I initially struggled with how to present my learning in this course; how can a non-linear understanding of course material be wrangled into a linear presentation? My final a-ha moment of ETEC540 is that I should present the information as I understand it and not necessarily in a linear fashion, but still put it in a format that makes sense to meet the grading criteria (insert emoji face here). For that reason, I have chosen a hypertext environment to present, knowing that my reader will be pulled off in many directions while performing the webquest that is my final multi-media project.
This project explores the impact of social media environments on literacy development among second-language students. Immersion students’ learning tasks are double as they progress: learning a second language and learning to read and write. How can teachers take advantage of social media environments to speed up vocabulary acquisition and support literacy?
“Weblogs, wikis, trackback, podcasting, videoblogs, and social networking tools like MySpace and Facebook to give rise to an abbreviation mocking their prevalence: YASN (Yet Another Social Network)” (Dobson, p19). While students may be familiar with the tools for socialization, they also provide a powerful opportunity for developing literacy skills when leveraged in the classroom.
“WebQuests favor cooperative and project-based learning, as they are used for interaction and problem solving. As learners work in pairs or in teams, “they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to perform” (Aydin, 769)
This is your invitation to adventure! The Webquest to improve student literacy begins here!
Delicious feed with links to above social media platforms. This course has pushed my thinking, and in deciding how to represent my learning, I decided to fully leap into some of the digital technologies that I may have been reluctant to embrace to this point and found that my own learning improved by leaps and bounds.
This class gave me the theory behind some of the practices already in my classroom and introduced some new ideas. Technology is a tool for learning that changes the way learners interact with text. I realized that the digital tools provided in classrooms are not an accommodation to meeting the learning needs of a few but tools to allow all students to express understanding.
Aydin, S. (2016) WebQuests as language-learning tools. Computer Assisted Language Learning Vol. 29 , Iss. 4,2016. Retreived from http://www-tandfonline-com.ezproxy.library.ubc.ca/doi/pdf/10.1080/09588221.2015.1061019?needAccess=true
Calhoun, E. (1999) Teaching Beginning Reading and Writing with the Picture Word Inductive Model. Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/199025/chapters/Describing-the-Picture-Word-Inductive-Model.aspx
Dobson, T. Willinsky, J. (2009) Digital Literacy. https://pkp.sfu.ca/files/Digital%20Literacy.pdf
Durante, C. B. (2016). Adapting nonverbal coding theory to mobile mediated communication: An analysis of emoji and other digital nonverbals (Order No. 10120382). Available from ProQuest Dissertations & Theses Global. (1805884511). Retrieved from http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com.ezproxy.library.ubc.ca/docview/1805884511?accountid=14656
Mills, K. (2010). The multiliteracies classroom Multilingual Matters.
Schrock, K. (2016) Resources to support the SAMR Model. http://www.schrockguide.net/samr.html
Verga, L. (2013) How relevant is social interaction in second language learning? https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3759854/
Ong, Walter J. (2003). Orality and Literacy. Routledge. Retrieved November 2016, from http://www.myilibrary.com?ID=1960