August 2, 2015

ENGAGING with Digital Literature…

…not just ACCESSING it.

As a teacher in a primary school, my pedagogy has to ensure that technology and digital literature is embedded into my educational practice to encourage ENGAGEMENT rather than access alone.  Much of what I consider to be good teaching practise in a 21st century learning environment (best described as a blend of a constructivist theory of learning,  embedded within a learning environment informed by Siemen’s theory of connectivism/Jenkin’s “participatory culture” (2006 in Walker, 2010)  should allow for this engagement to happen.

Jen Robert’s TECH model  has helped to me to reflect on the importance of focusing on what the SAMR model means for me as a teacher, and my students, rather than simply on how to use technology in learning tasks.  I recognise many of the learning experiences I plan in the ENHANCED and CHOICE sections of the TECH model (the units of work collaboratively planned with classroom teachers), and some in the HANDOFF section (Monday Afternoon Clubhouse in the CLiC after school each Monday – our version of the Genius Hour).

Continue reading

July 15, 2015

Thinking About Digital Stories

image by Patrik Göthe

image by Patrik Göthe

I find myself pondering over the concept of “text” and the complexity of what it means to be literate today. As I begin a new school term, writing programs with outcomes that refer to texts, I find myself changing it to the word “products” instead, to recognise the variety of mediums that can be used to find and create content.

Like many terms today, “digital literature” can be used to indicate a range of artefacts, and is probably best thought of as a continuum (as described by Walsh, 2013) from traditional books being re-mediated as digital books, to new digital forms that inform, entertain and persuade us.

Is there a point where a digital product stops being literature, and becomes something else?

Or do we need to broaden our concept of literature to include these new forms of story?

Continue reading

May 25, 2015

I AM a gamer! Who would have thought?!

Having started INF541: Game Based Learning not seeing myself as a gamer, I now recognise myself as a dormant gamer; and along with leisure and social gamers, we make up more than half of the gaming community (Klopfer, Osterweil & Salen, 2009). This has helped me to broaden my perception of what a “gamer” looks for in a game, and recognise that the children that I teach come to school with a diversity of gaming experiences and preferences. My game preferences will undoubtedly influence the types of games I choose to use in my context in a primary school library, and this is something that I need to be conscious of (Hanghøj, 2013).

Continue reading