Leveraging Tools, Texts, and Talk in My Teaching Context

 Technology is a big part of instruction in the classroom today, so it is essential that as educators we are using technology in a purposeful and intentional manner. We must incorporate both analog and digital literacies in the classroom in an effective and up to date way that relates to the world around us. “Although digital tools can help document the world in newly nuanced ways and demonstrate new perspectives, digital literacies often primarily heighten the analog demands we have in our learning goals” (Garcia, 2017). Both digital tools and analog cultures have their pros and cons, and each of these practices come with concerns.

“Practically, analog literacies remind us to consider the sensory nature of how we make meaning of our surrounding world” (Garcia, 2017). Analog experiences utilize the senses, and highlight cultural practices that digital culture occludes. Digital culture highlights sounds and images that we can not receive from in an analog context. Oftentimes when digital platforms are used in the classroom, they are used in an unintentional way that our students are not necessarily benefiting from. “As educators, we should be more apt to challenge the kinds of digital literacy practices expected in our classrooms and to consider how these practices can better mirror the world around us, engage our senses, and facilitate authentic learning”  (Garcia, 2017). In other words, technology use should be purposeful and intentional. In order to maintain equity in the classroom, students should be given a choice, and have a say over their learning. For example, now that all of our NYS exams are computer based, the administration in my district has been encouraging us to give exams online so students can practice and become familiar with this format. However, I always have printed copies of the exams if I am giving them online, and allow students to use the printed copy if that helps them. Another example of providing choice; when assigning projects, I always give students the choice of using a digital platform like google slides or canva, or using poster boards and markers, or using music to create a song, or using their peers to create a skit. 

An activity that I use every year in my science classes that leverage analog and digital learning experiences toward a complex learning goal is called “What does a Scientist look like”. In this activity, I introduce the concept of science by asking the students what they think scientists look like. I ask the students to close their eyes and imagine, what does a scientist look like? Where might a scientist work? What kinds of activities might a scientist be doing? Then I ask the students to draw what they imagined a scientist looking like, and write down where their scientist was working, what they were doing, ect. After the students have drawn their pictures and wrote their sentences, we do a “gallery walk”. Students walk around the room and observe their peers' drawings and ideas. Then, I ask the students to talk with each other, and provide feedback on what they saw. Prompting students to provide feedback to each other is a good practice that “can bring people with different expertise and abilities together” (Fields, Lammers, & Magnifico, 2018). Afterwards, I ask the students, “did all of the scientists around the room look the same? How were they different? After seeing all of your peers' ideas, do you still think all scientists look like your drawing? After this discussion, we talk about all kinds of different scientists; chemists, botanists, astronauts, marine biologists, veterinarians, etc. and we look at what all of these different scientists look like, and the environments that they work in. At the end of the activity, I ask the students if they were to grow up to be a scientist, what kind would they want to be? Of course, challenges arise every year when I do this activity with my students. Some students feel like they are not good at drawing, and do not want to complete this activity. I remind the students that we are not all artists, and our drawings do not need to be perfect. If students are struggling with what to draw, I encourage them to do the assignment backwards. Start with sentences- write down what you are imagining, where the scientist works, etc. Then, use your sentences to draw your picture. “As educators, we should be more apt to challenge the kinds of digital literacy practices expected in our classrooms and to consider how these practices can better mirror the world around us, engage our senses, and facilitate authentic learning”  (Garcia, 2017). This activity integrates both analog and digital practices into the lesson, engages the senses, encourages student feedback and discussion, and relates to the world around them. 

References 

Garcia, A. (2017). NONDIGITAL SKILLS. Literacy Today, 35(3), 24-25. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fnondigital-skills%2Fdocview%2F1966005428%2Fse-2%3Faccountid%3D8067

Fields, A., Lammers, J., & Magnifico, A. (2018). Affinity Spaces, Literacies and Classrooms: Tensions and Opportunities, 52(3), 145-152. https://web-p-ebscohost-com.sunyempire.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=1&sid=7d2ff4ff-0412-4c8a-8766-4c394adbcd3b%40redis