M7: Blog Post 6

Quizizz is an interactive learning platform in which students are engaged through quizzes and games. It is an excellent tool for formative assessments, homework, and interactive lessons, making learning fun and accessible for all students. Quizizz is user-friendly and can be accessed on various devices, making it suitable for both classroom and remote learning environments.

In honor of accepting an offer this past week for a job teaching kindergarten in a public school district starting this school year, I will write about how I could incorporate Quizizz into a kindergarten classroom.

To integrate Quizizz into a kindergarten classroom activity focusing on short vowels, the primary learning objectives would be to enhance student engagement, assess their understanding of short vowels, and reinforce vowel concepts. The classroom activity could be structured around a "Short Vowel Quiz Challenge." I would introduce Quizizz to the class by demonstrating how to navigate the platform and participate in quizzes. This can be done using the interactive whiteboard, using a fun quiz to familiarize students with the platform. I would then prepare a series of quizzes focused on short vowels, such as identifying CVC words with short vowel sounds and matching pictures of CVC words to short vowel sounds. First, students would take an introductory quiz to assess their prior knowledge of short vowels. Next, students would complete different quizzes on Quizizz, each focusing on specific short vowel sounds (a, e, i, o, u). To support this implementation, I would ensure all students have access to necessary devices and provide a brief tutorial on using Quizizz. Technical support would be available to address any issues. Differentiation would be incorporated by including a mix of easy and challenging questions and offering additional resources or modified quizzes for students needing extra support or advanced challenges. Assessing student learning would include both formative and summative methods. Feedback from Quizizz would provide immediate insights into student performance, while the platform's analytics would help track individual and class progress. Summative assessment could include using quiz scores to evaluate students' understanding of short vowels. Reflective assessments, such as self-assessment, would encourage students to reflect on their learning experiences.

M6: Blog Post 5

 

Google Classroom

https://classroom.google.com/

Google Classroom is an educational platform designed to support the creation, distribution, and grading of assignments in a paperless way. It goes hand in hand with other Google tools like Google Docs, Google Drive, and Gmail, offering a combined method for managing classroom activities. Students use Google Classroom to receive assignments, submit their work, and receive feedback from teachers. Teachers create and organize assignments, provide grades, and communicate with students and parents. Parents can stay informed about their child's progress and classroom activities. The platform promotes a collaborative learning environment where students can engage in discussions and group projects.

Google Classroom fosters efficient communication among students, teachers, and parents. Teachers can post announcements, provide feedback, and facilitate class discussions through the platform. Students can ask questions and collaborate with peers on assignments. The communication style is more formal within the platform, promoting an academic-focused interaction. Information is accessed and shared seamlessly through Google Classroom. Teachers can share resources, including videos, articles, and interactive content, directly with students. Students can also share their work and collaborate on projects in real-time. The platform ensures that all educational materials are readily accessible and organized.

Google Classroom positively impacts student learning and engagement by providing a structured environment for assignments and feedback. It encourages timely submission of work and continuous learning. However, it may also lead to challenges such as screen fatigue and the potential for reduced face-to-face interactions. Google Classroom is designed with robust privacy and safety features. Schools can manage user access and data security, ensuring that student information is protected. However, it is crucial to educate users about maintaining their own privacy and using the platform responsibly.

To navigate Google Classroom effectively, digital literacy is essential. Students, teachers, and parents need to understand how to use the platform’s features, manage digital files, and communicate appropriately online. Media literacy is also important to evaluate the quality and relevance of shared content. Google Classroom aligns well with educational goals by facilitating organized and accessible learning. Educators can leverage the platform to enhance instructional delivery and student engagement. Parents play a crucial role in monitoring their child's progress and supporting their learning journey. The platform’s ease of use and integration with other Google tools make it a valuable asset in modern education.

Seesaw

https://seesaw.com/

Seesaw is a student-driven digital portfolio that empowers students to document and reflect on their learning. It provides a platform for students to showcase their work, receive feedback, and engage with their learning community. Seesaw is widely used in K-12 education to support formative assessment and parent communication. Students use Seesaw to create and share digital portfolios that include photos, videos, drawings, and text notes. Teachers use the platform to give feedback, track student progress, and communicate with parents. Parents engage with Seesaw by viewing their child’s work and providing encouragement and support. Seesaw fosters a collaborative and interactive learning environment.

Seesaw enhances communication by allowing students to express their learning creatively and receive real-time feedback from teachers and parents. The communication style is more personalized and informal compared to traditional methods. It encourages students to take ownership of their learning and communicate their progress. Seesaw allows for diverse information consumption, including multimedia content and interactive activities. Students can access and review feedback, view their peers’ work, and reflect on their own progress. The platform supports a rich, multimedia learning experience that goes beyond traditional text-based learning.

Seesaw has a positive impact on student learning by encouraging active participation and self-reflection. It supports differentiated instruction and allows teachers to provide personalized feedback. However, it may also pose challenges such as managing screen time and ensuring equitable access to technology. Seesaw prioritizes student privacy and safety with secure login and data protection measures. Teachers and schools have control over user access and content sharing. Educating students and parents about online safety and responsible use is essential to maintaining a secure learning environment.

To effectively use Seesaw, digital literacy and visual literacy are crucial. Students, teachers, and parents need to navigate the platform, create and interpret multimedia content, and communicate effectively online. Reflective literacy is also important for students to engage in self-assessment and growth. Seesaw aligns with educational goals by promoting student engagement, personalized learning, and formative assessment. Educators can use the platform to support diverse learning styles and foster a reflective learning environment. Parents play a supportive role by actively engaging with their child’s learning journey and providing feedback. Seesaw’s focus on student-driven learning and creative expression makes it a valuable tool in modern education.

Image Addresses:

0512_google.jpg

image001.png

seesaw.png

M5: Blog Post 4

 The topic that interests me most is how video games can enhance digital literacy. This subject interests me because I enjoy playing video games and have experienced firsthand how they can engage and educate. Delving deeply into this topic can provide valuable insights into incorporating digital literacy skills into educational settings. As an educator, understanding the benefits of video games in developing skills such as problem-solving, critical thinking, and collaboration can help me design more engaging and effective learning experiences for students. By integrating video games into the curriculum, I can use their engaging qualities to improve students' digital literacy and prepare them for today’s world.

Source #1- Digital Game-Based Learning: WHAT'S LITERACY GOT TO DO WITH IT?: Hiller A. Spires

In "Digital Game-Based Learning: WHAT'S LITERACY GOT TO DO WITH IT?", Hiller A. Spires argues that digital game-based learning (DGBL) significantly enhances literacy skills among adolescents and adults. Spires highlights how DGBL supports traditional literacy components like reading and writing, as well as new digital literacies. The author points out that digital games capture learners' interest, encouraging sustained attention and effort, which boosts engagement and motivation. Additionally, games require interpreting and producing text, images, audio, and video, fostering broad multimodal literacy skills. Spires emphasizes that games centered on problem-solving tasks develop critical thinking skills through analysis and decision-making. Furthermore, multiplayer games enhance literacy through contextualized writing, reading, and verbal communication, promoting collaboration and communication skills. The rich narratives and immersive environments in games help learners understand and retain information better, providing contextualized learning experiences. While acknowledging challenges such as potential distractions and the need for careful curriculum integration, Spires calls for more research on DGBL's impact on literacy. The article suggests that educators incorporate DGBL strategies to leverage its benefits, as DGBL offers meaningful, multimodal, interactive experiences that can significantly enhance literacy skills in the digital age.

Spires, H. A. (2015). Digital game-based learning: What's literacy got to do with it? Journal of Adolescent & Adult Literacy, 59(2), 125-130.

Source #2- Video Gaming and Digital Competence Among Elementary School Students: Laura Scholes, Luke Rowe, Kathy A. Mills, Amanda Gutierrez & Elizabeth Pink

In the article "Video Gaming and Digital Competence Among Elementary School Students," Laura Scholes, Luke Rowe, Kathy A. Mills, Amanda Gutierrez, and Elizabeth Pink explore how playing video games contributes to digital skill development in young learners. The study finds that video games enhance essential digital skills such as problem-solving, critical thinking, and hand-eye coordination. Video games engage and motivate students, leading to better retention and application of digital skills. Multiplayer games and online gaming communities offer opportunities for collaboration and communication, thus enhancing digital literacy. Additionally, games involving building, designing, and storytelling foster creativity and innovation. The authors acknowledge concerns like excessive screen time and emphasize balanced gaming habits. They call for more research to understand the educational potential of video games and to develop guidelines for effective integration into educational settings. Overall, the study suggests that video gaming, when used appropriately, can promote digital competence among elementary school students.

Scholes, L., Rowe, L., Mills, K. A., Gutierrez, A., & Pink, E. (2024). Video gaming and digital competence among elementary school students. Learning, Media and Technology, 49(2), 200-215. https://doi.org/10.1080/17439884.2022.2156537 

Source #3- Digital Game-Based Learning Can Develop Students’ Literacy Skills and Meet Learning Standards in the US: Yoonhee N. Lee & Meina Zhu

In the article "Digital Game-Based Learning Can Develop Students’ Literacy Skills and Meet Learning Standards in the US," Yoonhee N. Lee and Meina Zhu examine how digital game-based learning (DGBL) can enhance literacy skills and align with educational standards in the United States. The study reveals that DGBL engages students through interactive and immersive experiences, which promote reading comprehension, vocabulary acquisition, and critical thinking. By incorporating game mechanics that require problem-solving and narrative understanding, DGBL helps students meet various learning standards. The authors also highlight the importance of thoughtfully integrating games into the curriculum to maximize their educational potential. They call for further research to refine DGBL approaches and ensure they effectively support literacy development in alignment with academic benchmarks.

Lee, Y. N., & Zhu, M. (2022). Digital game-based learning can develop students’ literacy skills and meet learning standards in the US. Computers in the Schools, 39(3), 274-296. https://doi.org/10.1080/07380569.2022.2075163 

Source #4- Using Technology and Video Game Playing to Support Literacy: Irene Picton

In the article "Using Technology and Video Game Playing to Support Literacy," Irene Picton, Research Manager at the National Literacy Trust, discusses findings from recent research on the role of digital tools and video games in engaging young people with literacy. Picton emphasizes that technology and gaming can significantly motivate and engage students, making literacy activities more appealing. The research indicates that video games can improve reading skills, comprehension, and vocabulary by providing contextual learning opportunities and interactive storytelling. Additionally, digital tools like e-books and educational apps offer personalized and adaptive learning experiences that cater to individual student needs. Picton also highlights the importance of parental involvement and guidance to ensure a balanced approach to screen time and literacy activities. Overall, the article suggests that when used thoughtfully, technology and video games can be effective resources for supporting literacy development in young people.

Picton, I. (2022, Spring). Using technology and video game playing to support literacy. School Librarian, 70(1), 28. https://link-gale-com.sunyempire.idm.oclc.org/apps/doc/A698621368/AONE?u=esc&sid=bookmark-AONE&xid=c879625a

Source #5- Digital Citizenship through Game Design in Minecraft: Valerie Hill

In the article "Digital Citizenship through Game Design in Minecraft," Valerie Hill explores how the popular video game Minecraft can be used as a tool to teach digital citizenship. Hill argues that through game design and collaborative play, students can develop critical skills such as online safety, ethical behavior, and community participation. The study highlights how Minecraft's open-ended and creative environment allows players to experiment with social norms and responsibilities in a virtual world. By engaging in activities like building, resource management, and problem-solving, students learn to navigate digital spaces responsibly and ethically. Hill emphasizes the importance of guided instruction and reflection to maximize the educational benefits of Minecraft, suggesting that educators can leverage the game's popularity to foster important digital citizenship skills in young learners.

Hill, V. (2015). Digital citizenship through game design in Minecraft. New Library World, 116(7), 369-382. https://doi.org/10.1108/NLW-09-2014-0112

M3: Blog Post 3- Leveraging Tools, Texts, and Talk in My Teaching Context

     The texts offer a comprehensive understanding of how us as educators can design classroom activities that extend beyond traditional literacy practices to incorporate new literacies in both physical and digital spaces. By embracing a holistic approach to literacy instruction, we can create learning environments that reflect the diverse ways in which students engage with texts. Integrating activities that bridge online and offline worlds, such as analyzing memes (ILA, 2017), writing fanfiction (ILA, 2017), crafting digital narratives (ILA, 2017), and participating in online discussions (ILA, 2017), enables students to explore a range of literacy practices while leveraging their interests and experiences. Additionally, teaching digital research and information literacy skills (ILA, 2017) equips students with the tools needed to navigate the complexities of the digital world, empowering them to identify credible sources, evaluate information validity, and engage responsibly in online discussions.

    However, as we design activities to support new literacies practices, we must navigate various equity and engagement concerns to ensure that all students can participate meaningfully. Issues with access, digital literacy gaps, and power dynamics within online spaces (ILA, 2017) (Philips & Garcia, 2013) (Magnifico et al., 2018) (Jones & Storm, 2022) are critical considerations that educators need to address. To promote equity, teachers should provide differentiated support tailored to students' needs, offer multiple engaging assignments, and cultivate inclusive classroom environments where every voice is valued and respected. We must critically examine our own biases and privileges, centering marginalized perspectives and experiences in our instructional design (Philips & Garcia, 2013) (Magnifico et al., 2018) (Jones & Storm, 2022). By incorporating diverse texts and voices, fostering collaborative learning opportunities, and embracing culturally responsive pedagogies, teachers can create inclusive learning environments that honor students' identities and experiences.

    Navigating these tensions requires a thoughtful and intentional approach to instructional design. Teachers should prioritize building strong relationships with students, creating safe and supportive spaces for learning, and actively promoting equity in their classrooms. Ongoing reflection and professional development are essential for educators to deepen their understanding of new literacies practices and alter their instructional strategies accordingly. By embracing a student-centered approach that values diversity, promotes critical inquiry, and fosters digital citizenship, we can empower students to navigate new literacies practices purposefully, both within and beyond the classroom.

References

Digital Literacy. International Literacy Association. (2017). https://www.literacyworldwide.org/get-resources/resources-by-topic/digital-literacy 

Jones, K., & Storm, S. (2022). Sustaining Textual Passions: Teaching With Texts Youth Love. Journal of Literacy Research, 54(4), 458–479. https://doi.org/SAGE Journals 

Magnifico, A. M. (2018). Affinity Spaces, Literacies and Classrooms: Tensions and Opportunities., 52(3), 145–152. https://doi.org/10.1111/lit.12133 

Philip, T. M., & Garcia, A. D. (2013). The Importance of Still Teaching the iGeneration: New Technologies and the Centrality of Pedagogy, 83(2). https://doi.org/Cambridge 

M2: Blog Post 2- How New Literacies are Relevant to Us

 I chose to read “Digital Literacy” (NCTE, 2019) and “Advancing Digital Literacy for a Digitally Inclusive Future” (Misha, A., 2023). These texts highlight the nature of digital literacy and its critical importance in modern education. Both texts emphasize that digital literacy extends beyond basic computer skills, encompassing a broad range of abilities necessary for effective participation in the digital world. These include critical thinking, problem-solving, communication, and the ability to navigate and evaluate digital information (NCTE, 2019). Integrating these skills into the curriculum is essential for preparing students for future challenges and opportunities.

One of the primary takeaways from the readings is the necessity of embedding digital literacy into daily classroom activities. Teachers should integrate digital tools and skills into their curriculum to enhance learning experiences without overwhelming students (Misha, A., 2023). This approach not only helps students develop essential skills but also ensures that technology use in the classroom is meaningful and relevant. For instance, Adebiyi advises starting with small, manageable digital literacy initiatives and gradually building on them, which can help both teachers and students acclimate without feeling overwhelmed (Misha, A., 2023).

Another important point is the role of digital literacy in promoting equity and access in education. Providing all students with digital skills is crucial for ensuring equal opportunities, as students who lack these skills may face significant barriers in both academic and professional contexts (NCTE, 2019). The COVID-19 pandemic has sped up the integration of digital tools in education, creating an opportunity to permanently change how digital literacy is approached and taught in schools (Misha, A., 2023). Embracing these changes and continuing to advance digital literacy can help bridge the gap between students' technology skills and true digital literacy.

Something that surprised me from these texts is the difference between students' comfort with technology and their actual digital literacy. Many students can navigate new applications easily but lack the deeper understanding and critical thinking skills required for effective digital literacy (Misha, A., 2023). This highlights the importance of not only teaching technical skills but also fostering critical thinking, digital citizenship, and ethical use of technology. Preparing students for the future involves teaching them digital literacy skills that go beyond basic abilities (Misha, A., 2023).

Several practical strategies from these texts are useful for elementary teachers, such as myself. Collaborative planning among teachers can enhance digital literacy education by integrating digital components into existing curriculum through interdisciplinary approaches (Misha, A., 2023). Engaging parents in the digital literacy journey is also crucial because it helps reinforce what students learn in school and bridges gaps in understanding or access (Misha, A., 2023). Additionally, using real-world problems and projects to teach digital literacy can make learning more relevant and engaging for students, demonstrating the real-world impact of their skills (Misha, A., 2023).

The integration of digital literacy into elementary education is not just about teaching students how to use technology but equipping them with a complete set of skills necessary for their future academic success. By starting small, fostering collaboration, involving parents, and focusing on practical applications, elementary teachers can effectively cultivate digital literacy in their classrooms.

References

Digital Literacy. (2019). https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf 

Misha, A. (2023, March 29). Advancing Digital Literacy for a Digitally Inclusive Future. EdSurge. https://www.edsurge.com/news/2023-03-29-advancing-digital-literacy-for-a-digitally-inclusive-future

M2: Blog Post 1 - Defining New Literacies and Why They Matter

     New literacy practices are highly relevant to my professional life as an aspiring teacher. These practices enhance communication and collaboration, allowing teachers to use digital tools to interact more effectively with parents, colleagues, and students. For example, digital literacy enables teachers to create and manage digital portfolios for students, keeping track of their progress, which can be easily shared with parents. Teaching methods also benefit from new literacies, as teachers can utilize interactive whiteboards, tablets, and other educational software to make lessons more engaging and adapt to diverse learning styles. This supports the cognitive and sociocultural strengths needed in digital literacy, as highlighted by Yuan Sang (2017) and further elaborated by the National Council of Teachers of English (2019), and Constance Beecher (2023). Additionally, digital literacy provides teachers with access to online professional development resources and webinars helping them stay up to date with the best teaching practices. By joining professional learning communities online, teachers can exchange ideas and resources, fostering a collaborative approach to professional growth (NCTE, 2019).

    However, defining literacy narrowly as the ability to read and write print texts in one dialect, such as academic English, can present significant challenges, especially in educational spaces that aim to promote equity. This narrow definition can exclude students from diverse linguistic and cultural backgrounds, making them feel marginalized and undervalued (NCTE, 2019). This can lead to lack of engagement and representation in the curriculum. Restricting literacy to traditional print texts limits the development of diverse skills needed in the digital age, such as critical thinking, digital problem-solving, and the ability to navigate various media platforms. Students need to be proficient in multiple literacies to succeed in today’s society and workforce (Beecher, C., 2023).

    Allowing literacy to include digital, media, and information literacies can address these challenges. Recognizing and incorporating students’ home languages in the curriculum can promote a sense of belonging, aligning with the sociocultural strengths emphasized in digital literacy (NCTE, 2019). Using diverse media and digital platforms allows students from varied backgrounds to see themselves reflected in the content they learn from, fostering inclusivity (Sang, 2017). Integrating digital literacy into the curriculum ensures that students develop a broad range of skills, from basic computer operations to critical analysis of digital media, preparing them for their academic futures. Activities that involve creating digital content, such as blogs, videos, and presentations, can enhance students’ engagement and creativity, making learning more relevant and enjoyable (Beecher, C., 2023).

    New literacy practices are essential for teachers to enhance their teaching methods, communicate effectively, and engage in continuous professional development. This approach not only prepares students for the digital age but also fosters a more equitable and inclusive learning environment.

References

Beecher, C. (2023, July 19). Chapter 1. What is Literacy? Multiple Perspectives on Literacy. Methods of Teaching Early Literacy. https://iastate.pressbooks.pub/teachingearlyliteracy/chapter/what-is-literacy-multiple-perspectives-on-literacy/ 

Definition of Literacy in a Digital age. National Council of Teachers of English. (2019, November 7). https://ncte.org/statement/nctes-definition-literacy-digital-age/ 

Digital Literacy. (2019). https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf 

Sang, Y. (2017). Expanded Territories of “Literacy”: New Literacies and Multiliteracies. https://files.eric.ed.gov/fulltext/EJ1139059.pdf

M1 Introduction

 Hi! My name is Hannah Miller and I'm from Clifton Park, New York. I graduated from the College of Saint Rose with my undergraduate degree in Early Childhood/Childhood Education (Birth-Grade 6) in May 2023. I started my graduate degree in Curriculum and Instruction (Grades 1-6) at Saint Rose in the summer of 2023 but due to the unexpected closure of Saint Rose, I transferred to SUNY Empire at the end of the fall 2023 semester to finish my graduate degree. I have been a substitute teacher at a local public school district for 2 years and I have worked at an aftercare center/summer camp for 7 years. This year I am teaching Wrap-Kindergarten full time at a private institution. My goal is to secure a full time teaching position in a public school district teaching any grade PreK-6 ASAP. I decided to pursue the M.Ed. so I can achieve my goal of having my own classroom. I live with my Mom and my 18 year old sister who is currently attending Siena College studying to be a physical therapist. We have two cats and a dog. In my free time I enjoy art and spending time with my friends and family. Through this course, I'm excited to learn about different types of media and literacies and how I can creatively apply them to my teaching and to my future classroom.

This meme is funny to me because I have been declined jobs due to not having as much public school teaching experience as some of the seasoned teachers I am going up against for jobs.