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Sources:
Reflection:
As a former English teacher, literacy has always been an interest of mine. The fact that multiple literacies exist and must be mastered by our students is now the passion that drives me as a media specialist. When I began thinking about what I wanted to convey with my infographic, the role of the English teacher in multiple literacies instruction stuck out in my mind. It only makes sense for English teachers to help lead the charge towards information fluency and inquiry learning; they have always encouraged students to make meaning, interpret, analyze, and transform information. After mulling it over, researching through GALILEO, Google, and our FRIT 7234 resources, I established my thesis: “Purposeful Technology Integration in the English Language Arts Classroom.”
Although we exist in the information age and our learners are native technology users, I find that technology is often arbitrarily used in the classroom as a tool of consumption, rather than production and without forethought as to its context and appropriateness to task. I wanted to highlight the rationale behind and a plan for purposeful technology integration. By relying on scholarly journals and nationally recognized teaching organizations for my sources, I was able to include research-based suggestions for English teachers wishing to integrate lessons using information fluency and inquiry. Finding information fluency and inquiry sources that were specific to the English Language arts discipline was difficult, and the research phase of this assignment was the most lengthy and difficult for me. Once I found enough articles to research the topic thoroughly, I began to weed them down to those with information relevant to my thesis. The sketching phase then began. After I had a thorough outline of what I wished to say, I used Piktochart to pick a template and graphics for my infographic. I included data, quotes, graphics, text, questions, and a pleasing color palette. Overall, I’m proud of the piece that I produced, and I hope to use it as a means of initiation with the ELA teachers at my schools with the goal of beginning the information fluency cycle.
- Heine, Carl, and Dennis O’Connor. Teaching Information Fluency : How to Teach Students to Be Efficient, Ethical, and Critical Information Consumers. Scarecrow Press, 2013. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=667218&site=ehost-live.
- Young, Carl A., Contemporary Issues in Technology and Teacher Education. https://www.citejournal.org/volume-4/issue-1-04/english-language-arts/teaching-the-english-language-arts-with-technology-a-critical-approach-and-pedagogical-framework/
- National Council of Teachers of English. http://www2.ncte.org/statement/beliefs-technology-preparation-english-teachers/
- Brown, Heather. “Walking into the Unknown: Inquiry-Based Learning Transforms the English Classroom.” The English Journal, vol. 94, no. 2, 2004, pp. 43–48. JSTOR, www.jstor.org/stable/4128772
- Purcell, Kristen, Lee Raine, Alan Heaps, Judy Buchanan, Linda Friedrich, Amanda Jacklin, Clara Chen, and Kathryn Zickuhr. How Teens Do Research in the Digital World. https://www.pewinternet.org/2012/11/01/how-teens-do-research-in-the-digital-world/
- Ezziane, Zoheir. (2007). Information Technology Literacy: Implications on Teaching and Learning. Educational Technology & Society, 10 (3), 175-191. https://pdfs.semanticscholar.org/4bf1/98203a891891d0043237c629c59e2c4b8512.pdf
- Graphics and template from Piktochart.com
Reflection:
As a former English teacher, literacy has always been an interest of mine. The fact that multiple literacies exist and must be mastered by our students is now the passion that drives me as a media specialist. When I began thinking about what I wanted to convey with my infographic, the role of the English teacher in multiple literacies instruction stuck out in my mind. It only makes sense for English teachers to help lead the charge towards information fluency and inquiry learning; they have always encouraged students to make meaning, interpret, analyze, and transform information. After mulling it over, researching through GALILEO, Google, and our FRIT 7234 resources, I established my thesis: “Purposeful Technology Integration in the English Language Arts Classroom.”
Although we exist in the information age and our learners are native technology users, I find that technology is often arbitrarily used in the classroom as a tool of consumption, rather than production and without forethought as to its context and appropriateness to task. I wanted to highlight the rationale behind and a plan for purposeful technology integration. By relying on scholarly journals and nationally recognized teaching organizations for my sources, I was able to include research-based suggestions for English teachers wishing to integrate lessons using information fluency and inquiry. Finding information fluency and inquiry sources that were specific to the English Language arts discipline was difficult, and the research phase of this assignment was the most lengthy and difficult for me. Once I found enough articles to research the topic thoroughly, I began to weed them down to those with information relevant to my thesis. The sketching phase then began. After I had a thorough outline of what I wished to say, I used Piktochart to pick a template and graphics for my infographic. I included data, quotes, graphics, text, questions, and a pleasing color palette. Overall, I’m proud of the piece that I produced, and I hope to use it as a means of initiation with the ELA teachers at my schools with the goal of beginning the information fluency cycle.