Many educators believe that with the growth of media and information technology, media literacy is just as important as – or even more important than – print literacy (that is, learning to read and write).
What is your position on the relative importance of the two “literacies”?
I believe that print literacy is just as important as media literacy. Technology continues to change the way schools and businesses operate. It is up to the education system to prepare our students for the future of technology that will be awaiting them. Although, teaching print literacy is very important, media literacy provides creativity and innovation to the classrooms. It's new and exciting for the students. They communicate and work together to research a topic and make a product or project as an end result. They take ownership of their learning. The special education population are benefiting greatly because of the assistance media/technology provides for them. On the other hand, some people are just not computer literate. This type of person will rely on his/her print literacy skills to make sure they acquire a job that does not mandate computer technology use.
What information from this chapter helps support your position?
The chapter points out many benefits to media literacy development that are listed in the chart on page 281. However, traditional methods of print literacy will always need to be evident to a certain extent, in order for media literacy to occur.
Wednesday, September 23, 2009
Wednesday, September 9, 2009
Week 3 Discussion
TIP Model Phase 2 - Determining the Relative Advantage
The superintendent of the Wellmade School District felt that every student should be "connected to the information Superhighway," so he decided to install Internet connections in every school classroom in the district. The hardware and installations were funded through a federal grant and local business sponsors. Two years later, it became apparent that only about 25% of the teachers were using the Internet with students, and most uses were "casual surfing."
1. Why do you think the teachers did not see the relative advantage of this technology?
The teachers were not able to see the relative advantage of this technology because they could not see the benefits this new technology had to offer. The teachers themselves were only knowledgeable to a certain extent, which was "casual surfing." Only 25% of the teachers were able to pass on this knowledge. This means that he other 75% did no receive any technology in their classes. Teachers need to be properly trained in order to adequately implement a new program; otherwise, it is a waste of time, money, and resources.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
There are many teachers in districts that have a difficult time integrating technology in the classroom because they simply do not know how to do it. It requires a great deal of time and effort to plan and carry out technology strategies. Student interest can also be an obstacle due to the level of difficulty and lack of knowledge the teacher may posses. If I were responsible, a solution to this problem would be to provide the teachers with the appropriate staff development that pertained to the technology I wanted to implement. Providing the teachers with this training will give them the confidence and knowledge to teach the students the technology so that why they are learning is relevant to them. I would also provide lesson plans for the teachers to allow them to make goals for their classes and grade levels. These technology experiences for the students will prepare them for the real world which is technology driven.
The superintendent of the Wellmade School District felt that every student should be "connected to the information Superhighway," so he decided to install Internet connections in every school classroom in the district. The hardware and installations were funded through a federal grant and local business sponsors. Two years later, it became apparent that only about 25% of the teachers were using the Internet with students, and most uses were "casual surfing."
1. Why do you think the teachers did not see the relative advantage of this technology?
The teachers were not able to see the relative advantage of this technology because they could not see the benefits this new technology had to offer. The teachers themselves were only knowledgeable to a certain extent, which was "casual surfing." Only 25% of the teachers were able to pass on this knowledge. This means that he other 75% did no receive any technology in their classes. Teachers need to be properly trained in order to adequately implement a new program; otherwise, it is a waste of time, money, and resources.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
There are many teachers in districts that have a difficult time integrating technology in the classroom because they simply do not know how to do it. It requires a great deal of time and effort to plan and carry out technology strategies. Student interest can also be an obstacle due to the level of difficulty and lack of knowledge the teacher may posses. If I were responsible, a solution to this problem would be to provide the teachers with the appropriate staff development that pertained to the technology I wanted to implement. Providing the teachers with this training will give them the confidence and knowledge to teach the students the technology so that why they are learning is relevant to them. I would also provide lesson plans for the teachers to allow them to make goals for their classes and grade levels. These technology experiences for the students will prepare them for the real world which is technology driven.
Subscribe to:
Comments (Atom)
