EDUC 6816 Week 6 Reading: The Participatory Classroom

How can schools meaningfully support the development of all students' new literacies; particularly those literacies engendered by Web 2.0 that foregrounds interactivity and collaboration around shared content?  To begin with, while reading this article I was reminded of the fact of students being part of a participatory divide.  As educators, it’s important to understand all students do not participate in higher order and reflective literacy practices.  Also, I believe to support the development of new literacies in schools, then teachers and administrators need an in depth training of why and how new literacies should be implemented across the curriculum. As of now, it’s an option to use Web 2.0 in classrooms.  Mindset one dominates the curriculum and “minds” of many educators.  Besides providing professional development training, schools need to have equal access to the resources, up-to-date technology/equipment, and the support from administration. Personally, from experience, it’s difficult to find a person, or group of presenters to come into the schools, and share their expertise in regards to using Web 2.0.  If you do find this person(s), then how do you open the minds of the participants? Educators are bogged down with mandated programs. These mandated programs are not often programs that have been researched by individual classroom teachers, but decided upon by the “powers that be”.  So, I believe Web 2.0 needs to be pervasive, transparent, classroom teachers as decision makers, in depth training with evidence and research, and a change of mindset.  Finally, I sincerely hope that we are training future teachers to use their voice!  I’ve had several conversations with “new” teachers, and impress upon them to being willing to use your voice and knowledge for your students.

Why should schools engage students in the new literacies engendered by Web 2.0?

Gee (2010) argues, 'It is the study of new digital tools and new forms of convergent media, production and participation, as well as powerful forms of social organization and complexity in popular culture, that can teach us how to enhance learning in- and out-of-school and how to transform society and the global world as well' (p. 14).  Schools should engage in new literacies to prepare students for the 21^st century workplace and culture.  It’s suggested that our students will participate in new literacies with or without the support from schools.  So, if it is our goal as educators to prepare our students to be participants in society, then how do we do this effectively if do not use new literacies and provide equal opportunities for all?

What are the differences between new literacies and conventional literacies?

New literacies must be thought of as a new mindset about knowledge.  New literacies involve participation, collective knowledge, collaboration, sharing of ownership, innovation, and the role of a teacher as facilitator.  I believe the concept of a teacher being a facilitator and not “the sage on the stage” or the keeper and disseminator of knowledge is very hard for some educators to accept.   Conventional literacies are characteristic of students publishing work in isolation, “mindset number one”, teachers delivering information and students being the receivers, and maybe a confined structure of the curriculum.

 Provide your own example of a classroom use of Web 2.0 that promotes a "Mindset One" approach and a classroom example that promotes a "Mindset 2" approach (the examples do not need to be from your own teaching or learning experiences; you can make them up).

Mindset One:  Teacher:  “Today we are going to research Volcanoes. Everyone login to your computer, find some articles and images about volcanoes.  Insert the text and images into a powerpoint presentation.  We will work on this for two days, and on the third day you will present your powerpoint to the class, save your work on a flash drive.”  (Students begin copying and pasting information into powerpoint and add some animation.) Third day arrives:  Teacher sits in back of classroom, rest of the students are quiet and teacher grades each presentation. Students: (Some did not cite sources, some couldn’t pronounce or understand the text they copied and pasted, and some material is out-dated).

Mindset Two:  Teacher: “Today we are going to collaborate and use our collective knowledge to learn about various volcanoes. Login to our course blog and view the resource links that I have provided, leave comments about each link, and work with your group to find two more resources (after evaluating the website, etc…) and link to our course blog.  As a group, decide how you want to share your findings about volcanoes all work must include a credits or reference page. Some options include: photostories, podcasts, videos (your group will be the “actors”), a wiki or google site.  I’m open to new ideas that you might have to share your findings.  Here is a rubric that defines how you will be evaluated. In addition to my evaluation, your peers will receive an evaluation form to make comments about your presentation.

(Of course for this assignment to be realistic, students have already learned how to use the mentioned tools, and cooperative learning strategies).