Integrating New Literacy (cont.)

Chris Lehmann (A View from the Classroom), posted a blog yesterday responding to my recent post, The Problem of Integrating Technology.

This may sound like semantics to lots of folks, but it’s not. As long as we talk about technology integration, then we run the risk of ghettoizing what we do… putting it in the corner, if you will. It remains too easy for technology to remain what “those” teachers do in “that” room that no one else in the school ever goes to…

I delivered the address yesterday, to almost three-hundred principals and central office folks in Charlotte. Many of them got it, commenting that this was a new way of thinking about modernizing classrooms. Other principals (whom I grew to respect after discussing the issues with them) did not initially get it. They said, “But you are integrating technology, you are bringing technology in.”

True. We come from a century that was defined by its technology (cars, planes and jets, satellites, space craft, computers, the atomic bomb. However, as our students are playing their video games, it’s not the machines that they’re thinking about. It’s the information. The technology is as much in the background to them, as paper is to us. This is where we need to be. Like our students, we need to be thinking about the information and adopting into what and how we teach — the changing nature of information (networked, digital, overwhelming [NDO]).

Chris goes on to pose the following questions for us to consider as professional educators.

When we think about expanding the notion of literacy to include all of the ways we expect students to digest, synthesize and create information, then the questions we ask become different. Just a few that come to mind are…

* How will our students learn when they leave our classrooms?

Me: They’ll learn from and within a new information environment (NDO).

* What is the revelance to how we learn in the classroom with the way we learn outside of it?

Me: There is little relevance, unless we are teaching from the new information environment (NDO).

* Will our students be prepared to be information providers, not just information consumers?

Me: If we teach them from the new information environment, where content becomes as much a conversation as it is a product to be consumed.

* What are the new modalities of information storage / retrevial / transferral, etc… that our students will face and how do we prepare them for it?
Me: It’s all in the new information environment (NDO).

My usual 2¢ worth

Author: David Warlick

David Warlick has been an educator for the past 40+ years. He continues to do some writing, but is mostly seeking his next intersect between play, passion and purpose, dabbling in photography, drone videography and music production.