ISTE 2019Creative
Constructor Lab
Digital
Leadership Summit
No Fear
Coding Lab
Edtech Advocacy &
Policy Summit

Exploring and Engaging With Literacies of the 21st Century

Location: Hyatt Regency Grant C

Explore and create
Pre-registration required

Explore and create : BYODex


Tuesday, June 26, 12:15–1:45 pm
Location: Hyatt Regency Grant C

Dr. Casey Cohen   Richard Colosi   Jessica Herring  
Discover how emerging literacies of the 21st century, including social media, coding, and global literacies, play an integral part within instruction. Presenters will share strategies for teaching and assessing these literacies and provide participants with an opportunity to create a visual representation of their learning.

Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Attendees should have loaded the following apps on their devices to best participate in this session:
Swift Playgrounds (if on iPad)
iTunes U (if on iPad)
Adobe Spark Post.

It will be helpful, but not necessary for attendees to have the following apps on their devices to offer additional participation in this session:
Sphero app
Sphero Edu app
EduBlog
Google Hangout
Facetime
WhatsApp
Keynote
Pages
Google Slides
Adobe Spark Page
Adobe Spark Video
Twitter
Instagram
Snapchat
YouTube.

Focus: Digital age teaching & learning
Topic: Communication and collaboration
Grade level: PK-12
Subject area: Language arts, STEM/STEAM
ISTE Standards: For Educators:
Facilitator
  • Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
For Students:
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Global Collaborator
  • Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

Proposal summary

Purpose & objective

Objectives:
Through a combination of listen and learn, hands-on device-based activities, demonstrations, and opportunities to create participants will be able to:
-Describe 21st century literacies (social media, coding, and global) and their importance in planning appropriate classroom instruction for digital age learners.
-Design classroom experiences that integrate 21st century literacies into content area coursework.
-Gain knowledge of and experience with specific apps and tools that can be used to facilitate the teaching of 21st century literacies.
-Create a visual representation using Adobe Spark Post or a similar tool of what they learned about one or more of the literacies of the 21st century to be shared on social media (combining skills to support the literacies discussed).
-Leave the session with a webpage that contains direct links to project exemplars and apps shared and demonstrated in the session (Twitter, Instagram, Snapchat, YouTube, Sphero, Sphero Edu, Swift Playgrounds, iTunes U, EduBlog, Google Hangout, FaceTime, WhatsApp, Keynote, Pages, Google Slides, Adobe Spark Page, Adobe Spark Post, Adobe Spark Video).

Purpose and Overview:
Presenters will discuss emerging literacies of the 21st century; how technology plays an integral part in their instruction; and why they are becoming integral parts of reading, writing, speaking, and listening. Each presenter will speak about one of the literacies as well as offer strategies for teaching these literacies and specific projects they use to teach and assess the skills. Additionally, the presenters will present opportunities for audience members to engage with the apps, websites, and other content being discussed as well as create a visual representation of their learning to be shared on social media. Examples of literacies and tools to be discussed are listed below.

Social media literacy - Social media literacy is much more than scrolling through posts or writing a tweet. It is reading in a cumulative, non-linear progression rather than reading text in isolation. It is also learning to make decisions on what posts, articles, and media to read and believe. Social media is a powerful space for students to connect, question, and learn but we must not assume these skills can be acquired without teaching them in classrooms. Engaging with apps like Twitter, Instagram, Snapchat, YouTube can give students practice at developing social media literacy.

Coding literacy - Coding is a 21st century literacy that allows students to engage in computational thinking, innovative design, collaboration, and the independent construction of new knowledge. In the content area classroom, coding can empower students to command the content they are studying. By pairing close reading strategies with basic programming skills, teachers can deeply engage students in learning and provide modern, active context for content that may otherwise leave students disengaged. Coding with Sphero, Ozobots, Swift Playgrounds, and MinecraftEDU can help students build connections in fiction and nonfiction texts and can allow students to recreate the physical world in a digital context.

Global literacy - Developing global literacy involves the practice of at least two of the four Cs of 21st century: Communication and collaboration. It can also involve critical thinking and creativity. Global collaboration projects integrated into English Language Arts curricula call for students to share ideas on writing and literature as well as create and publish content together, giving them authentic opportunities to practice these four Cs. The following tools can be used to facilitate global collaboration: iTunes U is a perfect tool to bring students together and distribute content and assignments. Collaboration tools like Google Hangouts, Facetime, and WhatsApp can provide opportunities for students to engage in real-time conversations. Collaborative content creation tools like Keynote; Pages; Google Slides; and Adobe Spark Post, Page, and Video facilitate the opportunity for students to create content together from different parts of the globe. And blogging sites like EduBlog give students an opportunity to publish and share the work they create collaboratively with a global audience.

Outline

Outline
Introductions (5 minutes)
-Each presenter will introduce him or herself and share his or her background with one of the literacies to be discussed

Overview (10 minutes)
-The presenters will discuss (via a brief Keynote presentation) emerging literacies of the 21st century including how technology plays an integral part in their instruction and why they are becoming integral parts of reading, writing, speaking, and listening.

Specifics (30 minutes)
-Each presenter will speak about one of the literacies as well as offer strategies for teaching these literacies and specific projects they use to teach and assess the skills. This section will also be delivered via a Keynote presentation and will include excerpts of student projects, photographs of students working on the given literacy, video commentary from students, and an explanation or demo of specific apps used to teach the literacy.
-Social Media Literacy (strategies, projects, assessments, apps).
-Coding Literacy (strategies, projects, assessments, apps)
-Global Literacy (strategies, projects, assessments, apps)

Creation (30 minutes)
-We will ask participants to create a visual representation using Adobe Spark Post or a similar tool of what they learned about one or more of the literacies of the 21st century, and we will ask them to share it on social media. The idea is that with this creation and the act of sharing it, participants will synthesize what they learn, share it with a broader community, and while doing so, incorporate skills used to support the literacies discussed.

Closing (5 minutes)
-We will share a webpage that contains direct links to project exemplars and apps shared and demonstrated in the session (Twitter, Instagram, Snapchat, YouTube, Sphero, Sphero Edu, Swift Playgrounds, iTunes U, EduBlog, Google Hangout, FaceTime, WhatsApp, Keynote, Pages, Google Slides, Adobe Spark Page, Adobe Spark Post, Adobe Spark Video).

Reflections and Q&A (10 minutes)
-We will address questions from the audience and ask audience members to share key take-aways or ideas they look forward to trying in their learning environments.

Supporting research

Cook, L. A., Bell, M. L., Nugent, J., & Smith, W. S. (2016). Global collaboration enhances technology literacy. Technology & Engineering Teacher, 75(5), 20-26.

Dallacqua, A. K., Kersten, S., & Rhoades, M. (2015). Using Shaun Tan's work to foster multiliteracies in 21st-Century classrooms. Reading Teacher, 69(2), 207-217. doi:10.1002/trtr.1395

Dabbagh, N., & Kitsantas, A., Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning, Internet and Higher Education (2011).

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st Century education: A systemic view for change. Journal of Educational Technology & Society, 19(3), 27-37.

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.

Jones, B., & Flannigan, S. L. (2006). Connecting the digital dots: Literacy of the 21st century. Educause Quarterly, 29(2), 8-10.

Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781.

Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal of adolescent & adult literacy, 58(2), 97-101.

McCorkle, D., & Payan, J. Using Twitter in the Marketing and Advertising Classroom to Develop Skills for Social Media Marketing and Personal Branding. Journal of Advertising Education; Columbia21.1 (Spring 2017): 33-43,4

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-Century skills requires 21st Century teaching. The Phi Delta Kappan, (2). 8-13.

Soulé, H., & Warrick, T. (2015). Defining 21st Century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity, And the Arts, 9(2), 178-186. doi:10.1037/aca0000017

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Presenters

Dr. Casey Cohen, Rose Tree Media School District

After teaching secondary school English in the city and suburbs of Philadelphia and Boston for ten years, Casey Cohen is the Director of Technology Innovation and STEM Programs for the Rose Tree Media School District. Casey received her B.A. at the University of Michigan, her Ed.M. at Harvard's Graduate School of Education, and her Principal Certification at the University of Pennsylvania. Casey is earning her Ed.D. in the Global Educational Leadership Program at Lamar University. She is a proud member of the Apple Distinguished Educator Class of 2015 and proudly shares her work around the globe.

Richard Colosi, Monroe 2 BOCES
Jessica Herring, University of Central Arkansas

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