I love the idea of control beyond the page, but I think it might allow the writing to be less precise because other means of communication beyond words are available. Not necessarily bad or good, just different. All of this requires an evolving set of rules though. Think back to the people who accidentally flamed others. Does flaming even exist now? It all changes and happens so fast that it's hard to keep up with all the changes. I also wonder about regulation of this version of text. How do the norms develop? I'm still not comfortable with starting emails with "Hi" in a business situation. If I actually use hi, shouldn't there be a comma after the hi and before the person's name and then after the person's name? It looks goofy, but it's technically correct. Where are the list of rules?
Several teachers at my school recently had a conversation about whose responsibility it is to teach kids about media literacy. We often assign kids projects that require technology, but we don't actively teach them how to use the technology. The catalyst for our discussion was HORRIBLE PowerPoint presentations. The article advocates for English teachers taking responsibility for teaching kids the requirements of composing with technology. I don't understand why it's not a shared responsibility with the technology teacher. Another option is to just have the kids teach us.
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After reading the multimodality chapter, I started to think about the way we incorporate technology into language arts at my school. Because of limited equipment, time constraints, far location of our computer lab (I could think of lots more excuses! :), I am guilty of hesitating to use technology in my lessons. However, I have to admit that I did a much better job of that this year after learning so many cool ways to incorporate technology in NWP last year. Luckily, my district has an AWESOME technology teacher who bends over backwards to integrate our curriculum. This year, he helped my class with the Powerpoint lesson by Karen Tollafield on illuminating text, using Publisher to create flyers for social studies, and using Word to create and edit text. I would love to do even more in the future. Had it not been for the NWP, I may have never stepped out of my comfort zone to collaborate with the technology teacher. But what rich, meaningful experiences my students had!
ReplyDeleteI completely agree with the point that Takayoshi and Selfe made in the chapter---start slowly and start small. It's the only way to not get overwhelmed. Also, don't be afraid to seek help from colleagues. While you may not be proficient in Powerpoint, your technology teacher is not an expert in teaching writing. When you combine your expertise, great things can happen for your students.
In reading chapter one, my curiousity was peaked when the authors mentioned(a few times)how they would share multimodal assignments with the reader in chapter 3 and 9. I would like to know what they suggest. I agree with the authors that "basic composition instruction, too, must change in order to provide students an introductory, rhetorically focused introduction to a wider range of semiotic resources" (8). However, being the multimodal teacher intimidates me. I know enough about technology to use Word, PowerPoint, and Publisher, but beyond that is out of the comfort zone. I can see myself being the multimodal teacher, but we would not do ALL multimodal work in my classroom.
ReplyDeleteI have my students do research projects using an open-ended topic, and then they create a final product to showcase what was learned as well as teaching other students about their projects. Students create PowerPoint pieces, so I guess I'm jumping on the multimodal train in a small way? Does anyone do multimodal projects? What types of lessons do you do?
A few years ago, I took a class here at Kent with Bruce (can't remember his last name). The class was called video composition, and it was all about how we can use video production in the classroom to teach the writing process. It was an amazing class. We were divided into groups to complete two assignments. We were given random topics like "competition" (that was mine) and we had to create video themes to make a statement about that topic.For the second assignment, we had to choose a poem and create a video that portrayed our interpretation of the poem. It was fun, but TIME-CONSUMING! It was also difficult for many of us to figure out how to use the movie maker on Apple computers.
ReplyDeleteIt was an enriching experience, and I can see how our students would absolutely love it, but I'm not sure how to go about incorporating this into my classes when I have so little time with my students to begin with and so much literature that I'm required to teach.
Perhaps I just need to tap into the talents of my students, because I know that many of them have practice in creating films. I agree with LaQuita that we need to consult our students more and get them to teach us when it comes to technology. Many times our students know far more than we do.
Like Angie and I'm sure others, I struggle with being able to get equipment to use for multimodal projects and therefore I am also guilty of not using them in the classroom as much as I'd like to. I find just getting into the computer lab can be almost impossible at my school. I do find multimodal assignments valuable to students and wish to incorporate more of them into my teaching.
ReplyDeleteAs an advocate of technology in the classroom, I feel ashamed in admitting this; however, I'd like to see how you feel about it. I find that another reason I don't use multimodal assignments in my class as much as I should is because I feel like my students are so very far behind when it comes to their written expression. I feel like they need so much more work and practice there--where many of them are seemingly experts in the technological field. I recognize that this is something I should use to help engage them in the writing process, but then what about writing? Am I just old fashioned? Probably. There's probably plently of room for both if I planned accordingly. Perhaps this will be one of the many things I need to have courage about!
Chrissy, in the article we read last night, I believe that the authors said that if students are weak writers, that multimodal lessons may show teachers other strengths that can be used to build upon/improve student writing. I am a skeptic though--I guess I want the research to back that idea up (which they may have given)--although I hate to say that! In the end, I'll be old fashioned with you--I feel that students need to be able to communicate with words and be average writers. It seems that teaching is really all about balance--do a bit of everything....
ReplyDeleteI agree with LaQuita that the reponsibility of having the language arts teachers be the big dog in charge of all technology instruction seems crazy to me! We struggle with this issue in our building, and I really think that content teachers need to step up and take on some of these tasks. Whether it be the research area or using these multilodal lessons or assessments. This could be a really empowering tool for for content teachers to use this with the students as a reading/writing in the content area connection. Just a thought!
ReplyDeleteFor me the salvation is the business department (2 teachers) at my high school, they have the computers and they know how to use them. In these days, they are trying to keep their jobs (which is insanity) and will happily come in to talk about what they know to my students. When it works, I take my kids there. The students are excited and sometimes surprised at what they can do with the teachers help and often want to learn more (so they take computer classes). Their products for me are much better. It's a win-win. So, if you have a good business department, get their help.
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