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2006 Spring : Technology and Critical Literacy |
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Technology and Critical Literacy |
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| Joan Watson | |||
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| With each new semester, emerging technologies present ideological challenges to both teachers and learners. This workshop seeks to explore the ways in which various manifestations of technology function discursively in our classrooms as microcosms of our culture-at-large. We will discuss, question, and challenge the attitudes, values, and beliefs generated by and from these technologies in an attempt to better employ them, ultimately, to our pedagogical and epistemological advantage. Of specific focus in this discussion group will include digital "discourse communities," the digital divide, and de-centered power relationships. Workshop Assumptions: 1.) Participants have created and implemented instructional activities in the past. 2.) Participants have an interest in exploring and discussing ways in which technology impacts pedagogy. 3.) Participants wish to examine ways in which technology shapes student perceptions self, community, and knowledge. 4.) Participants are willing to reflect upon and share their own instructional and learning experiences. Workshop Objectives: 1.) Define "critical literacy." 2.) Examine issues of diversity and equity in a technology-rich academic culture. 3.) Consider the implications of learning and knowledge development in both technology-rich and technology-deprived environments. 4.) Discuss traditional relationships of power and authority and the ways in which these relationships are supported and/or subverted by technology. 5.) Consider the relationships between "digital discourse communities," academic scholarship, and intellectual ownership. Instructional Outcomes: 1.) Participants will recognize the pedagogical implications of teaching in a technological age. 2.) Participants will reflect upon their own classroom practices and experiences to determine successful approaches to learning and instructing with technology. 3.) Participants will identify technology as a fully integrated entity in the lives of their students. 4.) Participants will be aware of resources on campus that provide instructional and technological support. |
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• "Understanding the World with Information Technology" • "What is Critical Literacy?" • "Developing Critical Literacy Skills for the Internet" • "Hypermedia Authoring as Critical Literacy" |
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2006 Faculty Development Institute
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