Watching my digital story on a big screen for the first time hit me hard. I didn’t see it coming. I regretted that I watched it as the experience unsettled me and adversely affected the delivery of my explanation. But it was too late. As I had been seeing it on a laptop screen for days without such an impact, it dawned on me that the size of the screen counts a lot. More than that perhaps, revealing one’s self for the first time in public could be disquieting. What struck me most, however, was that I realised my strong connection to my work. I felt the aches, pains, and sorrows embedded in it. The images of loved ones—my mum, dad, my sisters and brother,my friends—whom I miss every so often, and those of the problems back home, I saw them in me, and me in them. It was a moment beyond my grasp then to understand.
Looking back, I guess I have succeeded in achieving my main purpose, that is, to make sense of, and to come to terms with my own experience. My bigger hope, though, was that those who saw, and will see my DST would better understand the plight of Filipino migrant workers and the compatriots and loved ones they left behind.
Sincerest thanks to all for such a one-of-a-kind experience in this course.
Thursday, April 8, 2010
Monday, March 29, 2010
DST as an Alternative Assessment
Testing is often the most daunting stage of the learning process. Its effects on learners come in many forms. It may either be a booster or a killer of self-esteem. For a highly-driven person, getting full marks in tests is their ultimate goal. For those who do not care, escape becomes their therapy. Still for others, indifference is the way to go.
Testing is often perceived as no less or more than a paper and pencil-based exam. The recognition of the limits of this form of assessment paved the way to the concept of alternative assessment, of which blogs and DST are good examples. Blogging is an opportunity for learners to let their minds speak. This is quite beneficial to timid students with good or advance writing skills. But even for those whose writing is still underdeveloped, this is a good opportunity to hone one’s skills.
DST project offers learning for meaning-making using different modes and semiotic effects. It is a unique exploration and discovery of affordances of multimodalities. More importantly, it taps into and harnesses multiple intelligences. For a DI like me, it comes as a form of a problem that ought to be solved through proper channelling of all the resources, making use of new skills and correct attitude to learn something new.
The road ahead is bumpy but as the saying goes, “It is not only the attainment of goal that counts; the learning journey equally matters.”
Testing is often perceived as no less or more than a paper and pencil-based exam. The recognition of the limits of this form of assessment paved the way to the concept of alternative assessment, of which blogs and DST are good examples. Blogging is an opportunity for learners to let their minds speak. This is quite beneficial to timid students with good or advance writing skills. But even for those whose writing is still underdeveloped, this is a good opportunity to hone one’s skills.
DST project offers learning for meaning-making using different modes and semiotic effects. It is a unique exploration and discovery of affordances of multimodalities. More importantly, it taps into and harnesses multiple intelligences. For a DI like me, it comes as a form of a problem that ought to be solved through proper channelling of all the resources, making use of new skills and correct attitude to learn something new.
The road ahead is bumpy but as the saying goes, “It is not only the attainment of goal that counts; the learning journey equally matters.”
Thursday, March 25, 2010
Constructivism in the Classroom
According to Dorit Kaufman(2004:303) * “ Constructivism is…a paradigm (which) has coincided with a shift in pedagogy away from teacher- centered information transmission models toward knowledge-centred and learner-centered approaches that focus on cognitive and social processes in learning.”
With the shift to multiliteracies, technology has become instrumental to the framing up of a reconstructivist teaching process.
To fully grasp the underlying principles of constructivism is to scrutinise the learning environment in our class. This I posit is applied in all aspects of our learning:
a.the presentation of course readings- with probing questions to think about and reflect on;
b.the teachers- with two adept ‘experts’ in the field (Vygotzy's term to teachers in the scaffolding process);
c.the learning process- discovery approach, collaborative learning, experiential approach, problem –solving, brainstorming, blogging, and the like; and,
d.the teaching process- dialogic approach as clearly explained using a schematic framework (see course outline)
e.the testing and assessment process- with reference to our experience last session ( Week 10- March 24,2010)
Kaufman (2004:305) enumerated a number of its advantages:
“Learners benefit from multiplicity of approaches and learning experiences as they extract salient information in acquiring new knowledge. They also benefit from assistance by teachers who attend to their interpretations and provide relevant guidance and scaffolding to promote meaningful learning. The constructivist experience from both Piagetian and Vygotskian perspectives create opportunities for learners to engage in hands-on, minds-on manipulation of raw data…”
As I see it, the constructivist approach forcefully pushes students to think, to reflect and to construct meanings. It challenges the brain to reach optimal acquisition of the target concepts. It highly promotes discovery learning and evaluation of the tasks and experiences. It defies the traditional way of teaching and learning and testing and assessing… Highly liberating and intellectually challenging indeed!
*Dorit Kaufman (2004) “Constructivist Issues in Language Learning and Teaching”. Annual Review on Applied Linguistics 4:303-319.
With the shift to multiliteracies, technology has become instrumental to the framing up of a reconstructivist teaching process.
To fully grasp the underlying principles of constructivism is to scrutinise the learning environment in our class. This I posit is applied in all aspects of our learning:
a.the presentation of course readings- with probing questions to think about and reflect on;
b.the teachers- with two adept ‘experts’ in the field (Vygotzy's term to teachers in the scaffolding process);
c.the learning process- discovery approach, collaborative learning, experiential approach, problem –solving, brainstorming, blogging, and the like; and,
d.the teaching process- dialogic approach as clearly explained using a schematic framework (see course outline)
e.the testing and assessment process- with reference to our experience last session ( Week 10- March 24,2010)
Kaufman (2004:305) enumerated a number of its advantages:
“Learners benefit from multiplicity of approaches and learning experiences as they extract salient information in acquiring new knowledge. They also benefit from assistance by teachers who attend to their interpretations and provide relevant guidance and scaffolding to promote meaningful learning. The constructivist experience from both Piagetian and Vygotskian perspectives create opportunities for learners to engage in hands-on, minds-on manipulation of raw data…”
As I see it, the constructivist approach forcefully pushes students to think, to reflect and to construct meanings. It challenges the brain to reach optimal acquisition of the target concepts. It highly promotes discovery learning and evaluation of the tasks and experiences. It defies the traditional way of teaching and learning and testing and assessing… Highly liberating and intellectually challenging indeed!
*Dorit Kaufman (2004) “Constructivist Issues in Language Learning and Teaching”. Annual Review on Applied Linguistics 4:303-319.
Monday, March 22, 2010
Life in Diaspora (My Conceptual Plan)
After getting a constructive feedback from Dr T and reading some parts of Ohler’s book, in addition to browsing Ohler’s website I came to a realisation on what I ought to do next after writing my storyline: modify some of its parts.
Ohler wrote:
“The story understanding process always begins with a story core…which contains three basic elements:
1. The central challenge that creates the story’s tension and forward momentum
2. Character transformation that facilitates the response to the challenge
3. The response to the challenge that resolves the tension and leads to story closure” (jasonOhler.com)
This is how my DST entitled, “Life in Diaspora” (LiD) is restructured now.
LiD narrates my journey that began after I left my homeland to reside overseas. At the same time, it looks into the driving forces and how they negotiate with my struggle to rationalise my ‘destiny’. In pensive mood all throughout, my DST will combine a reflective essay accompanied by music that, I hope, will set the viewers in a contemplative mood.
With an aim to reach a wider audience, LiD will also indirectly show the disquieting plight of overseas Filipino workers who painfully resolve to work away from their loved ones with the hope of attaining better life for their family. Since the country’s economy is constantly struggling, money is difficult to earn in the Philippines. No wonder about 10% of over 90 million total population of Filipinos are overseas. It is huge by global standard.
To facilitate the meaning- making affordances of multimodality, I plan to use a combination of abstract, symbolic and real images to let deliver my mixed message of pain, excitement and hope as we make the most of our life in diaspora. Brooding and introspective in tone all throughout, I intend to project an “open diary”- like DST. To attain this, I will probably use a font which looks like a handwriting.
I am having difficulty finding relevant images to my DST especially that I have been moving from one place to another since 2001. I thought my pictures in other countries would be useful but my brother sought for them in vain. However through my sister’s and friend’s help, I have some real images of my family, my home and friends. I gathered some images that depict some problems my country face. Some symbolic images that I found relevant to my DST are an aeroplane to suggest the act of leaving my home country; 2 masks in one image which may connote two personas; and an eye with a tear to mean sadness and parting. I have found this stage of the project comparatively more challenging than creating a storyline.
Ohler wrote:
“The story understanding process always begins with a story core…which contains three basic elements:
1. The central challenge that creates the story’s tension and forward momentum
2. Character transformation that facilitates the response to the challenge
3. The response to the challenge that resolves the tension and leads to story closure” (jasonOhler.com)
This is how my DST entitled, “Life in Diaspora” (LiD) is restructured now.
LiD narrates my journey that began after I left my homeland to reside overseas. At the same time, it looks into the driving forces and how they negotiate with my struggle to rationalise my ‘destiny’. In pensive mood all throughout, my DST will combine a reflective essay accompanied by music that, I hope, will set the viewers in a contemplative mood.
With an aim to reach a wider audience, LiD will also indirectly show the disquieting plight of overseas Filipino workers who painfully resolve to work away from their loved ones with the hope of attaining better life for their family. Since the country’s economy is constantly struggling, money is difficult to earn in the Philippines. No wonder about 10% of over 90 million total population of Filipinos are overseas. It is huge by global standard.
To facilitate the meaning- making affordances of multimodality, I plan to use a combination of abstract, symbolic and real images to let deliver my mixed message of pain, excitement and hope as we make the most of our life in diaspora. Brooding and introspective in tone all throughout, I intend to project an “open diary”- like DST. To attain this, I will probably use a font which looks like a handwriting.
I am having difficulty finding relevant images to my DST especially that I have been moving from one place to another since 2001. I thought my pictures in other countries would be useful but my brother sought for them in vain. However through my sister’s and friend’s help, I have some real images of my family, my home and friends. I gathered some images that depict some problems my country face. Some symbolic images that I found relevant to my DST are an aeroplane to suggest the act of leaving my home country; 2 masks in one image which may connote two personas; and an eye with a tear to mean sadness and parting. I have found this stage of the project comparatively more challenging than creating a storyline.
Saturday, March 13, 2010
TPCK: The Answer to the Thorns?
The articles of Dr Nelson(2006) and Dr Paige(2008) foreground the complexities of the process and the results as multimedia infiltrate into ELL/ESL classrooms. Dr Towndrow wittily labeled them as “thorns.” They include the following: (a) absence of consensus as to what specific media skills should be taught to specific groups and purposes; (b) absence of guarantee to promote multiliteracies even among experienced teachers; and, (c) dependence of technology on other social and economic factors.
I reckon that consensus has yet to be reached among stakeholders—curriculum planners, teachers and researchers of multiliteracies-- as to what specific skills should be taught in specific levels, subjects and groups of learners without neglecting the contexts. However, it seems that they are getting there.
Three weeks ago I encountered a book entitled, “Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators.”(2008). The book “accentuates knowledge and skills teachers need in order to meaningfully integrate technology into instruction in specific content areas.” (AACTE Committee, 2008) According to Kohler and Mishra, TPCK is a framework containing knowledge teachers should be equipped with as they integrate technology in education. (2008:3) The framework puts together the three types of knowledge (content, pedagogy and technology) which Kohler and Mishra describe as “existing in a state of dynamic equilibrium (2006:1029 as cited in AACTE Committee 2008:10) It underscores the simultaneous interaction of these knowledge in order to reach a state of a meaningful synergy between teaching with technology. The book also advances the idea that all technologies have pedagogical affordances and constraints (ibid: 19-20) that teachers should be aware of.
The second ‘thorn’ identified by Mills (2008) emphasises the difficulty of teachers, even experienced ones, to translate multiliteracies theory into classroom practice. This is a call to ‘reboot’ the teachers’ minds and to equip them with TPCK, which entails understanding the interrelationships among content knowledge (their subject matter and the curriculum), pedagogical skills (teaching methods), pedagogical content knowledge (teaching methods suitable for the subject matter), technological knowledge (understanding of the representation of technological concepts) in order to dexterously respond to the a multiliteracy- grounded learning environment.’ (Kohler and Mishra, 2008: 12-17) In other words, it is not enough that teachers excel in one domain as the influence of technology on pedagogy and content is multidirectional.
In summary, the book describes how a technological ground in teaching may be practiced.
However, as Warschauer (2007) noted, “…technology does not transform learning and literacy by itself, but only in conjunction with social and economic factors.” In my opinion, this thorn bites as it superimposes itself above all other thorns. It foregrounds the importance of the context; each situation is unique and case-specific. No matter how progressive or backward a country is, the role of technology would be dictated by the needs, current situation in the place and culture prevalent in specific situations such as a group of learners. Of course the curriculum is designed based on the types of learners and learners ’needs. But then, teachers in the situation have to train themselves according to the call of the time: a TPCK- grounded educator. It is a tough call, no doubt, but it is doable.
I reckon that consensus has yet to be reached among stakeholders—curriculum planners, teachers and researchers of multiliteracies-- as to what specific skills should be taught in specific levels, subjects and groups of learners without neglecting the contexts. However, it seems that they are getting there.
Three weeks ago I encountered a book entitled, “Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators.”(2008). The book “accentuates knowledge and skills teachers need in order to meaningfully integrate technology into instruction in specific content areas.” (AACTE Committee, 2008) According to Kohler and Mishra, TPCK is a framework containing knowledge teachers should be equipped with as they integrate technology in education. (2008:3) The framework puts together the three types of knowledge (content, pedagogy and technology) which Kohler and Mishra describe as “existing in a state of dynamic equilibrium (2006:1029 as cited in AACTE Committee 2008:10) It underscores the simultaneous interaction of these knowledge in order to reach a state of a meaningful synergy between teaching with technology. The book also advances the idea that all technologies have pedagogical affordances and constraints (ibid: 19-20) that teachers should be aware of.
The second ‘thorn’ identified by Mills (2008) emphasises the difficulty of teachers, even experienced ones, to translate multiliteracies theory into classroom practice. This is a call to ‘reboot’ the teachers’ minds and to equip them with TPCK, which entails understanding the interrelationships among content knowledge (their subject matter and the curriculum), pedagogical skills (teaching methods), pedagogical content knowledge (teaching methods suitable for the subject matter), technological knowledge (understanding of the representation of technological concepts) in order to dexterously respond to the a multiliteracy- grounded learning environment.’ (Kohler and Mishra, 2008: 12-17) In other words, it is not enough that teachers excel in one domain as the influence of technology on pedagogy and content is multidirectional.
In summary, the book describes how a technological ground in teaching may be practiced.
However, as Warschauer (2007) noted, “…technology does not transform learning and literacy by itself, but only in conjunction with social and economic factors.” In my opinion, this thorn bites as it superimposes itself above all other thorns. It foregrounds the importance of the context; each situation is unique and case-specific. No matter how progressive or backward a country is, the role of technology would be dictated by the needs, current situation in the place and culture prevalent in specific situations such as a group of learners. Of course the curriculum is designed based on the types of learners and learners ’needs. But then, teachers in the situation have to train themselves according to the call of the time: a TPCK- grounded educator. It is a tough call, no doubt, but it is doable.
In Fairness to Piaget
In as much I highlighted Vygotsky’s theory, I would not want to undermine Piaget’s premises in the learning process.
Dorit Kaufman wrote, “Piaget’s developmental theory advocates a holistic approach. Learning is a developmental process that involves change, self-generation, and construction, each building on prior learning experiences. Learning for the child occurs through construction of new understandings through reading, listening, exploration and experience. This involves three distinct but interrelated processes of assimilation, accommodation, and equilibrium.” (2004:304)
With his emphasis on the cognitive process and human capacity, Piaget underlines the complexity of the learning process where the individual learner bears much greater responsibility. He underscores the never ending processing of prior knowledge as new ones become part of it.
In my case, my new experiences like blogging, evaluating a website and interpreting a digital story would have to be adapted and incorporated into my prior knowledge so that reconstruction of my schema would materialise. Once the new and the old learning are integrated, I would arrive at new realisations and understandings.
Learning is central in the brain; therefore, negotiation of meaning is within the individual. This is where Vygotsky and Piaget largely differs as the former views the individual with multiple identities while the latter views the learner as the only channel through which knowledge is formed and meaning-making is attained.
The nature of instruction and the role of environment are other aspects where their theories differ but I will have to tackle them later.
Dorit Kaufman wrote, “Piaget’s developmental theory advocates a holistic approach. Learning is a developmental process that involves change, self-generation, and construction, each building on prior learning experiences. Learning for the child occurs through construction of new understandings through reading, listening, exploration and experience. This involves three distinct but interrelated processes of assimilation, accommodation, and equilibrium.” (2004:304)
With his emphasis on the cognitive process and human capacity, Piaget underlines the complexity of the learning process where the individual learner bears much greater responsibility. He underscores the never ending processing of prior knowledge as new ones become part of it.
In my case, my new experiences like blogging, evaluating a website and interpreting a digital story would have to be adapted and incorporated into my prior knowledge so that reconstruction of my schema would materialise. Once the new and the old learning are integrated, I would arrive at new realisations and understandings.
Learning is central in the brain; therefore, negotiation of meaning is within the individual. This is where Vygotsky and Piaget largely differs as the former views the individual with multiple identities while the latter views the learner as the only channel through which knowledge is formed and meaning-making is attained.
The nature of instruction and the role of environment are other aspects where their theories differ but I will have to tackle them later.
Tuesday, March 9, 2010
E- Learning and Vygotsky’s Views
E-learning is a problem-solving task in which learners like me are immersed in the mediating experience. In the process, learners utilise schematic knowledge and culture, as Vygotsky suggests. To quote, for him “…human mental processes recognise the essential relationship between these processes, and the cultural, historical and institutional settings.” (Wersch, 1991:6 as cited in Block, 2003:99)
Viewing learners as having multiple identities that afford different opportunities to learning, Vygotsky perceives learners to have personal histories that affect their creation of meaning.
Vygotsky also underlines the importance of cultural factors like technological tools in cognition or problem-solving. He views language, signs, and symbols as psychological tools that are mediated in the higher-level mental processing. This principle takes into account Vygotsky’s “genetic approach” to the study of mental activity wherein he emphasizes the role of culture, context, interaction and personal development in meaning formation.
No wonder Dr T and Dr N requires a reanalysis and reexamination of the digital stories of other class members as interaction( or the social) provides support for development.
Viewing learners as having multiple identities that afford different opportunities to learning, Vygotsky perceives learners to have personal histories that affect their creation of meaning.
Vygotsky also underlines the importance of cultural factors like technological tools in cognition or problem-solving. He views language, signs, and symbols as psychological tools that are mediated in the higher-level mental processing. This principle takes into account Vygotsky’s “genetic approach” to the study of mental activity wherein he emphasizes the role of culture, context, interaction and personal development in meaning formation.
No wonder Dr T and Dr N requires a reanalysis and reexamination of the digital stories of other class members as interaction( or the social) provides support for development.
On my Brother's Addiction to Ran Online
I strongly detest my brother’s playing of Ran Online. I have already confronted him about it a number of times but he just shrugged his shoulders and told me, “It is engaging. Maybe you ought to try yourself.”
I peeped on it one day and I was fascinated by the captivating images. I witnessed the intricate battles between characters and realised that various techniques should be employed in order to survive and win. The game is no ordinary. It challenges players to strategise in ways I am not familiar with. It also engages the players through its visual images and artefacts. I was impressed but I felt that it was not my liking and it seems to be beyond my level of comprehension... Or, maybe I am not endowed with the skills to play such kind of game.
Having just read a news days ago about a Korean couple whose baby died due to negligence of parents who were addicted to an online game, Gee’s article( 2003) makes me view online games in a different light. With an assumption that online gamers practise self-regulation, online games can be very useful tools to enhance spatial and visual intelligence and interpersonal intelligence, two (2) of the seven (7) types of intelligences theorised by Howard Gardner. I wonder if players see the world in a new light as they immerse in the virtuality of online games, seeing, feeling, hearing, manipulating, experiencing an active interaction and learning through it. It also seems to me that the players enact new meaning of social skills when they work with their online teammates as they may not know them personally.
And of course, as educators aim for multiliteracy, online games can serve as a good resource.
Last night, I saw Apple’s s iPad promotional video. Another fascinating innovation, huh. But that’s a topic for another blog.
Sunday, February 28, 2010
My Reanalysis of "Tanya"
Hi Chiayen and Ras,
My mind swirled while watching Monte’s Digital story for the first time. Probably it was because of the competition between narration and background music all throughout except in the last part. I watched it a number of times, each time lowering the volume until I am able to make sense of the semiotic devices employed in her story. Thanks to your interpretations. I have a good number of ideas to start with.
The theme of Monte’s story is the experience with her first true friend, Tanya. The narration is clear about this: “She never knew what friendship was, not until she met Tanya.” I agree with both of you that the swing painting may symbolise childhood memories filled with fun and play. The painting, however, looks very strange to me having no seats. Its colour may also be associated with sadness and solitude. I reckon that the swing is an attempt to signify lack of friendship and a rather bleak childhood.
The next image signifies how she maintained distance from all the people she encountered along the way since she could not tell their pure intentions. Monte depicts herself as someone amidst squares of images of people without faces. This might be symbolic of her being a logical observer as she grew up putting an iconic image where she is in the centre of the abstract images of people around her. I deemed the feeling of Monte here is that she could not rationalise their intention which might explain the square-shaped image formed using all these peoples.Still, the shade of colour suggests melancholy.
Then she met Tanya with whom she established a good friendship, but she will die soon. These she highlights by flashing Tanya’s image twice. The technique leads the viewers to perceive Tanya using two dimensions: a friend of Monte, and a dying person.
From there, Monte continued with a description of Tanya's battle against death Tanya using an impactful picture of a very sharp tool, a human body, and a skeleton. Flashing it the second time is Monte’s technique to show the contrast between her foreshadowed death and her strength and bravery. With the words’ in bold letters, “no fear” more clearly embedded on the three images on the second flashing of the images, Monte implies Tanya’s distinctive attitude: her being sensible.
Next are the enumeration of Tanya’s desires and her course of actions to attain them. Being a single mum with two kids, she did not like to leave them astray, so she put them in a home to secure them. Aware of the limited funds available Tanya dreamt of forming an organisation meant to sustain the resources available so that dying “parents like her die in peace.” And then Monte highlighted the need of Tanya that moment: a friend.
Let me share how I viewed the semiotic devices used. The picture of Tanya’s beautiful kids is touching. The big smiles on their faces mirror their innocence (of Tanya’s condition) and their inner joy. The video clip of Tanya exhibits her enthusiasm in life. It is disconcerting to see how energetic and vibrant-looking she is knowing the difficulty she faces. The calmness on her face is captivating. But she is doomed. Probably, it is the reason why Monte chose two empty autumn-shaded garden chairs amidst a black background to signify the temporal friendship between a living and a dying, foreshadowed by the element of autumn with a black background which prefigures the coming of death—Tanya’s death and the end of their friendship.
After this, Monte used silence to express her lonesomeness. I agree with you, Chiayen, that it was an effective technique. Then she continued to give credits to her friend’s strength using news clips that featured Tanya. The juxtaposition occurred upon Tanya one day when she came to a realisation that she only accomplished one thing. Monte stated it this way: “She found a real friend; that was me.”
For someone who experienced being in a spotlight like Tanya, I reckon that what she meant was, even though she had sincere intentions, people who provide help do it to gain popularity or for self-recognition. This could be the reason why Monte used a painting with pairs of montages with some shadows of people without faces as Tanya’s relationships with them are not real. The only thing real was the true friendship between them.
I am not sure for what the next image was but I knew that the words “acceptance” on the bottom left side of the painting and the word “damp”on the bottom right which was closely focused later foreshadowed Tanya’s death. Probably Monte has been crying and has not resigned to Tanya’s death, signified by “damp.” This could be what she meant when she said, “not letting her dreams die with her.”
The next part is the climax of the story. The swan song of a dying person is presented. Monte showed her face at last with Tanya facing sideways. I found the encounter moving. Monte revealed herself at the best moment. The easing in of their image adds to the overall dramatic and suspenseful effect. Indeed it was an emotional tour de force.
Monte used a plain white background next to signify Tanya’s passing away while she continued her narration highlighting her disbelief that her dead friend knew her that much (That is symbolised by “her middle name”) This is another powerful semiotic device and it almost put me into tears. The lyrics came in at the perfect time. Then there were moments of silence. Maybe these were intended for Monte and her viewers to recover from the experience.
Like you, I am not familiar with the abstract painting. Somehow, I find it a device to end the story in a positive note after the lyrics of the music reverberate through the empty white slide. For me, the painting is Tanya’s image depicted like an angel (as Rachel expained) with a halo and wide- opened eyes but with mouth shut. Maybe I am imagining too much but probably it is Monte’s memory of her true friend who could still be fully alive in her thoughts.
My mind swirled while watching Monte’s Digital story for the first time. Probably it was because of the competition between narration and background music all throughout except in the last part. I watched it a number of times, each time lowering the volume until I am able to make sense of the semiotic devices employed in her story. Thanks to your interpretations. I have a good number of ideas to start with.
The theme of Monte’s story is the experience with her first true friend, Tanya. The narration is clear about this: “She never knew what friendship was, not until she met Tanya.” I agree with both of you that the swing painting may symbolise childhood memories filled with fun and play. The painting, however, looks very strange to me having no seats. Its colour may also be associated with sadness and solitude. I reckon that the swing is an attempt to signify lack of friendship and a rather bleak childhood.
The next image signifies how she maintained distance from all the people she encountered along the way since she could not tell their pure intentions. Monte depicts herself as someone amidst squares of images of people without faces. This might be symbolic of her being a logical observer as she grew up putting an iconic image where she is in the centre of the abstract images of people around her. I deemed the feeling of Monte here is that she could not rationalise their intention which might explain the square-shaped image formed using all these peoples.Still, the shade of colour suggests melancholy.
Then she met Tanya with whom she established a good friendship, but she will die soon. These she highlights by flashing Tanya’s image twice. The technique leads the viewers to perceive Tanya using two dimensions: a friend of Monte, and a dying person.
From there, Monte continued with a description of Tanya's battle against death Tanya using an impactful picture of a very sharp tool, a human body, and a skeleton. Flashing it the second time is Monte’s technique to show the contrast between her foreshadowed death and her strength and bravery. With the words’ in bold letters, “no fear” more clearly embedded on the three images on the second flashing of the images, Monte implies Tanya’s distinctive attitude: her being sensible.
Next are the enumeration of Tanya’s desires and her course of actions to attain them. Being a single mum with two kids, she did not like to leave them astray, so she put them in a home to secure them. Aware of the limited funds available Tanya dreamt of forming an organisation meant to sustain the resources available so that dying “parents like her die in peace.” And then Monte highlighted the need of Tanya that moment: a friend.
Let me share how I viewed the semiotic devices used. The picture of Tanya’s beautiful kids is touching. The big smiles on their faces mirror their innocence (of Tanya’s condition) and their inner joy. The video clip of Tanya exhibits her enthusiasm in life. It is disconcerting to see how energetic and vibrant-looking she is knowing the difficulty she faces. The calmness on her face is captivating. But she is doomed. Probably, it is the reason why Monte chose two empty autumn-shaded garden chairs amidst a black background to signify the temporal friendship between a living and a dying, foreshadowed by the element of autumn with a black background which prefigures the coming of death—Tanya’s death and the end of their friendship.
After this, Monte used silence to express her lonesomeness. I agree with you, Chiayen, that it was an effective technique. Then she continued to give credits to her friend’s strength using news clips that featured Tanya. The juxtaposition occurred upon Tanya one day when she came to a realisation that she only accomplished one thing. Monte stated it this way: “She found a real friend; that was me.”
For someone who experienced being in a spotlight like Tanya, I reckon that what she meant was, even though she had sincere intentions, people who provide help do it to gain popularity or for self-recognition. This could be the reason why Monte used a painting with pairs of montages with some shadows of people without faces as Tanya’s relationships with them are not real. The only thing real was the true friendship between them.
I am not sure for what the next image was but I knew that the words “acceptance” on the bottom left side of the painting and the word “damp”on the bottom right which was closely focused later foreshadowed Tanya’s death. Probably Monte has been crying and has not resigned to Tanya’s death, signified by “damp.” This could be what she meant when she said, “not letting her dreams die with her.”
The next part is the climax of the story. The swan song of a dying person is presented. Monte showed her face at last with Tanya facing sideways. I found the encounter moving. Monte revealed herself at the best moment. The easing in of their image adds to the overall dramatic and suspenseful effect. Indeed it was an emotional tour de force.
Monte used a plain white background next to signify Tanya’s passing away while she continued her narration highlighting her disbelief that her dead friend knew her that much (That is symbolised by “her middle name”) This is another powerful semiotic device and it almost put me into tears. The lyrics came in at the perfect time. Then there were moments of silence. Maybe these were intended for Monte and her viewers to recover from the experience.
Like you, I am not familiar with the abstract painting. Somehow, I find it a device to end the story in a positive note after the lyrics of the music reverberate through the empty white slide. For me, the painting is Tanya’s image depicted like an angel (as Rachel expained) with a halo and wide- opened eyes but with mouth shut. Maybe I am imagining too much but probably it is Monte’s memory of her true friend who could still be fully alive in her thoughts.
E- Learning 2
Please click the hyperlink below before you read my analysis:
http://www.storycenter.org/stories/.
The digital story I chose is entitled, “Kim’s Story.” Produced as a culminating project in a Digital-Storytelling Workshop, it narrates a simple yet moving personal account of self-discovery by Kim Walker-Dennis, a social worker in New York, as she grappled with letting go as a prerequisite to personal growth, both her own and that of adolescents under her care.
In less than three minutes, the digital story sensitizes us to the need for a balance between needing and being needed, loving and being loved, and caring and being cared for. I chose it for the clarity of the message and for its universal or timeless appeal—a message which may resonate to a range of audience of both genders from teenage and adult age groups, particularly those who are seeking something that is lacking in their lives. I also chose it for the sincere and engaging storytelling, evocative images, and non-invasive musical scoring. It exemplifies how sounds and images reinforce or enhance a simple yet effective narration to drive home a powerful message. Finally, I chose it because it demonstrates some problems that ought to be minimised if not avoided in making a digital story.
One can read too much into it, but the title against plain black background, in rather unassuming fonts, at the bottom right corner evokes in me a sense of simplicity, humility and honesty that I in fact have encountered in the succeeding scenes.
Plainly entitled “Kim’s Story” it begins with an intriguing lead-in note, “It’s not about you…It’s about me.” One might be struck by its absurdity. Of course it is about her, who else? But soon one gets the sense of what this note alludes to. Disclosing in the following scene of birds flying way that letting go is difficult for her, and that she is gripped by fears of ceasing to be needed or wanted—metaphorically shown by a lonesome bird—by those whom she used to help, the narrator flags her deeply felt anxiety that she seems eager to expunge through self-confession. Effectively, the tension or problem around which the entire story revolves has been established smoothly with the astute use of the black-and-white initial backdrop, apt sound and ample silence, as well as reinforcing images that put together raise the viewers’ anticipation.
The storyline follows closely the techniques Ohler prescribes. It begins with a problem, thru change, to resolution. It contains Ohler’s three basic elements: (1) a problem that builds the tension in the story and dictates its forward momentum, that is, Kim’s difficulty in letting go; (2) transformation of the character who is no other than Kim herself; and, (3) character’s resolution, Kim’s actions and change of views that lead to the resolution.
As a result, Kim’s digital story displayed an öld Kim”and a “new Kim.” There is an underlying structure akin to a timeline that strategically flows to engage the viewers all throughout: from the beginning (problem presentation) - to development (presentation of assessment of others and the self) to climax (the peak of the story wherein Kim realised what she had to do)- denouement (the changes in effect)- ending(her change of views in terms of relationships) Overall, the narrative, the choice of words and her emotive way of speaking facilitates the transfer effect on the viewers.
With still and moving pictures serving as a backdrop—both as metaphorical and literal translation or enhancement—to her narration, Kim’s autobiography unfolds swinging between the present and the past and also looking into the future. Unlike Randy’s “Lyfe-N-Rhyme”, her digital story successfully told the whole story. She traces, for instance, the roots of her preoccupation to helping vulnerable youngsters to the influence of her grandmother who selflessly devoted her time to taking care of abandoned children. Echoing what others think that likened her to a hen that shields her chicks from harm, she was keen to help friends and other youngsters since her teen years. Her being a social worker now merely formalizes what she has been doing for long. From technical standpoint, the easing in of the hen, showing fairly closely the chicks under her wings effectively enhances the message. The same may be said of the film age-effect that she employed on her picture with (presumably) a brother in their grandma’s house. However, if Kim intends to highlight her views, maybe a gradual easing in of her own picture (when she was young) with her grandmother would have had a more dramatic effect to reinforce her statement, “When I was growing up, I spent a lot of time in my grandmother’s house.”
I would have to say that the picture of a big house may be symbolic of her grandmother’s generous heart. The use of the images of a tiny window, stairs and a door effectively elucidates “caring for others” and “bringing people home”. The gray colours of the photos brought forth an apt effect of a memory of the past.
From the beautiful memories she had of her grandmother, she moved to her teenage years when she obviously adopted her grandmother’s ways. The colourful picture with her friends plus the gradual easing in of the image suits perfectly to illuminate the impact of her grandmother’s life on her.
Interestingly, what follows is an empty black slide, as she continues her expressive narration of what she learned from her past experience. Flashed next are three phrases: “a reason, a season, a lifetime” reinforcing her narrative that people come to one’s life because of them. The use of big lettered words zooming in stark black and white contrast effectively highlights the importance of the message. It also breaks the flow of images and sound that could be predictable or monotonous at times. In contrast to the silence she employed in the introduction, she opts to be straightforward this time, providing a nice balance. At this point Kim implicitly tells the audience about the reason why she decided to choose social work as a career—a mission to show utmost concern for the disadvantaged. For transition, she again employs the gradual easing in technique that seems to work well.
The resolution starts to unfold in the next scene. She walks past a row of medium-sized, gated houses with leaves swaying on the front yard. She sounds triumphant, even self-congratulatory for being able to help the youngster, but at the same time, she accepts with humility that she also learns a lot and was helped by them in the process. From technical standpoint, using her own moving image, lively as she appears, while a window opens gives the impression that she derives much joy from her work with the troubled youths.
Meanwhile as she continues her narration, she reveals the problem she herself encountered each year. The image to a mother duck swimming with her ducklings, one of which is shown negotiating the waters by herself points to learning by oneself and growing in the process. This is in contrast with the image of the hen which was overprotective of its young. The scenes are emblematic of the realisation that letting go is part of growing up, a lesson which Kim claims it took her a while to learn. “In order to grow, you must let go.”
The next scene goes back to Kim who is now seated on the stairs, deeply engrossed with her thoughts as she reflects on what had happened to her. I like the close-up effect used here, which along with the juxtaposition of herself with friends, former wards and family seems to say that the self that has been lost has now been found, thus, effectively putting a closure to the narrative.
Kim is an effective narrator. Her voice speaks of sincerity as the storyline is well motivated and it flows smoothly. On the other hand, perhaps it is also the fundamental source of the problem. In its paramount aim to be clear, it leaves not much space for ambiguity, artistry and imagination, addressing itself perhaps to a presumed unintelligent audience. By talking too much, especially after the initial powerful scenes, the narrator assumes a domineering in stance, perhaps too intrusive such that the still and moving images are there merely to translate, not enhance, the essence of the narration. They are not allowed to speak by themselves, to serve as vehicle of meanings. They are but an adjunct to the narration. I tried listening to the sound alone and I have been struck by the uni-dimensionality of it all. It heard like a program on the radio, flat and predictable. Silence should have punctuated the narration as the still and moving images are allowed to tell the story. This is, I believe, a serious shortcoming, but overall I find the digital story worth watching and examining.
.
http://www.storycenter.org/stories/.
The digital story I chose is entitled, “Kim’s Story.” Produced as a culminating project in a Digital-Storytelling Workshop, it narrates a simple yet moving personal account of self-discovery by Kim Walker-Dennis, a social worker in New York, as she grappled with letting go as a prerequisite to personal growth, both her own and that of adolescents under her care.
In less than three minutes, the digital story sensitizes us to the need for a balance between needing and being needed, loving and being loved, and caring and being cared for. I chose it for the clarity of the message and for its universal or timeless appeal—a message which may resonate to a range of audience of both genders from teenage and adult age groups, particularly those who are seeking something that is lacking in their lives. I also chose it for the sincere and engaging storytelling, evocative images, and non-invasive musical scoring. It exemplifies how sounds and images reinforce or enhance a simple yet effective narration to drive home a powerful message. Finally, I chose it because it demonstrates some problems that ought to be minimised if not avoided in making a digital story.
One can read too much into it, but the title against plain black background, in rather unassuming fonts, at the bottom right corner evokes in me a sense of simplicity, humility and honesty that I in fact have encountered in the succeeding scenes.
Plainly entitled “Kim’s Story” it begins with an intriguing lead-in note, “It’s not about you…It’s about me.” One might be struck by its absurdity. Of course it is about her, who else? But soon one gets the sense of what this note alludes to. Disclosing in the following scene of birds flying way that letting go is difficult for her, and that she is gripped by fears of ceasing to be needed or wanted—metaphorically shown by a lonesome bird—by those whom she used to help, the narrator flags her deeply felt anxiety that she seems eager to expunge through self-confession. Effectively, the tension or problem around which the entire story revolves has been established smoothly with the astute use of the black-and-white initial backdrop, apt sound and ample silence, as well as reinforcing images that put together raise the viewers’ anticipation.
The storyline follows closely the techniques Ohler prescribes. It begins with a problem, thru change, to resolution. It contains Ohler’s three basic elements: (1) a problem that builds the tension in the story and dictates its forward momentum, that is, Kim’s difficulty in letting go; (2) transformation of the character who is no other than Kim herself; and, (3) character’s resolution, Kim’s actions and change of views that lead to the resolution.
As a result, Kim’s digital story displayed an öld Kim”and a “new Kim.” There is an underlying structure akin to a timeline that strategically flows to engage the viewers all throughout: from the beginning (problem presentation) - to development (presentation of assessment of others and the self) to climax (the peak of the story wherein Kim realised what she had to do)- denouement (the changes in effect)- ending(her change of views in terms of relationships) Overall, the narrative, the choice of words and her emotive way of speaking facilitates the transfer effect on the viewers.
With still and moving pictures serving as a backdrop—both as metaphorical and literal translation or enhancement—to her narration, Kim’s autobiography unfolds swinging between the present and the past and also looking into the future. Unlike Randy’s “Lyfe-N-Rhyme”, her digital story successfully told the whole story. She traces, for instance, the roots of her preoccupation to helping vulnerable youngsters to the influence of her grandmother who selflessly devoted her time to taking care of abandoned children. Echoing what others think that likened her to a hen that shields her chicks from harm, she was keen to help friends and other youngsters since her teen years. Her being a social worker now merely formalizes what she has been doing for long. From technical standpoint, the easing in of the hen, showing fairly closely the chicks under her wings effectively enhances the message. The same may be said of the film age-effect that she employed on her picture with (presumably) a brother in their grandma’s house. However, if Kim intends to highlight her views, maybe a gradual easing in of her own picture (when she was young) with her grandmother would have had a more dramatic effect to reinforce her statement, “When I was growing up, I spent a lot of time in my grandmother’s house.”
I would have to say that the picture of a big house may be symbolic of her grandmother’s generous heart. The use of the images of a tiny window, stairs and a door effectively elucidates “caring for others” and “bringing people home”. The gray colours of the photos brought forth an apt effect of a memory of the past.
From the beautiful memories she had of her grandmother, she moved to her teenage years when she obviously adopted her grandmother’s ways. The colourful picture with her friends plus the gradual easing in of the image suits perfectly to illuminate the impact of her grandmother’s life on her.
Interestingly, what follows is an empty black slide, as she continues her expressive narration of what she learned from her past experience. Flashed next are three phrases: “a reason, a season, a lifetime” reinforcing her narrative that people come to one’s life because of them. The use of big lettered words zooming in stark black and white contrast effectively highlights the importance of the message. It also breaks the flow of images and sound that could be predictable or monotonous at times. In contrast to the silence she employed in the introduction, she opts to be straightforward this time, providing a nice balance. At this point Kim implicitly tells the audience about the reason why she decided to choose social work as a career—a mission to show utmost concern for the disadvantaged. For transition, she again employs the gradual easing in technique that seems to work well.
The resolution starts to unfold in the next scene. She walks past a row of medium-sized, gated houses with leaves swaying on the front yard. She sounds triumphant, even self-congratulatory for being able to help the youngster, but at the same time, she accepts with humility that she also learns a lot and was helped by them in the process. From technical standpoint, using her own moving image, lively as she appears, while a window opens gives the impression that she derives much joy from her work with the troubled youths.
Meanwhile as she continues her narration, she reveals the problem she herself encountered each year. The image to a mother duck swimming with her ducklings, one of which is shown negotiating the waters by herself points to learning by oneself and growing in the process. This is in contrast with the image of the hen which was overprotective of its young. The scenes are emblematic of the realisation that letting go is part of growing up, a lesson which Kim claims it took her a while to learn. “In order to grow, you must let go.”
The next scene goes back to Kim who is now seated on the stairs, deeply engrossed with her thoughts as she reflects on what had happened to her. I like the close-up effect used here, which along with the juxtaposition of herself with friends, former wards and family seems to say that the self that has been lost has now been found, thus, effectively putting a closure to the narrative.
Kim is an effective narrator. Her voice speaks of sincerity as the storyline is well motivated and it flows smoothly. On the other hand, perhaps it is also the fundamental source of the problem. In its paramount aim to be clear, it leaves not much space for ambiguity, artistry and imagination, addressing itself perhaps to a presumed unintelligent audience. By talking too much, especially after the initial powerful scenes, the narrator assumes a domineering in stance, perhaps too intrusive such that the still and moving images are there merely to translate, not enhance, the essence of the narration. They are not allowed to speak by themselves, to serve as vehicle of meanings. They are but an adjunct to the narration. I tried listening to the sound alone and I have been struck by the uni-dimensionality of it all. It heard like a program on the radio, flat and predictable. Silence should have punctuated the narration as the still and moving images are allowed to tell the story. This is, I believe, a serious shortcoming, but overall I find the digital story worth watching and examining.
.
Tuesday, February 23, 2010
To Jennifer and Erica
As I read your article, “From Literacy to Multiliteracies: Diverse Learners and Pedagogical Practice,” my memory led me back to the university where I did my first degree and to the last school where I taught in before coming to Singapore. It was rather an extremely opposite experience. Similar to the institutions where you underwent your interesting research, the traditional atmosphere was prevalent in my alma mater while the use of technology was fast becoming a common practice in the school where I taught. Sadly, I had to leave before I could fully immerse myself in the emerging culture therein characterised among other things by technology-enhanced teaching environment.
This initial exposure, however, made me realise what the organisational culture in a school can do. This is probably because like human beings, schools create their own self-image, identity and culture.
Not all teachers, however, could cope easily with technology. Note that recognition is not akin to full-blown utilisation of technology. Any plan to use of technology in teaching ought to take into account a number of factors like school budget; attitude of administrators, teachers, parents and learners; availability of media resources; interests; values; and, the like. Moreover systematic changes should be implemented based on a carefully planned vision of the schools. Needless to say, pedagogical innovations can hardly be achieved overnight.
What I noticed was that in the initial stage, there was this constant pulling and pushing between traditional methods and technology-based approaches in the classroom. Consequently there created an impression among teachers that technology is but a ‘garnish’, a show-off, without much substantive impact on learning outcomes. This chain reaction also puts the utilisation of technology in a state of mediocrity. Well, I take it as probably a necessary part of birth pains, a challenging transition that a start-up teacher like me has to negotiate well.
This initial exposure, however, made me realise what the organisational culture in a school can do. This is probably because like human beings, schools create their own self-image, identity and culture.
Not all teachers, however, could cope easily with technology. Note that recognition is not akin to full-blown utilisation of technology. Any plan to use of technology in teaching ought to take into account a number of factors like school budget; attitude of administrators, teachers, parents and learners; availability of media resources; interests; values; and, the like. Moreover systematic changes should be implemented based on a carefully planned vision of the schools. Needless to say, pedagogical innovations can hardly be achieved overnight.
What I noticed was that in the initial stage, there was this constant pulling and pushing between traditional methods and technology-based approaches in the classroom. Consequently there created an impression among teachers that technology is but a ‘garnish’, a show-off, without much substantive impact on learning outcomes. This chain reaction also puts the utilisation of technology in a state of mediocrity. Well, I take it as probably a necessary part of birth pains, a challenging transition that a start-up teacher like me has to negotiate well.
Enhancing the Meaning-Making Process of the Written Word
The birth of the concept multiliteracies led to a revamp in the art of communications as multimodality has revolutionised the meaning-making process. Carriers of meaning have expanded far beyond their range decades ago when the access to the written words was a matter of privilege for a limited group of people … Nowadays, the use of other mediums has become the trend—perhaps alongside the push for the idea of multiple intelligences…
Born in a far-flung countryside (with no electricity), the primary source of meaning for me was a local magazine called “Liwayway.” It was everyone’s favourite that I had to compete with my cousins just to get a chance to loan it overnight. That would mean reading it from cover to cover before my time was up. Otherwise, I would be like an outcast when other members of the house chitchat endlessly about hot and trivial contents of the magazine.
No wonder when a movie house was built in the nearest town, swarms of villagers (including my Mum with me tagging along!) queued up very early for long to have a chance to enter the cinemas. All were thrilled to experience for the first time a different source of meaning. It was a one of a kind experience back then.
Many things changed when my family moved to the town proper. I became exposed to an expanded range of reading materials. I began to create meanings through closely reading a number of text types. Then my training on composition writing proceeded from primary school all the way up to the university.
With my exposure to the internet and to a mind-boggling array of softwares including Windows Movie Maker, my perception of the written word changed. Gone were the days when the art of expressing one self primarily meant tedious writing of compositions. The written word may now be enhanced to make it even more alive with colours and emotions. And because of the influx of technology, many are given the opportunity to learn the art of meaning-making using a combination of image, music, speech and word.
Images have also transformed the classroom-based learning process. As Bezemer and Kress (2008) pointed out, “The digital media, rather than the (text) book, are more and more the site of appearance and distribution of the learning resources, and writing is being displaced by image as the central mode for representation.”
The use of images empowers the written word immensely. Its functions include presenting social changes to epistemological changes hidden behind the printed words. No wonder the use of short video clips has become a promising tool in the learning process. What counts, of course, is a how an impactful learning and teaching may be achieved.
This we owe to multiliteracies and the power of technology nowadays. I wonder what is in store for the next generation.
Born in a far-flung countryside (with no electricity), the primary source of meaning for me was a local magazine called “Liwayway.” It was everyone’s favourite that I had to compete with my cousins just to get a chance to loan it overnight. That would mean reading it from cover to cover before my time was up. Otherwise, I would be like an outcast when other members of the house chitchat endlessly about hot and trivial contents of the magazine.
No wonder when a movie house was built in the nearest town, swarms of villagers (including my Mum with me tagging along!) queued up very early for long to have a chance to enter the cinemas. All were thrilled to experience for the first time a different source of meaning. It was a one of a kind experience back then.
Many things changed when my family moved to the town proper. I became exposed to an expanded range of reading materials. I began to create meanings through closely reading a number of text types. Then my training on composition writing proceeded from primary school all the way up to the university.
With my exposure to the internet and to a mind-boggling array of softwares including Windows Movie Maker, my perception of the written word changed. Gone were the days when the art of expressing one self primarily meant tedious writing of compositions. The written word may now be enhanced to make it even more alive with colours and emotions. And because of the influx of technology, many are given the opportunity to learn the art of meaning-making using a combination of image, music, speech and word.
Images have also transformed the classroom-based learning process. As Bezemer and Kress (2008) pointed out, “The digital media, rather than the (text) book, are more and more the site of appearance and distribution of the learning resources, and writing is being displaced by image as the central mode for representation.”
The use of images empowers the written word immensely. Its functions include presenting social changes to epistemological changes hidden behind the printed words. No wonder the use of short video clips has become a promising tool in the learning process. What counts, of course, is a how an impactful learning and teaching may be achieved.
This we owe to multiliteracies and the power of technology nowadays. I wonder what is in store for the next generation.
Tuesday, February 16, 2010
Voice of an Amateur Website Evaluator
It was a challenging experience. Doing it the first time, evaluating educational websites proved much more painstaking than I thought it was. It made me heave and sigh. But I learned many things that otherwise I would not had I not been given the task to do it.
The process of screening took me ages. It dawned to me that I used the wrong strategy upon realising that the deadline was just a few hours away and yet my output was still inadequate. I spent too much time exploring several websites thinking that I would find ideal websites that suit my selected criteria. Perhaps it is a mistake that an amateur website evaluator like me falls easy prey to.
I have realised how important was Session 3 of our DL class which concerned about the basic skill that ought to be mastered when finding information on the worldwide web. Evaluating websites is very challenging especially for an amateur like me. I have realised the need to harness skills necessary for this task.
I ought to learn more, practice again and again and discover how useful computers are beyond my limited exposure. The activity was an eye-opener for me. It was sobering to realise how little I understand and how enormous the challenges before me.
Maybe, I ought to "reboot my mind" (Dyck,2004) so as to make it easier to adopt computer-assisted learning strategies.
Wednesday, February 10, 2010
Engaging the DNs
“The future of the nation is on the shoulders of teachers and how they teach the kids; the future of the world is in the classroom where the teachers are. And if we have any chance to guarantee a positive bridge to the 21st century, it is how we educate the children in the classrooms today. “- Richard Reginald Green
When I saw the slogan, “Teach me how to think, create, analyse, apply, invent…Engage me.” conspicuously displayed on the video, I asked myself quietly: How did (do) I teach? Did I fulfil my obligations faithfully and skilfully? Did I help my students acquire thinking skills, hone their creativity and critical faculties, realise the relevance of their learning and motivate them to produce new things?
Because of the infiltration of technology in almost all aspects of people’s lives, a new group of students called DNs whose number is increasing, apparently constitute a significant portion of the 21st century learners. This scenario carries significant implication on how teachers should teach today. With the availability of technological tools, it is certainly vital for educators to broaden the spectrum of their methods in order to respond to needs of the increasing number of DNs.
In re-appraising the nature of the teaching and learning process, however, teachers should not rely on technology alone. It certainly is vital but one should not forget that it is only one in a range of tools for enhancing teaching and learning. Technology is a means to achieve a desirable end; it is not the end itself. To note, the teaching process comprises of a number of elements which include teaching strategies and styles, instructional materials, classroom management, lesson planning, and the teacher himself or herself. The learning process, on the other hand, is influenced by the learner’s motivation, interests, IQ, learning styles and strategies, needs, interests, socioeconomic background, and the likes.
Technology can enhance the effectiveness of teaching practices. It can help sustain learners’ attention and make the learning and teaching process more fun-filled. But it cannot replace teachers. As learning and teaching entail a partnership between learners and teachers, a trusting and nurturing relationship between them play a crucial role in creating a favourable classroom atmosphere. Being a director, moderator, planner, adviser, mentor, guide, facilitator, arbiter, the teachers remain the most crucial element in the ‘teaching and learning process. “
Truly, to teach is to be an artist, a psychologist, a director, a manager, a technophile and more. It is a complex role not all individuals have the right personality and/or appropriate skills to handle effectively. It is a huge responsibility for it is through teaching that minds and hearts of future leaders are shaped. Technology plays a crucial role in it, but it may not suffice. What the world needs is a technology with a heart.
When I saw the slogan, “Teach me how to think, create, analyse, apply, invent…Engage me.” conspicuously displayed on the video, I asked myself quietly: How did (do) I teach? Did I fulfil my obligations faithfully and skilfully? Did I help my students acquire thinking skills, hone their creativity and critical faculties, realise the relevance of their learning and motivate them to produce new things?
Because of the infiltration of technology in almost all aspects of people’s lives, a new group of students called DNs whose number is increasing, apparently constitute a significant portion of the 21st century learners. This scenario carries significant implication on how teachers should teach today. With the availability of technological tools, it is certainly vital for educators to broaden the spectrum of their methods in order to respond to needs of the increasing number of DNs.
In re-appraising the nature of the teaching and learning process, however, teachers should not rely on technology alone. It certainly is vital but one should not forget that it is only one in a range of tools for enhancing teaching and learning. Technology is a means to achieve a desirable end; it is not the end itself. To note, the teaching process comprises of a number of elements which include teaching strategies and styles, instructional materials, classroom management, lesson planning, and the teacher himself or herself. The learning process, on the other hand, is influenced by the learner’s motivation, interests, IQ, learning styles and strategies, needs, interests, socioeconomic background, and the likes.
Technology can enhance the effectiveness of teaching practices. It can help sustain learners’ attention and make the learning and teaching process more fun-filled. But it cannot replace teachers. As learning and teaching entail a partnership between learners and teachers, a trusting and nurturing relationship between them play a crucial role in creating a favourable classroom atmosphere. Being a director, moderator, planner, adviser, mentor, guide, facilitator, arbiter, the teachers remain the most crucial element in the ‘teaching and learning process. “
Truly, to teach is to be an artist, a psychologist, a director, a manager, a technophile and more. It is a complex role not all individuals have the right personality and/or appropriate skills to handle effectively. It is a huge responsibility for it is through teaching that minds and hearts of future leaders are shaped. Technology plays a crucial role in it, but it may not suffice. What the world needs is a technology with a heart.
Thursday, February 4, 2010
An Interesting Link
I want to share with you this link posted in fb by my former co-teacher. It answers the question,"Which technology tools can help enhance teaching and learning?"
http://http//thejournal.com/articles/2010/01/20/14-technologies-educators-should-watch-in-2010.aspx
Happy surfing!
http://http//thejournal.com/articles/2010/01/20/14-technologies-educators-should-watch-in-2010.aspx
Happy surfing!
Wednesday, February 3, 2010
I'm not a Singaporean
After a lively discussion on the extent of influence of technology on people's lives in Singapore, I realised that, indeed, I am an ' immigrant' here, in more than one sense of the term.
Eighteen months of living in this country is more than enough to appreciate the pervasive clout of technology on practically every aspect of one's life. The database appears to be centralised: bank accounts, NRIC, EZLink, CPF, NLB library account. Name it, and you'd be lucky to have one aspect not electronically wired. It is convenience that I can only dream of back home.
But I feel that something has been lost. Maybe it is what Wilson and Soo mentioned: the personal touch and perhaps the sense of freedom, as well.
Eighteen months of living in this country is more than enough to appreciate the pervasive clout of technology on practically every aspect of one's life. The database appears to be centralised: bank accounts, NRIC, EZLink, CPF, NLB library account. Name it, and you'd be lucky to have one aspect not electronically wired. It is convenience that I can only dream of back home.
But I feel that something has been lost. Maybe it is what Wilson and Soo mentioned: the personal touch and perhaps the sense of freedom, as well.
Life here is too fast-paced. The race seems on, all the time. I find it hard to live here...To exist, yes, but to live, it's quite a challenge.
Seven years ago, my family and I had a chance to stay in Jogyakarta, Indonesia. There I managed to live without a cellular phone and other techno-gadgets, but oh boy, how I loved the place. At some point we moved to Canberra where all the more I have come to appreciate the joy of simple, unhurried, uncomplicated life. Picnic by the lake, watching and feeding birds practically everywere, riding bicycle to work, friendly locals. It was a life laidback as one might wish it to be.
I am not saying that I don't like Singapore. Singapore has a lot to teach other nations aiming for progress and prosperity. The technological innovations contributed to the world by this country in areas of medicine, sciences, education and economics are immense. Technology at its best is exemplified well by Singapore.
But I am not a Singaporean.
Sunday, January 31, 2010
What a Digital Immigrant English Teacher Was (Is)
When Dr Towndrow concluded with a statement that, “We should not be a digital immigrant with an old mind…” I wondered if it is ever possible for a digital immigrant, or any immigrant for that matter, NOT to carry at least aspects of the past, cultural patterns and social and mental predispositions.Is it not a natural tendency of an immigrant to rely at least partly on old skills or habits or predispositions in learning new things?
When computer-based grading system was implemented and computer- assisted instruction was introduced in the private school where I used to teach, ranting complaints from the old teachers reverberated in the faculty room for long… Their hostility was evident in their biting comments and innuendos.
In my mind, the struggle against new policies, particularly that which have to do with the use of computers, was understandable and something to be expected. To the administrators, however, the old teachers’ responses were unreasonable or unacceptable. It was a forcefully worded letter of appeal from the teachers concerned that eventually put on hold the administration’s ambitious plans.
Digital immigrants do need extensive and effective training. They need to learn the basic skills to adopt to the demands and culture of new technology. Old mentality cannot be easily done away with at least in the transition period. Depending on one’s attitude and aptitude, it may take a while for one to develop confidence in the use of technology. Sometimes, a series of workshop is necessary on the basics of handling computers.
Well, it’s like they were still wearing some of old favourite apparels, but they were beginning to blend them well with the new ones.
When computer-based grading system was implemented and computer- assisted instruction was introduced in the private school where I used to teach, ranting complaints from the old teachers reverberated in the faculty room for long… Their hostility was evident in their biting comments and innuendos.
In my mind, the struggle against new policies, particularly that which have to do with the use of computers, was understandable and something to be expected. To the administrators, however, the old teachers’ responses were unreasonable or unacceptable. It was a forcefully worded letter of appeal from the teachers concerned that eventually put on hold the administration’s ambitious plans.
Digital immigrants do need extensive and effective training. They need to learn the basic skills to adopt to the demands and culture of new technology. Old mentality cannot be easily done away with at least in the transition period. Depending on one’s attitude and aptitude, it may take a while for one to develop confidence in the use of technology. Sometimes, a series of workshop is necessary on the basics of handling computers.
Well, it’s like they were still wearing some of old favourite apparels, but they were beginning to blend them well with the new ones.
Learning to Learn How to Teach DL Skills & Strategies
After our group report, Dr Towndrow used cooperative learning technique to draw out the skills and strategies in teaching the four core skills underlying digital literacy: locate, evaluate, use and create information.
The activity made me wonder what skills and strategies (if there is any) do I possess. In terms of the first skill (locate), I can claim that I do have facility for this, but with the last one (create), I have to admit that I can only create power point presentation, no more.
Even though I am not currently teaching in a regular school, I was struck by how much extra work I have to do to catch up with the level of technical know-how expected of the educators of the 21st century.
Learning to learn the DL skills and strategies is not easy to accomplish. This is probably the most important justification for taking this course.
With the session dealing with the first skill, ‘locate,’the journey of learning to learn how to teach DL skills and strategies has just began…
The activity made me wonder what skills and strategies (if there is any) do I possess. In terms of the first skill (locate), I can claim that I do have facility for this, but with the last one (create), I have to admit that I can only create power point presentation, no more.
Even though I am not currently teaching in a regular school, I was struck by how much extra work I have to do to catch up with the level of technical know-how expected of the educators of the 21st century.
Learning to learn the DL skills and strategies is not easy to accomplish. This is probably the most important justification for taking this course.
With the session dealing with the first skill, ‘locate,’the journey of learning to learn how to teach DL skills and strategies has just began…
Tuesday, January 26, 2010
Uses of the Internet
What moved me to write this blog were the interesting news I encountered the other night.
The first was entitled Most common passwords revealed
http://au.news.yahoo.com/a/-/latest/6710257/most-common-passwords-found.
The other one was, Quake survival? There's an app for that
http://au.news.yahoo.com/a/-/newshome/6708550/quake-survival-theres-an-app-for-that/.
Based on the first news, the ten most commonly used passwords were:
1. 123456
2. 12345
3. 123456789
4. Password
5. iloveyou
6. princess
7. rockyou*
8. 1234567
9. 12345678
10. abc123
What are your passwords? Maybe it’s time to do some changes as scammers and hackers are on the run. These people are the ones who endanger the welfare of members of the cyberworld community. After being a victim of a phishing scam myself, I know full well what it is like. They invade your privacy, steal personal information, trace your steps in the web and/or unlock your passwords especially in your internet banking and credit card transactions.
Scary and dangerous internet may be, it also provides enormous comforts. All sorts of transactions and shopping may be done in just one click on the mouse or keyboards. Getting the best bargains worldwide is common now as sending someone cheers and thanks is easy. If internet were not invented, the chance of meeting old classmates and friends back in the primary and secondary levels would remain little if not nil. Without the internet, the belief that the “the world is small” would not become “so, so, so small.” Real time chats and video conferencing with someone 6,000 miles across the globe would only happen in dreams.
Technology at its best is exemplified well in the second news. The Haiti victim’s access to internet through his I-phone helped him save his own life. He was trapped under the rubbles of the hotel he stayed in for three days, but he made it out alive. Thanks to I-Phone.
Again, technology may be good or bad, or it is both good and bad. It is up to us to decide how we may use it to promote the best interests of the human race.
The first was entitled Most common passwords revealed
http://au.news.yahoo.com/a/-/latest/6710257/most-common-passwords-found.
The other one was, Quake survival? There's an app for that
http://au.news.yahoo.com/a/-/newshome/6708550/quake-survival-theres-an-app-for-that/.
Based on the first news, the ten most commonly used passwords were:
1. 123456
2. 12345
3. 123456789
4. Password
5. iloveyou
6. princess
7. rockyou*
8. 1234567
9. 12345678
10. abc123
What are your passwords? Maybe it’s time to do some changes as scammers and hackers are on the run. These people are the ones who endanger the welfare of members of the cyberworld community. After being a victim of a phishing scam myself, I know full well what it is like. They invade your privacy, steal personal information, trace your steps in the web and/or unlock your passwords especially in your internet banking and credit card transactions.
Scary and dangerous internet may be, it also provides enormous comforts. All sorts of transactions and shopping may be done in just one click on the mouse or keyboards. Getting the best bargains worldwide is common now as sending someone cheers and thanks is easy. If internet were not invented, the chance of meeting old classmates and friends back in the primary and secondary levels would remain little if not nil. Without the internet, the belief that the “the world is small” would not become “so, so, so small.” Real time chats and video conferencing with someone 6,000 miles across the globe would only happen in dreams.
Technology at its best is exemplified well in the second news. The Haiti victim’s access to internet through his I-phone helped him save his own life. He was trapped under the rubbles of the hotel he stayed in for three days, but he made it out alive. Thanks to I-Phone.
Again, technology may be good or bad, or it is both good and bad. It is up to us to decide how we may use it to promote the best interests of the human race.
The Double-Edge Sword
Who creates (not created) the internet? I have never thought of this before. Or, who owns the internet? Groping for an answer to this puzzle, I began surfing until I was led to a blogger’s site: http://lessig.org/blog/ForeignPolicy.pdf.
Most parts left me awestricken. Lessig’s blog centres on gruesome monsters, called ‘commons’, invading the internet. Commons, I reckon, are courts and corporations blocking some portions of the cyberworld for selfish interests. Because of the commons, the innovative and democratic potentials of the internet as a resource and an opportunity are diminished. What pervades is an atmosphere filled with greed that fuels desire for more power. The disclosure of what the internet has become and is becoming caused me uneasiness and fear. I could imagine the looming destruction awaiting the cyberworld. How spooky!
As to the other parts, admiration overwhelms me, particularly Lessig’s mentioning of the initial objectives of the creators of internet. According to Lessig’s blog, internet aims to innovate all peoples all over the world and to open infinite doors for growth and development of human conditions. I was moved by the claim that USA promoted democracy not only on earth but also in cyberspace. Sadly, no one envisaged the twists and turns ahead. No one saw the dangers of a free cyberworld. No one seemed to have anticipated the probability of selfish desires overshadowing the potentials for equal sharing of opportunities.
Is there something I can do to avert this invasion? Nothing really that I could think of, except perhaps by disseminating this information to others, say students, family and friends, to heighten the level of their awareness of the situation. An individual may be powerless in the face of institutional greed, but by binding together with other individuals, possibilities are created.
Internet is a double-edge sword. On the one side, it opens doors leading to success in economics, education, commerce, politics, etc. On the other, it is a fiendish tool for scammers, hackers, and, yes, commons.
Let us keep our eyes open.
Most parts left me awestricken. Lessig’s blog centres on gruesome monsters, called ‘commons’, invading the internet. Commons, I reckon, are courts and corporations blocking some portions of the cyberworld for selfish interests. Because of the commons, the innovative and democratic potentials of the internet as a resource and an opportunity are diminished. What pervades is an atmosphere filled with greed that fuels desire for more power. The disclosure of what the internet has become and is becoming caused me uneasiness and fear. I could imagine the looming destruction awaiting the cyberworld. How spooky!
As to the other parts, admiration overwhelms me, particularly Lessig’s mentioning of the initial objectives of the creators of internet. According to Lessig’s blog, internet aims to innovate all peoples all over the world and to open infinite doors for growth and development of human conditions. I was moved by the claim that USA promoted democracy not only on earth but also in cyberspace. Sadly, no one envisaged the twists and turns ahead. No one saw the dangers of a free cyberworld. No one seemed to have anticipated the probability of selfish desires overshadowing the potentials for equal sharing of opportunities.
Is there something I can do to avert this invasion? Nothing really that I could think of, except perhaps by disseminating this information to others, say students, family and friends, to heighten the level of their awareness of the situation. An individual may be powerless in the face of institutional greed, but by binding together with other individuals, possibilities are created.
Internet is a double-edge sword. On the one side, it opens doors leading to success in economics, education, commerce, politics, etc. On the other, it is a fiendish tool for scammers, hackers, and, yes, commons.
Let us keep our eyes open.
Wednesday, January 20, 2010
Janus Faces of Technology
The memory of what happened is still etched in my mind. It was July 2009 when I sat in front of my EEEPC perplexed with legs trembling and sweat oozing down my cheeks. How I wanted to cry but tears refused to flow. The haunting fear and the sense of extreme loss I felt inside me were overwhelming. The reason: I could not open my most important email account. ‘Incorrect password’ flashed in front of me every time I tried to log in no less than twenty times.
Then an incident few days ago flashed back in my mind. I received an email from someone who introduced himself as part of Yahoo Team. He used business-like language and requested me to type in my password. The convincing words and sincere tone and presentation of the message had me, unaware that it was a trap. Unknowingly, s/he accessed my account and began sending false information to my family and friends. Good thing I had two hand phones, one in roaming status and another for local use. My sister and a good friend were so worried about “my being lost in Europe without money” that they immediately sent me sms. I alerted Yahoo at once about the phishing scam and after several days, I recovered control of my account.
From that point on, I became wary about technology. The experience discouraged me from using the internet for sometime. It was a self-imposed punishment for being stupid and trusting… Now I utilize technology with caution because I met its two faces—one is grim and unyielding while the other’s gentle and attractive.
I know I better watch out. Somewhere out there in the cyberspace someone’s watching.
Then an incident few days ago flashed back in my mind. I received an email from someone who introduced himself as part of Yahoo Team. He used business-like language and requested me to type in my password. The convincing words and sincere tone and presentation of the message had me, unaware that it was a trap. Unknowingly, s/he accessed my account and began sending false information to my family and friends. Good thing I had two hand phones, one in roaming status and another for local use. My sister and a good friend were so worried about “my being lost in Europe without money” that they immediately sent me sms. I alerted Yahoo at once about the phishing scam and after several days, I recovered control of my account.
From that point on, I became wary about technology. The experience discouraged me from using the internet for sometime. It was a self-imposed punishment for being stupid and trusting… Now I utilize technology with caution because I met its two faces—one is grim and unyielding while the other’s gentle and attractive.
I know I better watch out. Somewhere out there in the cyberspace someone’s watching.
Monday, January 18, 2010
My First Post
I am blogging now, one thing that just over a week ago was out of my mind. That I am doing this owes to the course called Digital Literacy, which at the last minute I decided to enlist in this semester. A number of reasons prompted me to take this module.First, I certainly do not qualify as ‘digitally literate’, so I figured I’d learn enormously from it. Second, I wish to overcome my ambivalence towards the use of ‘hi-tech’ in language teaching. While deep inside I have a hunch that computer softwares can enormously enhance language instruction, my lack of understanding makes me feel unsure about it. Finally, the schedule fits perfectly into my timetable.
I attended the first session loaded with a mix of anticipation and apprehension. In the session, the two lecturers had identified and effectively addressed some common misconceptions about digital literacy. They also highlighted the increasing importance of digital literacy in addition to its complex definitions. They went an extra mile to comfort us with the thoughts that one does not have to be IT savvy before taking up this module. While I attended the first session with a wait-and-see attitude, I came out of it convinced that I had to take the module.
In my mind, this module promises to be exciting and very useful. I look forward to the realisation of such promises.
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