Marianne Broderick Introduction

• 10 years ago
• Posted in:Introductions
• 2
• Author: mare13

Brewbooks. (2010) Reading with Kindle in my study. [online image]. Retrieved February 9, 2015 from www.flickr.com.

I chose this photo from Flickr because it represents the debate that is arising about the use of technology in the classroom. There is a tension between the traditional view of reading and literacy and the burgeoning popularity of new forms of literacy that have become increasing popular. More importantly, technology has long been viewed as a means to play rather than learn. However, with the arrival of web 2.0 platforms that promote collaborative meaning making through cooperative text creations, learning and literacy is beginning to take on new meaning for teachers and students alike. The idea of technology in education has encouraged educators to reconsider the role of teachers and students in the classroom and the meaning of learning in this new age where media literacy is just as important as traditional concepts of literacy such as decoding and the use of texts in the form of books. During a recent staff meeting, new staff members were being introduced to the iPad cart and how to sign out the iPad cart. Interestingly, a few of the primary teachers commented that they didn’t think they would be using the iPads because they didn’t want the distraction and they felt that students get enough exposure to this technology at home. It is interesting to see the slow shift of attitudes towards technology and how traditional texts are viewed as more meaningful and valid than learning activities accessed through digital devices.

As a grade 1 teacher in Vancouver, I am interested in how I can introduce technology in my classroom, but also build a strong set of foundational skills in my students. I think it is a careful balancing act, but it is also important so students are able to use technology as another platform to share their learning. I also think that technology has provided some students with opportunities for success, where they would have struggled in days past. For example, students with written output disabilities have another opportunity to create and share using voice recognition software. Students who struggle with decoding texts can have text read to them. This is my 9th MET course so I’m excited to almost be finished! I live in the suburb of Richmond with my husband, 12 year old daughter, 14 year old son and our fantastic dog. I’m looking forward to learning with everyone!