ETEC540: Text Techologies

I chose this image because it represents to me the before and after of text and technology. Text in the original sense of the word, is communication. Text, to me, does not always mean words. I suppose this comes from my background in the performing arts or the fact that I have a son who is non verbal and communicates through sign language and symbols. Our background knowledge defines our perspective on the world and, in this case, how we define text. Augmented reality that is created through the use of technology, brings texture to text by bringing it to life in an entirely new way. A 2 dimensional picture/painting can become 3 dimensional using an AR tool. Greater depth in meaning can be accessed and enhanced. Knowledge building can occur through the combination of text on a page and an AR tool that will add breath to make a whole new creation. Text has always provided a means of communication and a way to bring imagination to life. With the addition of technology, text is brought to life in many different and exciting ways.

As for me, this is my eighth MET course and I am seeing the light at the end of the tunnel. It has been an exciting journey as I have navigated taking the necessary courses, being a single mom to two amazing boys and carrying on a full time teaching career. This is my sixth year teaching grade 4/5 in Calgary, Alberta, Canada. This year I am excited to be embarking on a new adventure, creating a Learning Commons in our school library! I know I have crossed paths with others in this course and am happy to be doing so again. I look forward to this course and meeting new peers along the way. Best of luck to all!

I chose this image because I found it an interesting reflection of the many aspects and skills involved in literacy and indicative of what being fully literate means in today’s technological world. Some of the terms, such as “documents”, “magazines”, and “newspapers” represent a more traditional literacy with content produced using previous text technology like the typewriter and printing press. This type of text enables shared information, but affords readers no opportunity to manipulate or comment on the content. Other terms, like “digital”, “social”, “multi-modal”, and “blogs”, illustrate how literacy has dramatically changed and expanded in recent decades and how it continues to evolve. These new technologies allow dissemination of information to a much larger population and enable readers to add to, edit, and comment on the content, requiring different literacy skills than reading hard copy text.

I currently teach adult ESL in the English Language Learning department of Bow Valley College in Calgary. This is my 6th course in the MET program. I am interested in this course because I teach learners from all over the world with widely varying levels of education and literacy, both in their first language and English. I’m especially interested to study the connection between orality and literacy as I am currently teaching learners whose prior schooling was largely oral, with limited exposure to written text. Therefore, they speak fluently, but must learn the basics of reading and writing. Currently, these learners are disadvantaged due to their low print literacy skills, but this dynamic is shifting with the emergence of technology that emphasizes audio, visual, collaborative, and interactive literacy, all strengths for many of these learners.

Grant

4 Pics, 1 Word: I coincidentally happened to download this game application on my smartphone this week in my search for good educational games that could be shared with EFL students. The purpose of the game is to identify the common word that connects the 4 images on the screen. In addition to the visual clues, the gamer also has 12 scrambled letters below which contain the letters used to form the mystery word. I was glad to hear that many of my students had already downloaded this application and enjoy using it. I think it connects nicely to the Module 1 material because it highlights an interactive way for an English language learner to build literacy through the use of text and technology. Furthermore, I believe that applications such as this one exemplify the present day multi-sequential, image-based educational environments that are only accessible to those who embrace new technology, such as smartphones.

This is my second year and 5th course in the MET program at UBC. I previously attained my B.A. and B.Ed degrees from UBC, and went on to teach a few years of upper elementary (Grades 4-7) in my hometown of Delta, BC. Currently, I am teaching EFL conversation and writing to Korean high school students in Seoul. I enjoy playing sports, hiking, and experiencing diverse cultures through my travels. I recently returned from a one-month trip in Europe which included stops in the Netherlands, Belgium, Spain, and Portugal! In addition to taking this course in order to attain my Master’s degree, I chose it because I am interested in learning more about how current forms of communication have been influenced by the historical development of technology. The affordances of various types of technology on education, particularly in the area of foreign language learning, also appeals to me.

I look forward to engaging in discussions and working with you over the course of the term. Ciao!

One of the powerful impacts that digital technology had on our communication would be global connection. We access and connect to digital world through a variety of languages and forms. This power is similar to that of gravity or power of magnet drawing our texts and voices from around the world. Will future technology truly connect us into one world? How will different languages affect this process?

Hi, my name is Yuki and I currently live in a city next to Tokyo, Japan. I moved back to Japan from Vancouver last year. This is my fifth ETEC course. I worked in the television industry in Tokyo for over ten years while raising two children. After I came back from Canada, I have been teaching English in the private educational company, and I have just gotten the opportunity to work at the local college as an assistant for the directors. I am interested in technology-supported curriculum design for foreign language learners. In this program, I wish to understand how technology and digital communication impact the foreign language learners’ perspective on reading and writing.

Photo DaveBleasdale (Flicker)

I chose this image because I still can’t bring myself to read from kindles, tablets, or any type of screen for very long. Although I do use the computer for virtually all of my news information, when it comes to reading for pleasure I am inevitably drawn to a book.

My name is Andrew and this is my 8th MET course. I am an English teacher at a high school in Nanaimo, British Columbia (currently at least, who knows what next semester will bring). In what little spare time I have I like to pursue outdoor activities (kayaking, hiking, and SUPing are all preferred) or spend time gardening. I am taking this course because I thought it would mesh well with my teaching load this semester and I find the written word fascinating. I’m looking forward to learning a lot this semester and working with all of you!

Andrew