Designing science activities that broaden beyond the screen is a vital component of fostering new literacies in my 5th-grade classroom. The readings in Module 3: New Literacies in Classroom Settings, have stressed the importance of fostering new literacies that empower my students to participate and think critically. To do this, I plan to create meaningful discussions about new literacies that have students explore science content in various ways in our digital world. This approach supports students academically but also encourages students to think critically which is important.
In my science class, I plan to create an engaging learning environment that allows students to become “Investigators”. In this project, my students will use both analog resources, such as an observation log, poster boards, and digital tools like Google and YouTube. On the digital sites, I will teach students to find reliable information that they find on the internet. In the article by Jacobson, “Schools should teach students to discern between real and "fake" news, think before they share something online, and develop into responsible digital citizens, there is less consensus over how to measure what students have learned.” Jacobson, L. (2017). I will be sure to show students that sites like Wiki are not reliable. We can even make fake news information to see if students can spot them like when Aguilera said, “To invite students to engage more deeply with these behind-the-screen conversations, we can focus on the different digital literacy practices that involve, for example, navigating purposefully online. While spotting "fake news" has become a hot topic both in and out of classrooms, why not give students a chance to explore the origins of fake news by creating it themselves? That's the idea behind the online game, Fake It to Make It, which offers users insight into the inner workings of clickbait headlines and ad-cluttered websites. The game allows players to simulate fake news, "trick" search engines and users into spreading it, and generate profit”. Aguilera, E. (2017)
To start the project, l will divide my students into small groups to investigate the different ecosystems that surround our school. I will record their information onto our Google Classroom by inserting their data and notes as well as by watching YouTube videos that I provide for instructional purposes. Students can also use a voice thread which makes it accessible for students that have an IEP or 504. This goes along with what Hernandez, M said, “Film study is a great way to make curriculum accessible to students, using a medium that's both familiar and relevant to their lives. For students who are struggling readers, film can level the playing field by providing them with an alternative avenue to understanding story and content.”Hernandez, M. (2017). The “VoiceThread can also convert text to speech so the child can type his or her story and then listen to it read aloud.” Semingson, P. (2017). This will benefit all students with videos and text-to-speech.
With this, they will work together to create a Google Slides presentation that they will upload to YouTube to incorporate their analog findings and digital discoveries. While designing this project, I considered equity and engagement. Not all students have equal access to the same internet services at home, so I will provide structured class time during school hours so that my students can use the internet. This will resolve any issues for equity. As Philip and Garcia (2013) discuss, digital tools in the classroom may make physical texts more accessible, but many students might not have continued access to these digital tools at home. This will also ensure that my classroom is an inclusive environment where all students feel valued and feel that they are contributing to their group work with discussions.
To minimize potential tension, I will put my students in groups that have a mix of abilities so that there is collaboration happening. Stronger students can help their peers who may struggle with digital tools which will build confidence and enhance my student's learning. By designing projects and activities that blend analog and digital experiences, my students will have enhanced understanding and engagement with new literacies which will prepare them for our ever-changing modern world.
My question for you is - Do you have any ideas to involve different types of technology in my science classroom? I would love new ideas to try!
References
Aguilera, E. (2017). MORE THAN BITS AND BYTES. Literacy Today, 35(3), 12-13. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fmore-than-bits-bytes%2Fdocview%2F1966006470%2Fse-2%3Faccountid%3D8067
Hernandez, M. (2017). REFRAMING THE MEDIUM. Literacy Today, 35(3), 16-17. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Freframing-medium%2Fdocview%2F1966007223%2Fse-2%3Faccountid%3D8067
Jacobson, L. (2017). ASSESSING NEWS LITERACY IN THE 21ST CENTURY. Literacy Today, 35(3), 18-22. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fassessing-news-literacy-21st-century%2Fdocview%2F1966007432%2Fse-2%3Faccountid%3D8067
Philip, T., & Garcia A;, (2013). The importance of still teaching the IGeneration: New technologies and the centrality of pedagogy. Harvard Educational Review, (83)2, 300- 119, 400 - 401.https://www.proquest.com/docview/1399327199?accountid=8067&parentSessionId=0PBdk3EqYbiTViPp1oWGYytesuM3VEpxX4NDyRmCtac%3D&pq-origsite=primo&sourcetype=Scholarly%20Journals
Semingson, P. (2017). DIGITAL LITERACIES FOR YOUNG READERS AND WRITERS. Literacy Today, 35(3), 30-31. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fdigital-literacies-young-readers-writers%2Fdocview%2F1966005551%2Fse-2%3Faccountid%3D8067
