"Combining our vision of what students
"should" do when they're writing with what they could do is
incredibly important" -Hicks, 2013, p. 157.
This week's readings really resonated with me
because I have found myself in a grey area that I also believe plagues digital
literacy, online texts, and multimodal projects. Upon completion of my
masters degree, I had believed I would upgrade my Georgia teaching certificate.
Currently, my T-4 renewable certificate is in Middle Grades Social
Studies (as my undergrad degree is in History), so I knew there would be some
hoops as my degree will be in reading. But, and here is the grey area,
the Georgia Professional Standards Commission does not recognize a masters in
reading - new and digital literacies focused, as a certifiable field of
reading. This is from their response -
"This particular program is not state-approved
and does not lead to certification in Reading or in any other field."
See? Just like digital literacy, I am stuck in
the grey area of the present not embracing the future. The Common Core
"fails to do enough to acknowledge the changing nature of literacy and the
Internet as a central text" (Drew, 2012, p. 321). Why wouldn't a
program focused on new and digital literacies lead to a reading
certification? The Georgia Professional Standards Commission isn't able to
answer this question, but here is my best reply.
Most in education are reactive and not proactive.
We make changes to standards when the current set fails. Educators
"[have] been beleaguered by a number of challenges,
including…..increased scrutiny from consortia creating new standards
and assessments" (Hicks, 2013, p. 155). But these aren’t new; they
are a still based in the same skills just redefined to be “fewer, clearer;
higher” (Drew, 2012, p. 321). They are a
reaction to ever widening gap between our students’ potential and academic
success. But without being proactive and
writing standards and curriculum that are geared at welding outside school
discourse with those used in school, we will continue to produce underprepared
students. “Educators cannot continue to ignore online literacy demands or our
students may continue to fall further behind in college and career readiness and
preparation for a global workplace” (Drew, 2012, p. 328).
Drew (2012), Gura (2014), and Hicks (2013) all
present ways to shed light on this grey area.
Drew (2012) highlights what states can to do to include online texts in
the Common Core, by adding and editing the 15% allotted for change (Drew, 2012,
p. 325). Gura’s (2014) entire book is
comprised of authentic activities that utilize new literacies and multimodal
projects to engage and assess our students.
He presents instructional practices “as vehicles by which the goals of
the Common Core standards may be met” (Gura, 2014, p. 5). Finally, Hicks’ (2013) book, Crafting Digital Writing, screams of
ways we can teach our students to craft writing in intentional ways “so they
can be thoughtful and respectful communicators throughout their lives” not just
at school (Hicks, 2013, pp. 177, 155).
As I was reading your blog, I could definitely sense your frustration with the Georgia Professional Standards Commission. I'm not sure I understand why they do not recognize the program as state-approved either other than maybe they haven't observed the program to see what courses and knowledge it entails. Either way, the GPSC should provide more information on why the program is not state-approved.
ReplyDeleteThe quote you referenced from Drew (2012) definitely caught my attention: “Educators cannot continue to ignore online literacy demands or our students may continue to fall further behind in college and career readiness and preparation for a global workplace” (p. 328). I have mixed feelings about it because it lumps all educators into one group. (Of course we aren't all ignoring it, but I do understand we aren't all using it either). For me, there are two types of educators. (Now I'm lumping people into groups...lol) From my experience in teaching, I have noticed some teachers who are willing to change and try new things in their teaching, and then I have also noticed the teachers who continue to teach straight from a text book that is fifteen years old and is not aligned with the current standards. I believe as teachers, we must focus on being life long learners that change and adapt our teaching to support our students for what's to come in the future. Digital literacy isn't something new, but it is for the classroom. I think we are at a "tipping point" too. I think some educators and parents are understanding the need for utilizing digital literacy within the classroom; we just need to create more awareness.
There are many factors of why educators do not use digital literacies within their classroom. For me, the problem is access and time. For others, it could be the lack of knowledge about technology. However, excuses are excuses no matter the form. I believe once educators stick to using digital literacies in the classroom, the benefits will become obvious, but it's getting the first foot in the door. I have to admit, using video texts in my science instruction is working on my nerves because it has put me almost two behind in teaching the content. While the discussions are so much richer and learning focused (it feels like actual learning), the gnawing feelings of covering my standards is ruining my fun.
-Fourth Grade Teacher on the Go
I made an error in my last paragraph. It should be "I have to admit, using video texts in my science instruction is working on my nerves because it has put me almost *two weeks* behind in teaching the content.
ReplyDelete-Fourth Grade Teacher on the Go
Wow! I am so surprised after reading your blog to find out that Georgia Professional Standards Committee does not recognize our program as a valid masters in reading. I also feel your frustration demonstrated as you wrote this post. The state should be pushing for educators to bridge changes in education and part of that should be promoting higher education in digital literacy. Education as a field should have this focus on continual changes in order to best achieve student success and while in many ways it does supporting education in these new areas is an area that needs improvement. Thanks for sharing
ReplyDelete-Lit Bug