Meaning Making of the 21st Century

Taking a theory-laden class on Lev Vygotsky has produced in me a tendency to think about thought and language and semiotic implications in a practical sense, as a teacher. As a graduate student in the process of working on my candidacy paper and trying to situate myself within the community of educational researchers interested in my general area (technology and English/writing education), I am reading a lot about multi-modal strategies of presenting information. A natural dialectical relationship in my studies, right? A discussion came up in class today about how speech and words, via alphabetized language, act as a super mediator between thought and language. To Vygotsky, the most basic unit of analysis was the word.

Taking this into account, how then do we accommodate for the new media movement and the idea of multi-modal communications, i.e. music, art work, media, and visual arts, as ways of making meaning. Are the creatively constructed visual representations students produce any less effective at conveying thought? What about the issue of interpretation? Or assessment? Is it easier to “grade” an expository paper for spelling, mechanics, and content than it is to grade a web site or other multimedia project that includes elements like visuals and non-linear hypertext? How much meaning can we see in the latter, where implicit representation overshadows what can be more explicitly expressed in words? For our 21st century learners, is the word the most basic unit of meaning?

To my devote followers, I apologize for the delay! Maybe see you Saturday, but dinner soon?

Traditionalist in a Techo-Educator's Body

I hate the idea of the Kindle. I have never used a Kindle. I have seen a Kindle once (I refused to touch it) and know of a few people who own them. Yet, I still hate the idea of the Kindle. As a former journalist, I have a strict sense of reverence for old-fashioned, printed-with-ink media. As a self-proclaimed super-bookworm (reading Fahrenheit 451 gave me nightmares for weeks), I argue that nothing rivals the feeling of a book spine in the palm of my hand and the turning of pages between my fingers. While I clearly tout my allegiance to “tangible” media, I lead a double life… I think that technology is awesome! In fact, I can’t live without it. As a consumer of emerging technology, I partake in the occasional social networking dialogue (Facebook, anyone?). I regularly read blogs. I superfluously check my email. This techno-obsession seeps into my professional life in a positive way. As a teacher, I have always been a strong proponent of the usage of technology in the classroom. When I was teaching secondary English, I strived to organize my lessons so that they reflected the components of the digital world in which my students lived. To me, this translated to increased student engagement and perhaps (I hoped) intrinsic motivation. Technology in the classroom is a good thing.
Isn’t it?
Recently, I read an article (Books face extinction as schools go high-tech) about a school in Massachusetts that is embarking on a movement from textbook to computer-based class content. We can’t ignore the usefulness of pervasive online course management systems like Moodle and Angel, or the various other technologically-based instructional systems that aid educators in the most noble of tasks. They are helpful and make a lot of classroom activities much easier. Yet, while is clear that many traditional textbooks are situated around a teacher-centered view of learning, one where the teacher is mediator between the students and knowledge, I hesitate to fully embrace the idea that:

“It’s not just in [students] normal lifestyle to read from a book.”

Books face extinction as schools go high-tech

My traditional side screams, “Wait a minute! Why not?!” My techno-sympathetic side calmly says, “Well, what IS in their normal lifestyle and how can we harness that?” The article discusses the fact that going digital enabled the particular school to offer more electives, which is a wonderful thing. It also mentions the federal stimulus package that enables Massachusetts’ schools to purchase new technologies with an aim at increasing student achievement, which is another plus. My question is: What are we losing when we go all-digital? Is it realistic to want students to appreciate printed media that might not be around for much longer anyway? Where do our personal nostalgias become sacrificed for the greater good of the students? What gets lost in the process?

Grand Opening

Greetings! Welcome to Edu-obsessed! I intend for this blog to be a community where educators of all walks of life - from the well seasoned to the pre pre-service - can read stories, collaborate with others, and continue the reflective learning process that is the backbone of our craft. As current or future educators, we wear many hats and this blog will reflect that diversity. The topics covered by this site will range from writing education to digital literacy to tips and tools of the trade. Please feel free to contact me with suggestions or comments!