(Re)Considering Educational Technology

EDU 432 Presentation
October 21, 2016
  • Elyse Eidman-Aadahl on Writing in the Digital Age
  • Facility with different devices
  • Online learning management systems (Moodle)
  • 1:1, BYOD
  • Google Classroom
  • Cyberbullying, Netiquette (Suspensions, Detentions)
  • One of the schools didn’t have the same tech (digital divide)

As you read the three examples in the Hyperlinked Paragraph, consider:
  • Where do each of the links lead to?
  • How do you think that the student writer chose those links?
  • Considering the rhetorical situation, why do you think that the student chose the links? What goal is he/she trying to accomplish by using the links?
  • For you, as a reader, are the links effective? Do they work well with the writer's argument? Why or why not?


School Lunch
Pizza
Fruit
Student 1
  • USDA website (like it!)
  • .gov (reliable)
  • The link related to the argument (we really do need to rethink what students are getting for school
  • This did a good job of going with the argument (as compared to following a buzzword)
  • My Fitness Pal (showed the numbers)
  • Actual data
  • The article showed that kids are not eating fruit, even though it was offered
Student 2
  • Parents blog
  • Pizza Hut!?!?
  • Was this just the first hit on Google?
  • We will make "healthy" pizza for
  • Fruit snacks on the "what not to eat" website (the worst food)
Student 3
  • Schools around the world are different and can healthier, unique
  • Thinking outside of the box -- moving to a world view rather than just own school
  • Could create school lunches with different ingredients, toppings
  • Honoring cultural traditions

Now, we will try the Crafting a Hyperlinked Text Activity

Affective
Cognitive
  • Overwhelmed
  • Neutral
  • Rushed
  • Optimistic
  • Interested
  • Engaged
  • Different
  • Good
  • Fine
  • Intrigued
  • New
  • Working together (cool!)
  • Differentiated
  • Curious
  • Efficient
  • Expressive
  • Writing
  • Researching
  • Linking
  • Multimodal thinking
  • Perspective-taking
  • Prioritizing
  • Timing management
  • Assigning the perspective
  • Evaluating


Analyze with an Ed Tech Framework


What did we do... and why did it matter?

  • Modification - adding links (adding more to what you are saying, connecting to the broader conversation, use it as a teaching study skills strategy for source credibility)
  • Engaging - never done anything like this (how can I adapt it to Spanish writing), the links provided another way of expressing your ideas
  • Enhancing - did it make the process easier? Yes! (Rather than go to the library and take an hour, this only took us 10 minutes)

Resources


Additional Apps/Websites

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How did you find something to read? Or, how did it find you?


Video 1 and Video 2

With print reading, what do we know? What are we comfortable with?
With digital, what don't we know? What are we uncomfortable with?


Non-fiction Text strategies
Multimedia Text Strategies
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Additional Apps and Approaches


Organizations


Additional Resources