY IS DIFFERENT FROM USING IT IN YOUR PERSONAL LIFE

33. I NEVER WOULD HAVE THOUGHT OF INSTANT MESSAGING AS A FORM OF WRITING 33

34. It is impossible to teach people how to teach powerfully by asking them to imagine what they have never seen or to suggest they 'do the opposite' of what they have observed in the classroom. Linda Darling-Hammond 34

35. 35 IntimimidatedOverwhelmed Digital incompetent Beginner Digital competent

36. CHECK OUT OUR WEBSITE http://www.literacyteaching.ne t 36

37. SCIENTIFIC / SCHOLARLY SIGNIFICANCE Multiliteracies is a paradigm shift which requires us to fundamentally alter our literacy courses but we need more models of how to do this. Digital immigrant and digital native concept not applicable to education Be prepared for discomfort and unsettling experiences Integrating technology is a complex process – what does it actually mean? 37