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TEACHING WITH THE INTERNET,
Or How I Learned to Stop Worrying and Learned to
Love the Google In My Classroom
Adeline Koh
S...
Why do we teach our students
using one method and
use another to teach each other?
That the Internet is at our students’ fingertips
in the classroom whenever we ask a
question should make us ask
different t...
WHAT IS 21ST CENTURY
LITERACY?
SOCIAL MEDIA
INTHE CLASSROOM
LIVETWEETING & PEDAGOGY
• Live-tweeting allows for pedagogical intervention in new ways
• helps introverted/quiet students...
WIKIPEDIA & PEDAGOGY
• Have editing Wikipedia assignments be a part of
the class
• Training more Wikipedia editors helps i...
CONNECT
Turn your class into a Network Node
FEMTECHNET
KEY LEARNING PROJECTS
• Feminist Wikistorming
• KeywordVideos
• Feminist Mapping
• Community Participation
• Ob...
TURNYOUR CLASSROOM
Into a Self-Defining Community
COMMUNITY-GENERATED
LEARNING
• Getting students to remix their syllabus, generate a
class manifesto, grading contracts
• G...
https://www.youtube.com/watch?v=mYT3vM0J4QM
AN ACTIVITY:
DISCUSSTHREE WAYSTOTURNTHISTRADITIONAL ASSIGNMENT INTO ONE
WHICH ACTIVELY ENCOURAGES USE OFTHE INTERNET.
http...
• Reading: Jane Eyre, Chapters 11-16.
• Read the following extract carefully. Refer to your book to reread what
happens ju...
DISCUSSION QUESTIONS
• What is being described in this extract? What happens before, and
what happens after it?
• If Jane ...
POSSIBLE ISSUES
• Students resistant to learning a new tool
• Use of proprietary, corporate tools in education?
• FERPA
• ...
THE DIGITAL AND ACCESSIBILITY
THE ABLEISM OFTHE
ACADEMY
• Margaret Price:“some of the most common topoi
of academe intersect problematically with mental...
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom
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Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom

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Keynote address for ILIADS.org 2015. Simultaneously published on HybridPedagogy.com

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Teaching With the Internet, Or How I Learned to Stop Worrying and Learned to Love The Google in My Classroom

  1. 1. TEACHING WITH THE INTERNET, Or How I Learned to Stop Worrying and Learned to Love the Google In My Classroom Adeline Koh Stockton University @adelinekoh
  2. 2. Why do we teach our students using one method and use another to teach each other?
  3. 3. That the Internet is at our students’ fingertips in the classroom whenever we ask a question should make us ask different types of questions.
  4. 4. WHAT IS 21ST CENTURY LITERACY?
  5. 5. SOCIAL MEDIA INTHE CLASSROOM
  6. 6. LIVETWEETING & PEDAGOGY • Live-tweeting allows for pedagogical intervention in new ways • helps introverted/quiet students have an additional space to express themselves • allows for many points of view to be discussed simultaneously • allows for instructor to observe how students are understanding material, and to redirect attention if needed
  7. 7. WIKIPEDIA & PEDAGOGY • Have editing Wikipedia assignments be a part of the class • Training more Wikipedia editors helps increase diversity in editors + content • Resources:WikiEd Foundation — provides dedicated feedback & support: wikiedu.org
  8. 8. CONNECT Turn your class into a Network Node
  9. 9. FEMTECHNET KEY LEARNING PROJECTS • Feminist Wikistorming • KeywordVideos • Feminist Mapping • Community Participation • Object Making/Exchange
  10. 10. TURNYOUR CLASSROOM Into a Self-Defining Community
  11. 11. COMMUNITY-GENERATED LEARNING • Getting students to remix their syllabus, generate a class manifesto, grading contracts • Getting students to work together to determine a rubric which will be used to grade their work
  12. 12. https://www.youtube.com/watch?v=mYT3vM0J4QM
  13. 13. AN ACTIVITY: DISCUSSTHREE WAYSTOTURNTHISTRADITIONAL ASSIGNMENT INTO ONE WHICH ACTIVELY ENCOURAGES USE OFTHE INTERNET. http://tinyurl.com/iliads2015
  14. 14. • Reading: Jane Eyre, Chapters 11-16. • Read the following extract carefully. Refer to your book to reread what happens just before, and just after this extract (From Chapter 12). • It was very near, but not yet in sight; when, in addition to the tramp, tramp, I heard a rush under the hedge, and close down by the hazel stems glided a great dog, whose black and white color made him a distinct object against the trees. It was exactly one mask of Bessie’s Gytrash—a lion-like creature with long hair and a huge head: it passed me, however, quietly enough; not staying to look up, with strange pretercanine eyes, in my face, as I half expected it would.The horse followed—a tall steed, and on its back a rider. The man, the human being, broke the spell at once. Nothing ever rode the Gytrash: it was always alone; and goblins, to my notions, though they might tenant the dumb carcases of beasts, could scarce cover shelter in the commonplace human form. No Gytrash was this—only a traveler taking the short cut to to Millcote. He passed, and I turned; a sliding sound and an exclamation of ‘What the deuce is to do now?’ and a clattering tumble, arrested my attention. Man and horse were down; they had slipped on the sheet of ice which had glazed the causeway.The dog came bounding back, and, seeing his master in a predicament, and hearing the horse groan, barked till the evening hills echoed the sound, which was deep in proportion to his magnitude. He snuffed round the prostrate group, and then he ran up to me; it was all he could do—there was no other help at hand to summand. I obeyed him, and walked down to the traveler, by this time struggling himself free of his steed. His efforts were so vigorous, I thought he could not be much hurt; but I asked him the question; • “Are you injured, sir?” • I think he was swearing, but am not certain; however, he was pronouncing some formula which prevented him from replying to me directly. • “Can I do anything? I asked again.
  15. 15. DISCUSSION QUESTIONS • What is being described in this extract? What happens before, and what happens after it? • If Jane Eyre is about a love story, what is typical, and what unusual about the entrance of the hero of this love story? • How does the typical, yet unusual entrance of the love story connect to some of the other themes we have discussed in Jane Eyre so far? • What do you think is the symbolism behind the nameThornfield?
  16. 16. POSSIBLE ISSUES • Students resistant to learning a new tool • Use of proprietary, corporate tools in education? • FERPA • Trolling
  17. 17. THE DIGITAL AND ACCESSIBILITY
  18. 18. THE ABLEISM OFTHE ACADEMY • Margaret Price:“some of the most common topoi of academe intersect problematically with mental disability.” Mad at School: Rhetorics of Mental Disability and Academic Life • We need to deeply rethink how we teach not simply to rethink 21st century literacy, but also to increase accessibility of our classrooms

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