New Literacies

Collaborative classroom technology.

New literacies: teaching using new methods, technology, and innovative activities is an exciting and promising adventure for today’s students. Teaching new literacies in the 21^st century is not merely a good suggestion - but imperative for future generations. Students in K-12 classrooms are growing up and evolving into a technology-infused culture, including not only instant communication - but social media, state-mandated or school-mandated computer testing (like the M-Step, and MAP testing), as well being imbued among a society permeated by technology-related (and often required) paths. Having said this, technology should never replace important traditional teaching methods. Particularly regarding young children, eye contact, touch, group interaction and traditional aloud (by humans, not devices – natural fluency is key) storytelling should never be eliminated. These, as well as many other necessary experiences, must be practiced and developed in order to ensure a holistic education. We are people using technology to assist our lives and education - not replace it. Interpersonal connections can no more be abandoned than what makes us all inherently unique humans, which means finding an appropriate balance becomes key. There is no denying, however, that computer literacy is no longer a luxury – but a required skill for any student to succeed in any college or occupational future. New literacies - particularly podcast storytelling and video-making - are not only activities that engage today’s youth in ways that using traditional methods alone might not only cause boredom, but could eliminate opportunities for growth as well as opportunities for developing valuable and dynamic skillsets.

There are also caveats to teaching new literacies. Because we are in a transitional stage of increasing technology, it inevitably creates an arduous task for teachers as venues and methods change so rapidly, resulting in the necessity finding an appropriate balance for using them. How much, when, and why to integrate new literacy opportunities and methods becomes a delicate balancing act between education’s traditional means along with evolving, and often necessary, changes and trends. For instance, some state agencies and assistance are now available exclusively online – which also begs the question of universal and equal access upon all socioeconomic levels. In fact, it can become an economic block to those who need access the most. Children in less-equipped school districts receive both less instruction and access to technology, creating an unlevel playing field as schools (many with underfunded budgets) compete to attempt advancement alongside the culture – and one that’s evolving at an exponential pace. In addition, some children come into Kindergarten with computer literacy from their home environment, while some have never had any exposure at all. Transitioning collaborative schoolwork to home can also be an obstacle when students don’t have the resources to coordinate with others in group projects via online access from home – leaving them without recourse to maintain the same level of participation and achievement as their peers. Parental opinion can also a stumbling block. Reducing or limiting screen time at home is already a challenge for some parents, and often school is seen as a harbinger of traditional values.

All in all, teaching new literacies is a growth opportunity to engage students in the way many have grown up to expect, but with challenges remaining for both equal access and best methods of integrating them. In the end, because technology provides faster communicating, I suspect that input from teachers, administrators, parents, and students will learn how to best do this together – by collaborating over time.