Literacy and the digital brain


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  • -translation goggles – dictionaries are becoming obsolete!
  • -a fully operational computer -micro chip technology SPOT watches offer advanced features such as automatic time adjustment based on location, customizable watch faces, and access to continually updated content such as news, traffic alerts, weather reports, stock quotes, and sports scores, instant messaging, etc. -- plus, of course, all the capabilities expected of a modern wristwatch such as chronometer, calendar, alarm, and timer functions.
  • Projection technology -no keyboard required -wireless -portable
  • -the capacity of such a tiny device… *the peripherals we use are practically obsolete and unnecessary LARGE GROUP DISCUSSION: What are the implications for the classroom? How comfortable are you with students using personal electronic devices in the classroom? Why? What do you perceive to be the advantages or disadvantages to permitting their use in the classroom? After this discussion, add the following information: FYI… S.P.O.T. technology is already available, at a cost of approximately $200.00. Research and development is currently underway to embed similar technology in other types of jewelry (e.g. rings, earrings, bracelets) and even clothing. Question: How does this present a dilemma for us?
  • This relates directly to the fact that students are more willing to engage in literacy activities that are part of their world, that work towards making them participating citizens of the 21 st century. As teachers we have to ask ourselves if current strategies to improve student achievement in literacy embrace the idea of including the literacies that our students value. How can we incorporate these mindsets without compromising their success in the functional skills that are needed to navigate the current education system?
  • Video: Did You Know?
  • -these skills were borne out of research conducted by American educational research groups -surveyed employers in the private and public sector; looking to identify areas of deficiency among workers -key issues: creativity and problem solving -workers could take direction, but often struggle when put in situations when they had to devise a plan  the processes involved in this sort of decision-making was not natural
  • The image on the left shows an MRI of a normal brain activity, the opposite is a scan of a brain that is currently Googling! Functional MRI brain scans show how searching the Internet dramatically engages brain neural networks (in red). The image on the left displays brain activity while reading a book; the image on the right displays activity while engaging in an Internet search. UCLA scientists have found that for computer-savvy middle-aged and older adults, searching the Internet triggers key centers in the brain that control decision-making and complex reasoning. The findings demonstrate that Web search activity may help stimulate and possibly improve brain function. The study, the first of its kind to assess the impact of Internet searching on brain performance, is currently in press at the American Journal of Geriatric Psychiatry and will appear in an upcoming issue. Additional details on the study and further research on the impact of computer technologies on the aging brain are highlighted in Small's new book, "iBrain: Surviving the Technological Alteration of the Modern Mind". Dr. Gary Small, a professor at the Semel Institute for Neuroscience and Human Behavior at UCLA who holds UCLA's Parlow-Solomon Chair on Aging. says: "Internet searching engages complicated brain activity, which may help exercise and improve brain function". "A simple, everyday task like searching the Web appears to enhance brain circuitry in older adults, demonstrating that our brains are sensitive and can continue to learn as we grow older," Small said.
  • Video: What Video Games Can Teach Schools  features James Paul Gee, University of Arizona
  • Tool literacies refer to the general proliferation of new technological tools in society, including "computer literacy," "network literacy," and "technology literacy." Literacies of representation address the need to analyze information and to understand how meaning is created and includes entities such as "information literacy," "visual literacy," and "media literacy." Concepts such as oral literacy, sign literacy (e.g., ASL literacy), print literacy (traditional literacy), mathematical literacy, and so on are examples of literacies of representations.
  • This was the last time the word “revolution” and “knowledge” were used in the same context. For the most part, we have been retrieving knowledge in the exact same manner ever since the advent of Guttenburg printing press. Consider… If a surgeon from the 18 th were to walk into a modern-day OR, would he be able to perform any procedure?  Not likely… what we know about the human body, how we have come to learn about the human body and the ways in which we treat the human body have all evolved. If a teacher from the 18 th were to walk into a modern day classroom, would she still be able to teach?  Probably… Have our methods really changed? Sure, some of the information is different, but that’s nothing a little bit of extra reading and research can’t fix.
  • -an age-old institutional norm has been transformed -students of Bloom shuffled the taxonomy to more accurately reflect the changing needs in education and the world Mouse click will move the red circle to highlight the main change to the taxonomy. In today’s knowledge-based economy, what will define success for anyone is being able to take “old” information and transforming it and re-creating it into something new. Bloom’s revised taxonomy reflects the paradigm shift. In the new diagram, we see that the process of acquiring new knowledge is ACTIVE – all the descriptors are verbs. The highest level of thinking occurs in one’s ability to CREATE new knowledge/products, simply evaluating those which already exist. Access to these Web 2.0 media applications help our students to have the potential to reconstruct new knowledge in a creative format.
  • There’s an application for the various kinds of learning you want to lead students through… Bloom’s revised taxonomy and corresponding web 2.0 applications
  • Click on “B” in slide show mode to link to
  • Click orange “i” button to link to Le Petit Prince class blog  an example of how to use a blog for a book study/extended unit of study Click yellow “i” button to link to  an online tool that helps students to easily type with accents with pre-programmed buttons vs. cumbersome accent codes; text can be copied and pasted into
  • -first button: Literacy Fridays -second button: Christ and Culture -third button: Be With Me
  • Literacy and the digital brain

    1. 1. Literacy and the Digital Brain Christine Cosentino York Catholic District School Board St. Jean de Brebeuf C.H.S.
    2. 6. A typical day at St. Jean de Brebeuf…
    3. 7. Something to chew on… <ul><li>Recent research has revealed that students, in the span of a typical semester , will generate approximately 42 pages worth of work for all classes, whereas they will produce in excess of 500 pages in email and text messages. </li></ul>
    4. 9. The 21 st Century Learner… DIGITAL-AGE LITERACY -basic, scientific, economic and technological literacies -visual and informational literacies -multicultural literacy and global awareness INVENTIVE THINKING -adaptability, managing complexity and self-direction -curiosity, creativity and risk-taking -higher-order thinking and sound reasoning EFFECTIVE COMMUNICATION -teaming, collaboration and interpersonal skills -personal, social and civic responsibility -interactive communication HIGH PRODUCTIVITY -prioritize, plan and manage for results -effective use of real-world tools -relevant, high-quality products
    5. 10. The “Net Generation” <ul><li>Also known as Millennials </li></ul><ul><ul><li>School has always involved access to computers, the Internet </li></ul></ul><ul><ul><li>Daily communication involves email, text messaging, blogs and cell phones </li></ul></ul><ul><ul><li>Academically diverse </li></ul></ul><ul><ul><li>Consumed by extra-curricular activities </li></ul></ul><ul><ul><li>Thrive in group settings </li></ul></ul><ul><ul><li>Tinkerers </li></ul></ul><ul><ul><li>Ethnically and racially diverse </li></ul></ul>
    6. 12. Millennials Want to Learn… <ul><li>With technology </li></ul><ul><li>With one another </li></ul><ul><li>Online </li></ul><ul><li>In their own time </li></ul><ul><li>In their own place </li></ul><ul><li>Doing things that matter </li></ul>
    7. 13. <ul><li>Multitasking / toggling </li></ul><ul><li>Multimedia learning </li></ul><ul><li>Online social networking </li></ul><ul><li>Online information searching </li></ul><ul><li>Games, simulations, creative expressions </li></ul>Digital Learners Engage By…
    8. 14. Your Brain on Google…
    9. 15. Your brain on video games
    10. 17. According to Gee (2000): <ul><li>“ The New Literacy Studies are based on the view that reading and writing only make sense when studied in the context of the social and cultural (and we can add historical, political and economic) practices of which they are but a part.” </li></ul>
    11. 18. Literacy is: <ul><li>Social practice </li></ul><ul><li>How we use language through different media </li></ul><ul><li>Oral communication </li></ul><ul><li>Reading </li></ul><ul><li>Writing </li></ul>
    12. 19. Two Basic Categories… <ul><li>Tool Literacies </li></ul><ul><ul><li>refers to emergences of new technological tools in society </li></ul></ul><ul><li>Literacies of Representation </li></ul><ul><ul><li>analyzing information and understanding how meaning is created </li></ul></ul>
    13. 20. This was revolutionary… <ul><li>Efficient and uniform dissemination of knowledge </li></ul><ul><li>Fueled scientific, political and social change on a scale unlike any other invention in history </li></ul>
    14. 21. Web 1.0  Web 2.0
    15. 22. Today’s Revolution… <ul><li>Social affiliations and networking </li></ul><ul><li>Being online vs. going online </li></ul><ul><li>The web as an application platform </li></ul><ul><li>Digital self-expression; defining and claiming of one’s voice </li></ul>
    16. 23. A New Paradigm!
    17. 24. Bloom’s Revised Taxonomy Supported by Web 2.0 Applications
    18. 25. Creating Opportunities <ul><li> </li></ul>
    19. 26. The Total Brain Experience!
    20. 27. Blogs Blogs are powerful communication tools. Blogs are powerful publishing tools. But blogging (the verb) is still much more than that to me. Blogging, as in reading and thinking and then writing, is connecting and learning. Will Richardson 2006
    21. 28. Limited Only by Your Imagination <ul><li>Teachers </li></ul><ul><ul><li>Content-related blog as professional practice </li></ul></ul><ul><ul><li>Networking and personal knowledge sharing </li></ul></ul><ul><ul><li>Instructional tips for students </li></ul></ul><ul><ul><li>Course announcements and readings </li></ul></ul><ul><ul><li>Annotated links </li></ul></ul><ul><li>Students </li></ul><ul><ul><li>Reflective or writing journals </li></ul></ul><ul><ul><li>Assignment submission and review </li></ul></ul><ul><ul><li>Dialogue for groupwork </li></ul></ul><ul><ul><li>E-portfolios </li></ul></ul><ul><ul><li>Share course-related resources </li></ul></ul>
    22. 29. Why should students blog? <ul><li>Encourages students to write </li></ul><ul><li>Communicate through an exciting medium that engages the learner </li></ul><ul><li>Contribute to collective knowledge </li></ul><ul><li>Construct knowledge </li></ul><ul><li>Use a tool that studentsknow how to use </li></ul>
    23. 30. Blogging as Participation… <ul><li>Format encourages participation </li></ul><ul><li>Creation of community </li></ul><ul><li>A new cultural form of expression </li></ul><ul><li>Not the norm </li></ul><ul><li>Hybrid journaling </li></ul>
    24. 31. Logistics <ul><li>Send a letter home to parents/guardians informing them about the class blog; secure permission to post photos and videos of their children; reassure the security of the site </li></ul><ul><li>Inform school principal and department head; forward blog URL </li></ul><ul><li>Email addresses are not exchanged or collected </li></ul>
    25. 32. Blogger <ul><li>Free blog creation site </li></ul><ul><li>Upload videos and images in postings </li></ul><ul><li>Embed widgets and gadgets </li></ul><ul><li>Users need a pre-existing email address that is registered as a “Google Account” </li></ul>
    26. 33. SlideShare <ul><li>SlideShare is a free service for sharing presentations and slideshows </li></ul><ul><li>Register to use with an email address </li></ul><ul><li>Users can upload PowerPoint, OpenOffice, Keynote or PDF presentations, tag them, embed them into blogs or websites, browse others' presentations, and comment on individual slides </li></ul><ul><li>Transcripts of presentations will be indexed by internet search engines and show up in search results </li></ul>
    27. 34. Keepvid <ul><li>Online video converter </li></ul><ul><ul><li>Select from various formats and save video files to your desktop/portable drive </li></ul></ul><ul><li>Free to use </li></ul><ul><li>No registration required </li></ul>
    28. 35. Why would we do this? <ul><li>A way to differentiate instruction </li></ul><ul><li>Promote engagement using various media </li></ul><ul><li>Free! (so these applications fit everyone’s budget…) </li></ul><ul><li>Students ALREADY know how to use these applications </li></ul>
    29. 36. Modelling is Key <ul><li>Ethical and responsible use of technology </li></ul><ul><li>Time and place </li></ul><ul><li>Appropriate language </li></ul><ul><li>Rules of engagement </li></ul>
    30. 37. For more information and resources: <ul><li>Visit the session blog! </li></ul><ul><ul><li>Today’s power point presentation </li></ul></ul><ul><ul><li>Web 2.0 tip sheets </li></ul></ul><ul><ul><li>Sneak a peek at my class blogs </li></ul></ul><ul><ul><li>Helpful websites </li></ul></ul><ul><ul><li>Professional reading </li></ul></ul><ul><li> </li></ul>