Designing and planning tech-rich assignments can be really fun, especially with all of the different resources available. In a recent Computers and Writing course my classmates and I collaborated on a wiki page that includes a variety of different assignments that could be used in the composition class, or any class for that matter.
Each of these assignments was done in our class with success. Please feel free to try them or to adapt them for your own class, but please rememeber to credit those who created them! :)
Tuesday, May 4, 2010
Monday, March 22, 2010
New Media and Education
New Media and Education
The role of new media in education has evolved over the past ten years, but still has further to go. In this post, I will discuss the importance of the incorporation of new media in the composition classroom as well as some of the benefits that accompany the use of new media. I will close with a brief overview of ways different types of new media can be successfully implemented in the composition classroom.
Before I begin, I must address the term New Media, and what it means to me. As a troubled and complicated term, there are many different definitions used to describe new media. I define new media as, “Media that is related to the digital world of technology, possessing multimodal qualities”(Korody). Some other defining elements of new media are interactivity, variability, and hypermedia. With new media, it is possible for anyone with access to the technology to create, manipulate, share, and participate in and with others in the world around them. This is the type of new media I am referring to in relation to education.
There are many reasons why new media, as described above, is important to the composition classroom. The greatest benefit of incorporating new media in the classroom is that it relates to students interests and can be a useful tool for encouraging students to be more involved in the course work. The majority of students today use new media tools on a daily basis, so by incorporating them, we are able to capture student interest.
Another reason I advocate the incorporation of new media in the composition classroom is that the virtual spaces available via the web can be used for “real” world writing practice. By providing spaces for conversation, collaboration, and feedback, we are able to engage our students on a more critical level. “Technology can become an integral part of the learning community, fostering the perceptions that students hold of themselves as writers” (Wolsey, 30). Not only does the use of these virtual spaces allow for classrooms to expand beyond set timeframes and physical settings, but they can also foster an environment for reflective, thoughtful discussion. By incorporating these tools in a composition course, students are able to practice the actual act of composition while also learning to provide peer-reviews and other types of written feedback. These tools also provide a space ensuring that every voice is heard, which is not always possible in every face-to-face classroom setting. Together these tools can lead to a better classroom experience for everyone involved.
Although there are numerous benefits that arise from the incorporation of new media in the composition classroom, there are also some negative issues that instructors should be aware of. Some issues that teachers will have to deal with are: time, training, access, and an overall fear factor of technology use in general. These are just a few of the issues that may arise from the incorporation of new media, but with some planning in advance, these problems can be dealt with quickly and efficiently. At the university level, access should not be an issue, although it occasionally is. Most schools provide computer labs available for student use, as well as in other locations such as libraries both on and off campus. When those options do not work, students should be prepared to discuss an arrangement that works for the instructor as well as the student. Time issues must be dealt with when planning the course syllabus. When dealing with new media in a class, it is important for the instructor to maintain a manageable timeframe. It is easy to be overwhelmed by the need to read and respond to every student on every post, so being prepared can save time. It would also be a good idea to keep the possibility of technical problems in mind, as they can occur at any given time. When introducing students to new or unfamiliar applications and programs, it is important to train them in the use of those tools. Probably the greatest drawback to the incorporation of new media in the classroom is the fear that it places on instructors. The use of new media can place instructors in a vulnerable position. I think the best way to combat this fear is by entering the classroom as a facilitator and learner rather than an all–knowing dictator. As a facilitator, we are positioning ourselves to learn from our students as we are also encouraging them to learn and grow.
I truly believe that the benefits of incorporating new media in the composition classroom far outweigh the drawbacks. With planning and preparation, we can be prepared to deal with any situation as it arises. There are a number of scholars in the field of educational technology such as Cynthia Selfe and James Paul Gee who also advocate the use of new media in the classroom. Technology is a tool that can be used in many different ways to enhance our teaching and learning experiences (Glenn, 61). The NCTE and other organizations strongly support the use of new media and technology in the composition classroom. “As basic tools for communicating expand to include modes beyond print alone, ‘writing’ comes to mean more than scratching words with pen and paper. Writers need to be able to think about the physical design of text, about the appropriateness and thematic content of visual images, about the integration of sound with reading experience, and about the medium that is most appropriate for a particular message, purpose, and audience” (NCTE, 2009).
Blogs, Wikis, and virtual gaming spaces are three forms of new media that can be usefully implemented in the composition classroom. Blogs, or web logs are spaces that many students are using on a regular basis to share personal thoughts, opinions, and other messages. In the composition course Blogs can be used as discussion spaces for reading assignments and feedback. Blogs provide a space for Q/A time, as well as a space for meaningful discussion on a variety of course related topics. A benefit of Blogs is that all posts are kept and archived, so students are able to look back over their work and see how they have changed and/or advanced over the course of the semester.
Wikis can be great tools for group work and project collaboration and planning. They allow students to organize group work on projects together by adding and changing information as they progress, while also requiring them to write everything out. Two benefits of Wikis are, first that they also provide an archived account of how discussions progress, and second they allow the instructor to view the work students are doing, and to see who is or is not contributing to group projects.
The most controversial of these three examples of new media tools is probably the incorporation of virtual gaming worlds in the composition classroom. Although they are controversial, I do believe they can be beneficial to the composition classroom if applied correctly. Many colleges and universities are incorporating Second Life in their programs in which students are able to attend virtual classes (Araki, 251). Virtual gaming worlds can be good places for practice in writing whether it be through the detailed creation of a character/avatar or through the simple practice of reading and responding to virtual situations. I agree with James Paul Gee in that it depends on how video games are used and in what context to determine if they are useful or not (7). When used with thoughtful reflection, the incorporation of virtual gaming worlds can lead to positive outcomes.
It cannot be denied that there are numerous benefits that come from the incorporation of new media tools in the classroom. Above I mentioned only three examples of how new media can be applied to the composition classroom, but there are many more. However, it would be irresponsible for me not to mention how placing all our focus on new media and technology could be detrimental to our classroom. New media is not the “fix all” for education, nor will it be. Instead, new media offers us a variety of tools that can be used to enrich our classrooms. When used in context with thoughtful reflection, new media can enhance our classrooms in ways that can encourage our students to get excited about composition.
Works Cited
Araki, Marci and Saul Carliner. “What the Literature Says About Using Game Worlds
and Social Worlds in Cyberspace for Communicating Technical and Educational
Content.” Technical Communication 55 (2008): 251-260.
Glenn, Cheryl, Melissa Goldthwaite, and Robert Conners. The St. Martin’s Guide to
Teaching Writing. 5th Edition. Boston, MA: Bedford/St.Martin, 2003.
Gee, James Paul. Good Video Games and Good Learning: Collected Essays on Video
Games, Learning and Literacy. New York, NY: Peter Lang Publishing, Inc., 2007.
The National Council of Teachers of English Executive Committee. “NCTE Beliefs
about the Teaching of Writing.” The National Council of Teachers of
English (2009).
Wolsey, Thomas Devere and Dana L. Grisham. “Adolescents and the New Literacies:
Writing Engagement.” Action in Teacher Education 29.2 (2007): 29-38.
The role of new media in education has evolved over the past ten years, but still has further to go. In this post, I will discuss the importance of the incorporation of new media in the composition classroom as well as some of the benefits that accompany the use of new media. I will close with a brief overview of ways different types of new media can be successfully implemented in the composition classroom.
Before I begin, I must address the term New Media, and what it means to me. As a troubled and complicated term, there are many different definitions used to describe new media. I define new media as, “Media that is related to the digital world of technology, possessing multimodal qualities”(Korody). Some other defining elements of new media are interactivity, variability, and hypermedia. With new media, it is possible for anyone with access to the technology to create, manipulate, share, and participate in and with others in the world around them. This is the type of new media I am referring to in relation to education.
There are many reasons why new media, as described above, is important to the composition classroom. The greatest benefit of incorporating new media in the classroom is that it relates to students interests and can be a useful tool for encouraging students to be more involved in the course work. The majority of students today use new media tools on a daily basis, so by incorporating them, we are able to capture student interest.
Another reason I advocate the incorporation of new media in the composition classroom is that the virtual spaces available via the web can be used for “real” world writing practice. By providing spaces for conversation, collaboration, and feedback, we are able to engage our students on a more critical level. “Technology can become an integral part of the learning community, fostering the perceptions that students hold of themselves as writers” (Wolsey, 30). Not only does the use of these virtual spaces allow for classrooms to expand beyond set timeframes and physical settings, but they can also foster an environment for reflective, thoughtful discussion. By incorporating these tools in a composition course, students are able to practice the actual act of composition while also learning to provide peer-reviews and other types of written feedback. These tools also provide a space ensuring that every voice is heard, which is not always possible in every face-to-face classroom setting. Together these tools can lead to a better classroom experience for everyone involved.
Although there are numerous benefits that arise from the incorporation of new media in the composition classroom, there are also some negative issues that instructors should be aware of. Some issues that teachers will have to deal with are: time, training, access, and an overall fear factor of technology use in general. These are just a few of the issues that may arise from the incorporation of new media, but with some planning in advance, these problems can be dealt with quickly and efficiently. At the university level, access should not be an issue, although it occasionally is. Most schools provide computer labs available for student use, as well as in other locations such as libraries both on and off campus. When those options do not work, students should be prepared to discuss an arrangement that works for the instructor as well as the student. Time issues must be dealt with when planning the course syllabus. When dealing with new media in a class, it is important for the instructor to maintain a manageable timeframe. It is easy to be overwhelmed by the need to read and respond to every student on every post, so being prepared can save time. It would also be a good idea to keep the possibility of technical problems in mind, as they can occur at any given time. When introducing students to new or unfamiliar applications and programs, it is important to train them in the use of those tools. Probably the greatest drawback to the incorporation of new media in the classroom is the fear that it places on instructors. The use of new media can place instructors in a vulnerable position. I think the best way to combat this fear is by entering the classroom as a facilitator and learner rather than an all–knowing dictator. As a facilitator, we are positioning ourselves to learn from our students as we are also encouraging them to learn and grow.
I truly believe that the benefits of incorporating new media in the composition classroom far outweigh the drawbacks. With planning and preparation, we can be prepared to deal with any situation as it arises. There are a number of scholars in the field of educational technology such as Cynthia Selfe and James Paul Gee who also advocate the use of new media in the classroom. Technology is a tool that can be used in many different ways to enhance our teaching and learning experiences (Glenn, 61). The NCTE and other organizations strongly support the use of new media and technology in the composition classroom. “As basic tools for communicating expand to include modes beyond print alone, ‘writing’ comes to mean more than scratching words with pen and paper. Writers need to be able to think about the physical design of text, about the appropriateness and thematic content of visual images, about the integration of sound with reading experience, and about the medium that is most appropriate for a particular message, purpose, and audience” (NCTE, 2009).
Blogs, Wikis, and virtual gaming spaces are three forms of new media that can be usefully implemented in the composition classroom. Blogs, or web logs are spaces that many students are using on a regular basis to share personal thoughts, opinions, and other messages. In the composition course Blogs can be used as discussion spaces for reading assignments and feedback. Blogs provide a space for Q/A time, as well as a space for meaningful discussion on a variety of course related topics. A benefit of Blogs is that all posts are kept and archived, so students are able to look back over their work and see how they have changed and/or advanced over the course of the semester.
Wikis can be great tools for group work and project collaboration and planning. They allow students to organize group work on projects together by adding and changing information as they progress, while also requiring them to write everything out. Two benefits of Wikis are, first that they also provide an archived account of how discussions progress, and second they allow the instructor to view the work students are doing, and to see who is or is not contributing to group projects.
The most controversial of these three examples of new media tools is probably the incorporation of virtual gaming worlds in the composition classroom. Although they are controversial, I do believe they can be beneficial to the composition classroom if applied correctly. Many colleges and universities are incorporating Second Life in their programs in which students are able to attend virtual classes (Araki, 251). Virtual gaming worlds can be good places for practice in writing whether it be through the detailed creation of a character/avatar or through the simple practice of reading and responding to virtual situations. I agree with James Paul Gee in that it depends on how video games are used and in what context to determine if they are useful or not (7). When used with thoughtful reflection, the incorporation of virtual gaming worlds can lead to positive outcomes.
It cannot be denied that there are numerous benefits that come from the incorporation of new media tools in the classroom. Above I mentioned only three examples of how new media can be applied to the composition classroom, but there are many more. However, it would be irresponsible for me not to mention how placing all our focus on new media and technology could be detrimental to our classroom. New media is not the “fix all” for education, nor will it be. Instead, new media offers us a variety of tools that can be used to enrich our classrooms. When used in context with thoughtful reflection, new media can enhance our classrooms in ways that can encourage our students to get excited about composition.
Works Cited
Araki, Marci and Saul Carliner. “What the Literature Says About Using Game Worlds
and Social Worlds in Cyberspace for Communicating Technical and Educational
Content.” Technical Communication 55 (2008): 251-260.
Glenn, Cheryl, Melissa Goldthwaite, and Robert Conners. The St. Martin’s Guide to
Teaching Writing. 5th Edition. Boston, MA: Bedford/St.Martin, 2003.
Gee, James Paul. Good Video Games and Good Learning: Collected Essays on Video
Games, Learning and Literacy. New York, NY: Peter Lang Publishing, Inc., 2007.
The National Council of Teachers of English Executive Committee. “NCTE Beliefs
about the Teaching of Writing.” The National Council of Teachers of
English (2009).
Wolsey, Thomas Devere and Dana L. Grisham. “Adolescents and the New Literacies:
Writing Engagement.” Action in Teacher Education 29.2 (2007): 29-38.
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