Teenagers haven’t left Facebook, but they’re more involved than ever in a virtual archipelago of social media spaces that educators can take advantage of—if they tread lightly, a researcher told educators on July 13.
“We need to unpack the myth … that young people are technological wizards. There certainly are some who are, but not every kid is like that. I think before we use these
spaces in the classroom, we have to think about why we’re doing it, and what we’re walking into,” said Amanda Lenhart, speaking at Fordham’s Lincoln Center campus.
Wednesday, July 13th
9:00 a.m. – 3:30 p.m. Register
How do digital tools affect our lives as individuals? As educators? How might we use digital tools to engage students in critical and creative thinking? How can we help students to understand technology as an aid to learning, rather than a distraction from it? Participants will explore these questions and more as they consider the impact of technology on literacy.
Featured speakers include Amanda Lenhart, Researcher with the Data & Society Research Institute, and practicing elementary, middle, and high school teachers, who will give classroom demonstrations.
9:00 Welcome and Keynote
Amanda Lenhart, “The Shifting Landscape of American Teens’ Social & Digital Media Use”
10:45 Classroom Demonstrations by Teachers
12:00 Lunch on your own in NYC (not included in cost of attendance)
1:00 Classroom Demonstrations by Teachers
3:00 Apps & Tools Share and Closing Remarks
The event will be held at Fordham’s Lincoln Center Campus (113 West 60th Street at Columbus Avenue)
Payment of $100 may be paid by credit card, purchase order, check, or money order by July 13
Early bird registration: $85 if payment is received by June 15
Fordham discount: $75 for Fordham staff, students, or alumni if payment is received by June 15
Professional Development Certificates Provided. NYC vendor # available
Contact Kristen Turner (firstname.lastname@example.org) with questions.
How should digital elements be approached in the English classroom? How can students learn to filter, analyze, curate, and share digital content, while making the best use of new technologies and tools, sometimes in coordination with existing print texts?
For their book “Connected Reading: Teaching Adolescent Readers in a Digital World“, Dr. Turner and Dr. Troy Hicks of Central Michigan University surveyed and interviewed over 800 middle- and high-school students about their reading motivations and habits. The NCTE Council Chronicle highlights their findings and recommendations, such as introducing students to tools that help them become more mindful readers.
Most students don’t know about RSS readers, for example, which let users subscribe to blogs, newspapers, or other sources and receive articles directly to their devices. They don’t curate content via aggregation tools like Flipboard, which lets you create collections of articles based on topic areas. They don’t use browser tools like Pocket and Readability, which let you easily save articles for later, offline reading.
Last summer, she put a reading project on Twitter, posting high-interest articles that kids could read over break and comment on via tweet—which raised participation. Why? “Their reading and discussion was authentic and visibly connected to the rest of the world,” explains King.
Jonathan Rochelle, the co-founder of Google Docs, said teachers should be inspiring their students to be ready for jobs that don’t exist yet.
In his July 22 keynote speech, “You Should be Innovating,” Rochelle mixed anecdotes about his children with discussion on the creation of Google Classroom and other platforms that seek to teach innovation. He spoke at the Graduate School of Education’s second annual Developing Digital Literacies conference at the Lincoln Center campus.
“Jonathan Rochelle, product manager at Google and the co-founder of Google Docs, will deliver the keynote speech at the second annual Fordham Digital Literacies Collaborative conference, to be held July 22 at the Lincoln Center campus.
“The focus of the conference will be primarily on the impact of technology on literacy, which Kristen Turner, PhD, professor of education at the Graduate School of Education, wrote about earlier this year.
“Turner, a conference organizer, noted that Rochelle, whose talk is entitled ‘You Should be Innovating,’ co-created Google Docs and Sheets, two apps that teachers use regularly in their classrooms. He is also primarily responsible for Google Apps for Education, which reaches more than 40 million educators and students, and most recently launched Google Classroom and Google Expeditions.
“‘He is passionate about K-12 education. I expect he will talk about how failure is the key to innovation and that we need to experiment in the classroom and allow kids to innovate,’ she said.”
As readers of all ages increasingly turn to the Internet and a variety of electronic devices for both informational and leisure reading, teachers need to reconsider not just who and what teens read but where and how they read as well. Having ready access to digital tools and texts doesn’t mean that middle and high school students are automatically thoughtful, adept readers. So how can we help adolescents become critical readers in a digital age?
When teenagers use a lot of consonants at the end of the word so they would write the word ‘Hey’ but they might use five or six y’s at the end of that word. We were really surprised about that at first and then we found that this is a trend among teenagers and we asked them why. Some of the reasons had to deal with getting their personal voice or the sound of their own voice into their language…
Unfortunately, the media portrayal and even parents…think that their digitalk, these shortcuts that they’re taking, are detrimental to their writing. In actuality, they are developing writing skills.