When I first began listening to this Ted Talk I was concerned when one of the opening slides that Sugata Mitra shared was :
However throughout the presentation I realized that my defense mechanisms had risen because I felt protective of my role as an educator. As the video continued I found myself justifying more and more of his claims. I think of myself and this morning I began by watching video tutorials about how to fix my unpaired Amazon Firestick remote. I often resort to YouTube or Google when I am stuck in a rut.
I loved hearing his stories about how the children in various areas of India were able to learn English and learn about technology through practice, communal support, and encouragement from their peers and Grannies.
In the end I agreed with Sugata about how as teachers we can sometimes trigger our students reptilian brain. This reminded me of the similar theme of the necessity of joy in the classroom as spoken by Rita Pierson.
Hi! I am Katy Carvalho. Most of my day I identify myself as a mother. I am the mom of a 3 year old girl named Riley and a 5 month old boy named Jackson. Prior to becoming a mom, I had taught for 4 years as a second grade teacher. Becoming a mom admittedly gave me an entirely new lens into how I view my students.
On the days that I am exhausted, or admittedly frustrated about what is happening in my classroom I remember my own children and myself as a learner.
I think that it is important to remind ourselves that our students are children, not miniature adults. I believe that our practices in the classroom need to be developmentally appropriate and reflective of our demographics.
In elementary classrooms, it can be easy to lose sight of the needs of our students when we feel like we need to get to certain objectives in our curriculum.
As a person, and as a learner, I am energetic, outdoorsy, artistic, organized, family oriented. Furthermore, I am unique. Although I share traits with other learners. It is important to emphasize that other learners do not share in all of my experiences. I believe that our experiences play a large role in how we interpret and build connections within the classroom.
I grew up in Barrington, Rhode Island. Upon graduation I attended undergrad to receive my Bachelor’s degree from Salve Regina University in Elementary Education and Special Education. And then my career began. I began working at The Hope Academy (which is a public charter) in Providence, Rhode Island. There I taught second grade for 4 years and was a K-2 literacy coach for one year. I then transitioned to a first grade ESL classroom in Woonsocket, Rhode Island. This placement gave me the opportunity to begin my graduate studies, within the Woonsocket TESL cohort at Rhode Island College.
I am a culmination of my experiences as a person, learner, mother and professional. I believe in hands-on learning and field trips. I believe in creating creative, but structured opportunities for my students. I believe that we learn in community. And I believe that we deserve choice in our education.
In my classroom, my literacy block is structured to include a whole group mini lesson, phonics instruction, guided reading groups, small group and independent writing, and computer- based literacy work. When my students are using their computers, there is an expectation that the work that they are completing is independent. But as I look around the room, it is clear that our computer routine lacks engagement.
This brings me back to my core beliefs about teaching and learning. I believe that students need choice. Giving students choice ensures that they have a voice in how they practice a skill or how they demonstrate their learning.
My experience and views on technology align with that of a part-time technocrat and part-time techno-traditionalist. (McKenzie, 2005) In my personal life, I rarely break out my laptop. I’ve used my work provided iPad once or twice, prior to learning that the access limitations make it challenging for me to use the technology that it seeks to provide. And my personal iPad that was gifted to me is so out of date, that it would probably take hours to charge and update.
I do not agree with Marc Prensky’s philosophy as it relates to digital natives and digital immigrants. Prensky argues that, “Today’s students think and process information fundamentally differently from their predecessors.” (Boyd, 2014, pp179) However, I do agree with Danah Boyd in regards to her one size does not fit all mentality. I often reflect on the teaching that I observe of others and struggle to believe that age equates with wisdom or tenure equates with stronger teaching. I agree with Danah Boyd that young people (digital natives) do not necessarily know how to consume, navigate or siphon through media. She stated that, "Being exposed to information or imagery through the internet and engaging with social media do not make someone a savvy interpreter of the meaning behind these artifacts...perspective. Neither teens nor adults are monolithic, and there is no magical relation between skills and age." (Boyd, 2014, p.177)
And likewise older people (digital immigrants) are not necessarily inept in their abilities to utilize technology. She states that, "It behooves all of us to move past assumptions about today’s youth. Both adults and youth need to develop media literacy and technological skills to be active participants in our information society. Learning is a lifelong process." (Boyd, 2014, p.198)
Digital natives vs. digital immigrants | Sree Sreenivasan | TEDxNewYork
Boyd also mentioned the notion about how students often have different opportunities to engage in technology consumption and learning depending on their privilege. (Boyd, 2014, p.180) In the community that I teach, students have more limited access to technological tools at home. As such we are often teaching our students how to navigate their Chromebooks versus the appropriate ways to consume media.
When I am in the classroom I try to present myself as more tech-savvy. In my work I identify more-so as a techno-traditionalist. (McKenzie, 2005) I am comfortable using all Google platforms, email, Zoom and Clever in the classroom. I can navigate the tools that our school uses to assess and progress monitor our students. Where I have continued to have difficulty is developing inventive ways that do not just place students behind a screen, but also keeps them engaged in their learning. I think that changing my mindset and attempting to bridge into the realm of a techno-constructivist may improve my students' engagement. If I can incorporate more thoughtful, creative, differentiated and authentic computer-based learning opportunities, I believe that more students will become more engaged in their work.
As stated in Rethinking Popular Culture and Media, "Youth interact with a vast amount of media that require teachers to be aware of and fluent with the diverse popular cultural materials and modes through which young people read, view, and consume the world." (E. Marshall & Ö. Sensoy, 2016, pp.1) I believe that providing students with a digital playlist will create an opportunity for me to construct new ways for me to embed technology in a structured and meaningful way, which will incorporate giving my students a choice in how they use their time during our computer-based literacy block.
I had first learned about a playlist through a Graduate School Skills playlist that I had completed as an assignment in a previous course. In my school we currently use Clever badges. Where they are invaluable in helping students avoid having to log-in manually. I have found that students often click into Apps that are literacy-based during math time or vice versa. Or stick to a single app for too long and concurrently lose focus and their engagement declines.
So I began constructing a literacy playlist. This playlist is designed to target objectives based on literacy standards. Students will be able to check off when they have completed a task, and would be able to submit their playlist form into Google Classroom once submitted.
To address my concerns about students getting lost in the apps for too long or not varying their tasks. I chose to embed a twenty minute timer into the digital playlist. This will help the students to monitor their time more wisely. Through this work, I learned how to create an image that has a hyperlink, rather than having a web-address for the students to click, they can click on the familiar icon or visual.
One of the areas that I focused on was independent reading. I put the word reading in quotation marks because I believe that my students can “read” by accessing text through multiple forms. In my classroom my students will always have the opportunity to read printed texts in guided reading groups, so these apps will allow them to extend their consumption to digital texts, audiobooks and read-alouds.
Similarly in the area of writing I will be attempting to have my students utilize Google Docs or slides to produce media or “write” about a topic or something that they may have read. Seesaw is another option and an app that I have heard of for several years but have not had the opportunity to use due to media release issues or lack of iPads.
Finally, I have created an area of the playlist that was dedicated to comprehension. Although students can demonstrate comprehension which is embedded into reading a to z, creating a Jamboard that has a topic such as central message or lessons will allow students to stop and jot ideas that there text made them think about. Podcasting may also be an optional mode of demonstrating their expertise on a topic or a book review.
Overall my change project emphasized my belief in providing students with choices in how they learn or how they demonstrate their learning. It also reminded me that there are small ways in which I can choose how to present my material to my students.
During the pandemic, we were taught about social distancing. We stood 6 apart, separated be large gaps between us and masks over our faces.
While these mandates have lifted in many regards, our masks still exist.
Though it is much less common to run into someone with a mask on their face, we continue to
mask ourselves with our technology.
Texting, email, and posting allows us to delete, edit and retouch. We are able to create images of ourselves that are just- right. We have control over these modes of communication, versus having live conversations with one another.
When we communicate through technology we control how close someone can get to us.
We can control our community by making sure that they do not stray too far from us.
We can make sure that our communication is just-right for us, and we can maintain comfort.
The Goldilocks Effect: Not too close, not too far, but just right
"Technology appeals to us most where we are most vulnerable. We're lonely but we're afraid of intimacy. And so from social networks to sociable robots were designing technology that will give us the illusion of companionship without the demands of friendship. We turn to technology to help us feel connected in ways we can comfortably control." - Sherry Turkle
I con concur with Turkle's ideas about peoples desire for connection and fear of loneliness. I agree that we are setting ourselves up for isolation, by constantly seeking connection while we are present with others. We do not have the, "capacity for solitude."
I remember being an undergrad student at Salve Regina in 2012. I did not have an iPhone, which was odd at this time. All of my friends had an iPhone and could text one another all day long. They were on Facebook and Instagram constantly while we sat together at the dining hall. I was different. I had an iPod Touch and could check in on my Facebook page when I had Wifi. I could text within the bounds of my Verizon plan. I was not attached to my devices all day, because I had limits. I remember feeling frustrated that some of my friends were constantly on their phones. I had FOMO (Fear of Missing Out). I could never be as connected as they were.
In 2013, my Sophomore year of college, I had broken my Blackberry and upgraded to an iPhone. I switched my data plan to Unlimited. And that's where the trouble began. I could now dedicated ALL of my spare time to scrolling. I downloaded Instagram, constantly checked Facebook and could Google any wondering at a moments notice: Restaurants near me...? Where is the nearest TJ Maxx....? What is... Where is.... When is....? My questions could always be answered, without consultation from anyone.
During the Pandemic technology became even more of my lifeline. I was in the second trimester of my first pregnancy when the Pandemic hit. And I felt ripped off. I could not share in the joys of a baby shower, I could not have meet and greets with my baby. I was petrified of going near anyone. So in that way technology became my lifeline and connection to people.
But these habits have not gone away, I still check my phone during any dull moment. I am often embarrassed when my Apple Watch reports to me my screen time and the cumulative HOURS that I spend on my phone each day. I am proud to say that my screen time was down 11% just last week, though I know it will climb back up when I complete this course.
I do not think that screentime is the enemy, but boundaries need to be established. Time limits should be considered, and in-person connection should be valued more than DMs, like, re-tweets, and follows.
and "how it conveys certain values, messages, and ideas that
often perpetuate sexist, racist, and pro-capitalist points of view."
(Chavanu, 2016, p22)
She reflects on how her students are essentially billboards for the big name box-brands and marketing moguls. As consumers we often perpetuate the marketing schemes of large brands and companies without consciousness. We notice others wearing these brands and we follow suit in order to fit in. We unknowingly support companies with damaging marketing schemes and who may support cause for which we do not align with.
As a young teen I consumed Seventeen magazine. I wanted to wear what the celebrities were wearing. I copied their color schemes, I paid attention to their logos, and I strove to have the same glossy hair, poreless skin and thin bodies that they had.
In the text, Chavanu takes an excerpt from Marketing Madness which outlines some of the problems with advertising. I have highlighted some of the key themes that stuck out to me from this list.
(Chavanu, 2016, p25)
Killing Us Softly, is a series of documentaries that highlight the harm that advertisements, photoshop and digital editing has on its consumers. Some of the models even reflect on the changes that they see on the film by saying things like... I wish I looked like me. --meaning that even they can't look like the images that are portrayed of them.
Killing Us Softly 4
"Although I don’t necessarily want my students to cancel their subscriptions to Seventeen, I do want them to see themselves as critically conscious citizens rather than manipulated consumers. " (Chavanu, 2016, p27)
B. Chavanu. "Seventeen, Self-Image, and Stereotypes". Rethinking popular culture and media. (2016) Rethinking Schools, Ltd:Second Edition. Retrieved from file:///C:/Users/katya/Downloads/RPC&M%20Textbook.pdf
In "How the Bad Blood Started" the podcasters take on the roles of storyteller, journalist, historian, composer and producer.
The podcast began with a story of Uncle Ed. This was intended to serve as the narrative hook to introduce the theme of the podcast.
This was followed by the introduction/ theme song of the podcast.
The podcast continued with journalistic and historical content.
The Power of Music
While this was happening, the podcasters wove in media from speeches, and news clips.
All throughout the podcast there was music. Music served many roles as well. In some cases the music was in the form of instrumental tracks, sound effects or singing. In many cases the music underlaid the words that were spoken throughout the podcast and served to capture the mood of the text. Music also served to draw attention to parts of what was being said, by building suspense between moments of narrative silence. In addition the music enabled the podcaster and interviewer to bridge or transition between ideas.
There was also an interviewer that played the role of providing structure that would facilitate further narration and to provide checkpoints for the listeners.
Podcasts are a powerful tool in the classroom. I believe that students could use a podcast to show what they know by articulating an overview of the material that they have learned. I am interested to see how I could incorporate podcasting into my classroom, by allowing students to demonstrate how the are "experts" on a particular topic. In secondary classroom, there may be more available podcasting material for students to consume!
How does Christiansen validate or challenge your views?
My Childhood Era Princesses
During my childhood I strived to go to Disney. I never had the opportunity as a child, but felt envious whenever a friend or classmate would come to school with their souvenir ears and t-shirts. When I would visit the Disney store was at the Swansea Mall, my eyes would light up at the walls lined with gowns, tiaras, stuffed animals and other Disney paraphernalia. My primary Disney influences were the princesses that I watched in the movies, though I had seen most every other Disney movie also and knew their soundtracks by heart. My favorite princess was Aurora from Sleeping Beauty, though I admit that I loved all of the Disney princesses.
As a child and young adult, I was naïve to the problematic nature of the movies that were so deeply engrained in our culture. In my community we did not look at Disney movies through a critical lens, rather we sought to conform to the expectations and subservient nature that the females in these movies represented. As a young child, I accepted the "norms" that were presented to me through the media. From a young age I held myself to unrealistic expectations because of the standards that I consumed regularly through the television screen. Christensen argued that the media that targets a young audience is highly influential, however, "young people, unprotected by any intellectual armor, hear or watch these stories again and again, often from the warmth of their mothers' or fathers' laps...the stories become accepted knowledge." (Christensen, 2016, p176) This statement rings true to my experience as a consumer of Disney media. Not only was I not critiquing the impact that these characters and storylines had on me, but neither were the adults in my family. In Christensen's writing, she mentioned a Junior named Justine who wrote, "True death equals a generation living by rules and attitudes they never questioned and producing more children who do the same." This statement reminds us that each generation has to make an integral effort to make things better for ourselves and for our children. When we neglect to look at issues through a critical lens, we perpetuate the problems.
As an adult, I am glad to see that Disney is finally making efforts to create more diverse characters. However, I think that there still needs to be a lot more integration of varied storylines and characters with more varied identities.
L. Christensen. "Unlearning the Myths that Bind Us: Critiquing fairy tales and cartoons. Rethinking popular culture and media. (2016) Rethinking Schools, Ltd:Second Edition. Retrieved from file:///C:/Users/katya/Downloads/RPC&M%20Textbook.pdf
