· How has your conceptual understanding of literacy changed since beginning this class and how does the technology you explored inform your thinking? Describe your growth in what you understand to be literacy (or literacies) and how that growth has altered your conception of learning in English language arts. You may choose to offer a reflective commentary or a chronological account of "this is where I was when I started, here is where I am now, and these are the readings, events, or experiences from this course that got me there." Alternatively, you may decide to organize your discussion around themes, issues or other 'big ideas'.
· What does it mean to provide “effective literacy instruction” to diverse learners and how does the particular technology you explored inform your thinking? To help you think about these questions, review your Noteblog posted on September 10 providing your definition of literacy and the conditions for literacy learning. Also access the Grade Level Content Expectations you worked with to plan your language arts lesson. If students at that grade level were learning to use the technology you explored, what knowledge, capacities and commitments in reading, writing, speaking, listening and viewing would they need to develop in order to be successful? How could you incorporate that learning in your language arts curriculum and instruction?
Be sure to include:
- a clear description and/or introduction to the new technology, and explain what was “new” for you compared with using more traditional literacies
- examples of the knowledge, capacities and commitments you needed to develop in order to use the new technology to create your product.
- your thoughts on the knowledge, capacities and commitments required of K-8 students (as outlined in the GLCEs) to use the technology successfully for authentic purposes
- how learning to use a technology like this fits with (or not) your current conceptual understanding of literacy, and your ideas of effective literacy instruction