Introduction to Plague Inc. (The Cure)

https://now.gg/apps/miniclipcom/5059/plague-inc.html

Until this assignment, I had never really thought about using a simulation game to supplement learning in my classroom. However, when I was given the opportunity to explore, the topic that came to mind was the infectious disease unit. As I searched through the internet for something applicable to my current curriculum there were a number of immune system and disease games but the one that caught my interest was from Plague Inc, called The Cure. It can be played to both infect the world to win, or save the world by developing a cure. While playing I chose to create a pathogen to infect the world. 

The game combines strategy and real-time simulation to provide a unique and educational experience about disease and public health. Players begin by selecting a type of pathogen they would like to create—bacteria, virus, fungus, etc.—and then choose the country where the infection will start. As the game progresses, players must choose the pathogen’s evolution by developing new symptoms, transmission methods, and resistances to environmental conditions and medical interventions. This is done by earning DNA points and infecting new countries. The game does a great job simulating how different factors, like climate, population density, and global travel, affect the spread of the disease. The Cure highlights the need to understand how diseases spread, can change, and how people's actions affect outbreaks. From a health standpoint, and being a bit further removed from the COVID-19 pandemic, it can help students to understand the measures that were taken to keep them safe. 

Classroom integration

I would Integrate this simulation into my curriculum during my immune system and infectious disease

unit. During this unit students learn how the immune system works to defend their bodies against pathogens like bacteria, viruses, and fungi. They learn about the different components of the immune system, including white blood cells, antibodies, and the various organs involved in immune responses. 

Students learn how vaccines work, the importance of hygiene, and how lifestyle choices can affect immunity. They also study various infectious diseases, their modes of transmission, and ways to prevent the spread of these diseases. I typically have students do a brief research project on an infectious disease of their choice. They are asked to look into the specifics of the disease including: symptoms, transmission, cures, prevention, and worldwide cases. After researching a disease of their choosing, students will have a better understanding of immunology. Once they have developed this understanding, I believe students would be well equipped to utilize the Plague Inc. simulation game. In The Cure, students can apply their knowledge by creating and managing their own disease, which will allow them to see firsthand how different factors, that we have previously discussed, impact the spread of a disease. This interactive experience will reinforce their learning and give them a deeper insight into the complexities of infectious diseases while giving them a video game type media that they enjoy. 

Learning objectives for this unit would include a comprehensive understanding of the immune system and infectious diseases. Students will learn about the components and functions of the immune system, the specifics of various infectious diseases, and basic epidemiological concepts such as disease transmission, prevalence, and cures. The Plague Inc. game will support the goals and objectives of this unit by asking students to apply their knowledge in a practical scenario. 

Introduction, set-up and support

Implementing the Plague Inc. simulation into the infectious disease unit would be a good fit as long as it was utilized in a structured way. I would first provide an overview of the game and expectations for content knowledge use by discussing key game mechanics such as selecting a type of pathogen (virus, bacteria, etc.), evolving symptoms and transmission methods. Setting up for classroom use will require that each student or pair of students has a necessary device (computer, tablet) set up with access to the game. The Cure is available on various platforms including PC, Mac, iOS, and Android. Student accounts will also need to be set up ahead of time for ease of logging into the game. When I did a game trial, I was asked to log in with an email address, however after looking at the FAQ section of the webpage, the email log in was only necessary for creating a player profile and tracking game points. Students will need a tutorial session to familiarize themselves with the game mechanics. The game itself does offer a demo option where it walks the player through each of the screens. It was very helpful for me as a first-time player. If students still have questions after walking through the demo, I would offer small group sessions and demonstrations on how to navigate through the game. 

During game play I would implement checkpoints where students pause their game time to reflect on
their strategies, discuss their observations, and analyze the impact of their decisions within the game. Students have the ability to choose which “upgrades” they want for their diseases, so I would like them to think about which of the choices would cause the biggest impact and why. Students could then implements those upgrades and see if their hypotheses were correct. We could use this game to facilitate class discussions and connect it to the COVID-19 pandemic, reinforcing concepts of epidemiology, public health, and disease control that we have seen happen in real-life situations. 

Assessment strategies

Assessing students' literacy practices and learning goals after using the Plague Inc. simulation could be approached with a variety of methods to evaluate their understanding of the content, their ability to apply concepts, and their critical thinking skills. I would utilize a combination of reflective discussion and/or writing throughout the course of the simulation. As discussed previously, I would ask students to pause their simulations and reflect on the choices they are making in developing their pathogen and how it is affecting their progression through the game. 

When the simulation is completed, I would also ask students to create a chart comparing the disease they researched previously to the one they created. I would also ask them to think about preventative measures for the disease they researched and how they might have applied those measures to their creations. I enjoy using group projects as part of my assessment process so at the conclusion of this unit, I would ask students to think about ways to prevent the spread of their disease and present a public health campaign. Students would consider what research was being done in the game and what measures were being implemented by the governments to stop the spread of their disease. I would ask students to collaboratively design a public health campaign based on the lessons learned from the simulation. I would suggest that they think about if their disease was real, what could be done as preventative measures, what could be done as intervention strategies and how would you communicate that to the public in the most effective way. 

Overall, Plague Inc. serves as a valuable educational tool that complements traditional learning methods, helping students develop a comprehensive and practical understanding of epidemiology and disease control. By actively participating in a simulation, students can apply knowledge to practical scenarios, enhancing their critical thinking and problem-solving skills.  I had a bit of evil fun taking over the world, too!

Digital Platform Case Studies

 

Case study #1 – PBIS Rewards                            

I have chosen to spotlight the PBIS Rewards website/app for my first platform. This is a district wide initiative that my school took on two years ago. It is designed to facilitate the implementation of Positive Behavioral Interventions and Supports (PBIS). The platform allows schools to efficiently manage and track student behavior, encouraging positive actions through a points reward system. Students can log into their own accounts and access their individual points, which teacher gave them, and why (if they teacher chose to add a comment) they received the reward.  There are three major categories of rewards: respect, responsibility, and safety. Teachers can choose to award one, two or all three points at a time and it can be done for multiple students each time. This digital approach streamlines the process, making it easier to consistently recognize and reinforce positive behavior school-wide. Administrators have access to all data in the system as well as reports and analytics that are offered. The PBIS Rewards app integrates seamlessly with the web-based platform, providing real-time data and reports that help educators monitor progress and identify areas needing attention. The system also supports communication between teachers, students, and parents, promoting a collaborative setting. Parents can log into family app accounts and see points activity, comments, and trends. It is comparable to ClassDojo in this way.

When utilized regularly the PBIS platform has a high potential for positive behavior reinforcement which would ultimately lead to a more positive and supportive overall atmosphere. The platform focuses on positive feedback with both students and families and offers rewards for desirable behavior. Feedback is framed in a positive and constructive manner as it will naturally emphasize what students are doing right. Students (and teachers too!) can even acknowledge each other’s positive behaviors by nominating each other for points and stars. This feature promotes positive interactions among peers for students and teachers alike.

Information is shared quickly and easily using this platform. There are weekly points activity reports that can be generated and several advanced options for communication with parents and other school personnel. Weekly reports for administrators include information about who is accessing the platform, how many points each teacher or grade level is giving out and how students are spending their points. There are also student-specific communication options. For example, there are check in check outs (CICO) where teachers input how a student did for their class period. This has been a good digital replacement for paper versions which historically have been changed or lost by students. Another example is the social emotional check (SEL) where students can input how they are feeling throughout the day. If a student were to select the icon indicating they are having a negative emotion, like angry or sad, the counseling office would be notified by the platform, and they could intervene as necessary.

There are many potential positives to utilizing a centralized system for tracking behavior data. It can help streamline team-based approaches to behavior management and offer consistent feedback to students, teachers and families. Teachers can share information about student behavior across classrooms or even grade levels. The CICO system offers a consistent metric for measuring student behavior successes and allows teachers to track patterns in struggles, especially for secondary students who move classrooms throughout the day. Counselors and teachers can review SEL check-in information with students and families to identify trends in behavior. This will promote self-awareness and self-regulation and encourage positive changes.

As with any technological addition, there are some negatives to think about when utilizing a new system. For example, there is an emphasis on extrinsic rewards which can undermine development of intrinsic motivations. Students might come to expect points when they are doing the most basic of tasks, which might cause them to act out if they do not receive points. There are also some equity concerns with the platform. For example, some teachers give out lots of points and some teachers barely utilize the system at all. Students have openly complained that “the sixth graders get all the points!” or “Mr. M doesn’t give out any points” so students that do not have classes with teachers who often give points will naturally get less. Administrators have taken feedback into consideration and attempted to alleviate some of those discrepancies by offering rewards (outside of the stars offered within the system itself) to teachers and students. One such instance happened when administrators noticed an uptick in unfriendly behavior and created a challenge for teachers to “catch students being kind.” This incentivized the teachers in the form of competition and students in the form of reward. 

With any online platform there will be data security and privacy concerns, however, I am confident that the PBIS rewards system is secure and protected. My district has a contract with them, and PBIS is ed law 2-d compliant. Only parties that are invited directly by the district are allowed access to the information provided. Information is shared within the platform for specific purposes and typically administrator approval is needed for district or grade level reporting.

There are several literacies necessary to navigate this platform successfully. First, basic computer skills are a must. Proficiency using computer, tablet or smartphone is needed to access the platform and teachers are asked to set up their own classes and stores. All parties should be able to troubleshoot common technical issues. Teachers will need an understanding of PBIS principles and how to manage the reward system in a way that will encourage desired outcomes. Teachers will also need the ability to analyze the data and reports generated throughout the platform. Students will need to be able to navigate the website or app to use it to its full potential. They will need to know how to log in with specific credentials, and locate points balances, teacher stores and raffles to spend their points.  In addition to basic computer skills, parents and families will need to support their child in learning and practicing positive behaviors and engage with them about feedback received from teachers. They will need to understand positive behavior reinforcement principles and how they are applied at school. 

Overall, the PBIS rewards platform has been a great add to my school community. Students have mostly reported positive feedback and have responded positively to rewards offerings throughout the year. They are quick to advise teachers and administrators about what could be done better and thus far, adults have been receptive. 

Case Study # 2 – ParentSquare

For my second case study, I have chosen to spotlight Parent Square because I have a unique insight both
as a teacher and a parent. My children do not attend the school district where I teach, however their district uses Parent Square as its main form of communication between school and home. I recently found out that the district I work for has opted to utilize Parent Square as our main communication source for the 2024-2025 school year, so I have spent some hours learning the ins and outs from the educator side as well. 

ParentSquare is a communication platform designed to streamline interactions between schools and families. Students are not directly involved in using this platform it is primarily used to communicate with families. It allows schools to send announcements, reminders, and updates to parents in real-time. Additionally, it offers direct communication with teachers or other uses within the school. For example, parents can direct message a teacher about student behavior, or the school nurse can send a message asking about paperwork. The application offers multiple means of communication including email, text, and app notifications. Office hours can be set to hold communications and help teachers keep a work life balance. The tool also has the ability to search for these users by first or last name.

The platform's primary functions include the ability to share important documents, schedule and manage parent-teacher conferences, and facilitate volunteer sign-ups and event RSVPs. Combining these features and offering them in a single application, alleviates the need for multiple subscriptions and the potential for information to be misplaced or forgotten.  By providing a single platform for all school-related communications, ParentSquare can enhance parental involvement, bridge communication gaps, and ensure that parents are informed about their child's education and school events. As a secondary teacher one of the most common complaints among parents is that they feel less involved than when their children were in elementary school. ParentSquare offers a solution to this problem in that parents are notified of events through app communications that may have otherwise not been brought to their attention. 

Regular, enhanced communication helps parents stay informed and involved in their child's education. Increased familial involvement can lead to better support at home, reinforcing what students learn in the classroom. ParentSquare helps teachers and administrators provide regular updates and reminders about homework, projects, and school activities. Involving families in this manner helps students stay organized and aware of their responsibilities, promoting better time management and engagement with their studies. 

ParentSquare significantly influences student learning and engagement by fostering better communication and parental involvement. However, as with any digital platform, it also poses challenges like potential information overload and equity concerns. Speaking as a parent, if settings are left to district chosen presets, communication from the application is not efficient. Emails, text messages and app notifications will come all together and multiple times a day which can be overwhelming to say the least. This can be fixed by adjusting personal settings within the app, but many fellow parents have complained about also getting information that does not pertain to them. For example, at my children’s district (they are both in elementary school) the athletic director regularly sends out updates about high school student athlete performances and sports sign-ups. Parents of elementary children complain that this information does not apply to them, yet they are receiving multiple communications daily. This has caused these parents to stop checking ParentSquare regularly, thus missing important updates. The other main negative is equity concerns. ParentSquare is digital and requires internet and/or a smart phone application to participate. Families that do not have digital access will not be able to receive real-time information and could perhaps miss out on activity notifications or activities with limited spots available (“first come, first served”). 

Required literacies to utilize ParentSquare to its peak are very similar to the ones identified with PBIS rewards. Basic computer literacy skills are a must. Proficiency using computer, tablet or smartphone is needed to access the platform. Application navigation is slightly more technical from the teacher side. Unlike PBIS, administrators and the tech department set up classes and school integration. It took some tinkering with the app (and I could consider myself above average for tech savviness) to figure out how to easily toggle between my children’s school and my own district, however it can be done. This means that ALL school communications should be in one single place. 

Communication literacy is important for digital interactions. To engage constructively in conversations, parents, teachers and all school personnel using ParentSquare will need communication literacies. Many
times, when contacting parents about school, teachers will have to discuss negative interactions with a child. Understanding the emotions involved and being able to communicate will create a stronger home/school connection. Effective collaboration between home and school ensures that students receive consistent guidance and reinforcement, enhancing their overall educational experiences. Finally, a basic understanding of privacy and security principles is important to safeguard personal information and manage privacy settings appropriately. ParentSquare has many safeguards in place so that only select parties have access to information, however human error in creating communications does happen. Understanding the how and why of safeguarding personal information and data will help teachers and parents alike in keeping data private and safe. 

Overall, I would rate ParentSquare 5 out of 5 stars. As a parent, it was initially a bit overwhelmed to receive so many communications on so many channels, however over time I have learned to navigate it and utilize it regularly. As a teacher I hope to leverage its features to help foster a stronger home/school connection. 

References

ParentSquare. (n.d.). Feeds. ParentSquare. https://www.parentsquare.com/schools/5841/feeds

PBIS Rewards. (n.d.). PBIS Rewards. https://app.pbisrewards.com/index.ph

 

 

Social Media,  Mental health & New Literacies

 

After completing this week’s readings, we were asked to think about what topics we would want to research. I find myself constantly thinking about my students’ mental health because there has been an uptick of unhealthy behaviors in my school. This uptick has resulted in students leaving to get treatment at mental health facilities and missing weeks or months of school. Perhaps it makes me sound “old school” but I have always thought that social media exacerbates problems for these kids. Students have told me about concerns for being left out, when friends post meet ups on Snapchat or being “depressed” when an ex-boyfriend posts something undesirable. As an educator, understanding the relationship between social media use and mental health can help inform teaching practices to support new literacies. Practical applications of this research would help students recognize early signs of mental distress, encourage healthier online behaviors, and hopefully think more critically about the content they are seeing.

Even as I am reading peer reviewed articles on the topic my focus is shifting to include not only impacts on mental health but also physical health. Two articles I have read link social media use to increased risk behaviors including self-harm and substance use. Multiple articles that I read talked about how social media utilizes algorithms to draw in adolescents. Then adolescents are receiving feedback – both positive and negative – that continues to impact mental well being throughout middle and high school. I am interested to see what knowledge I can gain from these articles and how I can apply it to my classroom practices to help minimize potential impacts to student health.

 

 References

 

Lee, H. Y., Beevers, C. G., et al. (2020). Getting fewer “likes” than others on social media elicits emotional distress among victimized adolescents. Child Development, 91(6), 2141–2159. https://doi.org/10.1111/cdev.13422        

This article discussed a study conducted on the effects of not receiving enough positive feedback on social media platforms and how that may correlate to previous research showing that negative feedback (cyber bullying) is detrimental to adolescent health.

 

The research was conducted with students 14-15 years of age, and had a large sample size among the 3 various studies. Individuals would interact with each other and "bots" during the study. During one of the events, the users would get either a high or low number of likes. This was limited to just one event to make sure there were no long-term impacts from the study.

 

It was found that students did have similar negative emotions from not getting enough positive feedback (likes) on their profiles or interactions. It seemed comparable to previous research about negative online feedback, suggesting that not getting enough positive feedback online could have negative impacts on adolescent emotional health and lead to an increase in depression.

 

Gregory, L., Dutton, T., Osuagwu, U.L. et al. Does social media usage ameliorate loneliness in rural youth? A cross sectional pilot study. BMC Psychiatry 23, 371 (2023). https://doi.org/10.1186/s12888-023-04849-y

(Gregory et al., 2023)

This study investigates whether social media usage can reduce feelings of loneliness among rural youth. The authors conducted a pilot study to assess the relationship between social media usage and perceived loneliness in adolescents living in rural areas. The researchers hypothesized that for rural youth, social media usage would decrease feelings of loneliness.

The article’s findings indicated that moderate social media usage is associated with lower levels of loneliness, suggesting that online interactions can provide meaningful social connections for rural adolescents. However, the study also highlights possible risks associated with excessive social media usage, including increased feelings of isolation and anxiety. Gregory et al. cited other studies that concluded youth who used more than three hours a day of social media were at a higher risk for loneliness and recognized that the participants of this study reported that they used less than three hours a day (2023). The most interesting finding of the study was the association between use of Facebook versus other social media platforms. Facebook had the highest incidence of psychological distress and use within ten minutes of waking. The author suggests using this data as a teaching tool for youth.

The sample size for this study was rather small. Even though the surveys were sent to over 5000 people they did not hit their goal of 289 surveys returned. The authors recognized weaknesses within their study, including its potential for bias due to self-reporting and suggest another study to expand upon their results. A longitudinal approach was suggested where researchers can assess social media uses, loneliness and mental health over time.

Cingel, D. P., Lauricella, A. R., Taylor, L. B., Stevens, H. R., Coyne, S. M., & Wartella, E. (2022). U.S. adolescents’ attitudes toward school, social connection, media use, and mental health during the COVID-19 pandemic: Differences as a function of gender identity and school context. PLOS ONE, 17(10), e0276737. https://doi.org/10.1371/journal.pone.0276737

 The Cingel et al article discussed the impact that various schooling methodologies had on adolescents  ages 14 to 16 during the COVID-19 pandemic. The research focused on various genders including transgender and non-confirming identity. The authors also reviewed the setting of schooling during the pandemic – in person, virtual learning, or hybrid. The assumption was that students who had virtual learning would be more likely to have negative social interactions, have more negative feelings towards school, feel that their grades were impacted due to their learning environment, and that virtual learners were more likely to utilize social media and video games. They further hypothesized that virtual learners would be more apt to have negative implications from the social media and video game use (addiction to internet) and that the transgender and non-conforming identity individuals would be more likely to have negative thoughts leading to depression.

The findings were not as conclusive as expected by the research team. Although some findings were correlated with the negative impact of virtual learning versus in person, the primary findings were that social media did not replace in-person interactions. The highest level of certainty was among the transgender and non-conforming identity individuals. The research found that these students felt more social separation from virtual learning. The authors highlight the importance of considering gender identity and school context in understanding the pandemic's effects on adolescents. They suggest that targeted interventions are necessary to support the mental health and social needs of vulnerable groups during and after such widespread disruptions

 

Daniels, M., Smith, J., Johnson, L., & Brown, K. (2021). Social media and substance use among adolescents: Implications for research. Journal of Alcohol & Drug Education, 65(1), 9+. Retrieved from https://link.gale.com/apps/doc/A664491891/AONE?u=esc&sid=bookmarkAONE&xid=7e2462de

Daniels, Micajah, et al.'s (2021) article explores the relationship between social media usage and risky behaviors among adolescents. The article focuses on substance abuse but recognizes other risk behaviors including: gambling, sexual behavior, and physical violence. The study examines how social media platforms and activities might influence adolescents' behaviors and attitudes toward substance use.

This article thoroughly examines existing data on the topic and identifies patterns and correlations between social media usage and substance abuse. Key findings of this article include, firstly that adolescent exposure to substance abuse content can increase likelihood of experimentation and substance use. Next, peer influence can be far reaching and impact decisions regarding substance use and play a role in normalizing risk behaviors. Finally, the article suggests that social media can affect adolescent perceptions and behaviors related to substance use depending on the nature of the content and interactions they are exposed to.

This article concludes by discussing the importance of these findings and suggests future research and educational program development to address the risks posed by social media.

Abi-Jaoude, E., Treurnicht Naylor, K., & Pignatiello, A. (2020). Smartphones, social media use and youth mental health. CMAJ, 192(E136-41). https://doi.org/10.1503/cmaj.190434

The article titled smartphones, social media use, and youth mental health looked thoroughly at previous studies in regards to the use of smartphones and personal electric devices and the impact they have on adolescent mental health. The article shared many metrics about the number of individuals that own phones under the age of 18, their daily use, and their time spent on social media.

 The primary focus was young females, who have been shown to be more influenced by social media, in regards to mental health. The article discussed how groups that are already prone to depressive thoughts or self-harm might find validation on social media. Abi-Jaoude, Treurnicht Naylor, and Pignatiello (2020) discuss how validation for self-harm could come in the form of positive feedback and sharing common stories versus suggesting individuals get help. The article further discussed how social media apps are designed in such a manner to elicit obsessive or addictive behavior. The psychology and artificial intelligence utilized in the design of these programs has a negative impact on adolescent mental health.

 In discussion, the article suggested that clinicians, parents, and schools could utilize the knowledge to set limitations on smartphone use and Internet access. Youth are already starting to realize that they are using devices too much and the article identified that more than half of individuals are looking to reduce their use in the future.

 

Pictures

https://www.riseservices.org/the-impact-of-social-media-on-mental-health/

https://dev.to/j3ffjessie/abandoning-social-media-and-the-mental-health-affects-1k3g

https://www.edweek.org/leadership/what-is-driving-youth-mental-health-problems-its-not-just-about-social-media/2023/11

 

Tools, Text & Talk in the Health Classroom

 

The whole idea of supporting practices beyond the screen starts with a blending of multiple modalities while teaching students to think critically about what they are learning. The goal of my classroom is engaged learners – students who want to be there and are interested in the topics being presented. As a teacher I do not enjoy testing my students in a traditional sense, but rather assigning projects where they need to gather information, think about what they have found and share with / or teach their peers. I have found that having the students participate in teaching the topics is a much better method for my classroom than having them listen to me lecture at them.

Identifying ways to integrate new literacy practices within the classroom has been helpful in meeting my goal of keeping the students engaged. Many of my activities already support practices beyond the screen by integrating a combined approach of hands on and digital activities. For example, one of my favorite projects is one about parenting. Each student is given an egg “baby” (a normal chicken egg with the yolk and whites removed and dried out). The students are required to care for the egg for five days. They need to give their egg a name, construct a “car seat” for their baby, and care for the baby for the five days. Students are required to keep a digital log of activities they perform with the baby and put together a presentation detailing their life as a parent. Students enjoy working across the various platforms – they must think creatively to create a carrier for their egg that will not only hold their egg, but keep it safe while out in the crowded hallways. Students utilize the internet to do research on design ideas; they interact with classmates to take group photos; and then utilize their computers to create a digital presentation. As part of the project, students also discuss struggles that they are having with classmates and can document any “issues” – such as cracked babies. Garcia asks “As students interact with texts, engage in conversations, and explore topics of interest—what are the grounded outcomes and relationships you are hoping to foster?” (Garcia 2017). I would respond that blending the technology and the analog together is how this project works best. Parenting in real life is HARD, I want students to know that not everyone does it the same, I want them to feel that they can talk to each other about challenges and surprises. 

                                                                                                        

Navigating across the platforms is an excellent way to let students choose the path of education that they find the most interesting. “Balancing our focus across these areas can help ensure that technological tools do not become the driving force of instruction, even in a digital age.” (Aguilera 2017) Another activity in my health / physical trainer classroom is allowing students to research a different sports injury.  I start the lesson by showing a series of videos with famous sports stars being injured and explaining some of the injuries, rehabilitation methods utilized, and the length of time the injury impacted their careers. Students then choose another athlete, actor, or specific injury they were curious about. They research the injury, rehabilitation that may be prescribed by a physical trainer, and present that back to the classroom. They conduct their research either in the library or online and their presentation is face to face with their peers. During this project, I push students to think critically about the how and why of injury and what they would do if presented by certain injury scenarios. I ask students to look into whether an athlete regretted coming back too soon from and injury and think about the ramifications. Students navigate across the platforms throughout the project to gather and present the information.

When working with students in any capacity there are always concerns about equity and engagement. It is difficult to ensure that all students have the proper access to devices and internet access. Even though the school I teach at provides one to one devices with internet access some students will still have inequitable access. Some students have had their access revoked due to poor choices or, through no fault of their own, do not have a working device daily and the students will need printed versions or off-line materials. Students with varying needs and diverse learning styles need to be accounted for as well. Providing assistive technology or various project choices will help with student engagement and interest. I have always told my students that when completing a project presentation “the world is your oyster.” I always hope that they will get creative and turn in something I have yet to see. During the drug unit I even had a pair of students create their own music video with the knowledge they gained. To say I was beyond proud is an understatement.

After reading the article Building Bridges from Classrooms to Networked Publics: Helping Students Write for the Audience They Want I got excited about potentially creating a space for students to share their hard work with the public. As a health teacher, my students often feel the content they are learning is relevant here and now and regularly ask me for extra copies of items so they can share them with family members or friends. Creating a share space for my students to post their hard work would be an excellent way for them to feel even more connected to their work and make it easier to share. An obvious hurdle here would be navigating privacy issues, which will require more investigation on my part. Another issue that came up in the article that could be a hinderance to success is that students may feel nervous to share their work publicly. The internet can be a scary place to put yourself out there and as stated in the article “writing can be a very personal practice, as writers leave bits of themselves on the page. As such, writers may hesitate to share their work in spaces not considered safe for personal sharing” (Lammers & Van Alstyne 2018). Students who are shy or who do not feel their work will be well received will likely have a hard time participating in a shared work space.

The use of multiple modalities to support practices beyond the screen will continue to be a focus in my classroom. Utilizing these tools will help me to keep the students engaged and interested in the topics presented.

Aguilera, E. (2017, November/December). More than bits and bytes: Digital literacies on, behind, and beyond the screen. Literacy Today, 12-13. https://www.proquest.com/docview/1966006470/fulltextPDF/4CF02CA7F93415APQ/1?accountid=8067&sourcetype=Trade%20Journals

Garcia, A. (2017, November/December). Nondigital skills: Losing sight (and sound) of our analog world. Literacy Today, 24-25. https://www.proquest.com/docview/1966005428/fulltextPDF/9F45BA23572643A5PQ/1?accountid=8067&sourcetype=Trade%20Journals

Lammers, J. C., & Van Alstyne, J. H. (2019). Building bridges from classrooms to networked publics. Journal of Adolescent & Adult Literacy, 62(6), 653-662. https://www.jstor.org/stable/10.2307/48554924

Choose Your Own Adventure Logo by eileenmh123 published 24 March 2021 https://www.deviantart.com/eileenmh123/art/Choose-Your-Own-Adventure-Logo-874175395

Digital Literacies and their Relevance

 

The articles from this week focused on understanding the definition of digital literacy and all that it encompasses. Whether it is learning basic computer skills, network literacy, digital problem solving or information literacy, it is imperative that they be taught in an educational setting. As I wrote earlier this week in my first blog post: there are many adults that do not have basic computer skills and the effects of this lack of knowledge has the potential to be far reaching.

One thing that resonated with me was from the article Advancing Digital Literacy for a Digitally Inclusive Future. It begins by suggesting that if you need help with technology in your classroom, chances are, one of your students will be able to help you through. Recognizing that our students have grown up surrounded by technology and using that to our advantage is wonderful, however, being digitally savvy is not the same as being digitally literate. This idea took me by surprise. Until I read that paragraph, I was guilty of feeling they were one in the same. Based on the readings though, being digitally literate encompasses a broader and deeper understanding of digital technologies, beyond just knowing how to navigate applications or staying up to date on the latest games. 

                                                                                                                

Education is moving toward being more intentional about the teaching and use of technology in classrooms. “Powerful literacy instruction should prepare students today to produce, communicate, interpret, and socialize with peers, adults, and the broader world they will enter when they graduate” (International Literacy Association, 2018, p. 2). I enjoyed the article’s articulation of how the real world has colleagues meet in-person to produce digital materials for a larger audience such as a PowerPoint presentation or collaborating on a written document. Similarly, we may use digital meetings such as a Teams Meeting to prepare for a face-to-face meeting with a client. I agreed with the comment that many people “…move fluidly across digital and nondigital resources.” I feel this is common practice with digital family calendars, using YouTube or Google to search for a solution to a problem, or planning a family outing. I conduct many assignments that move “fluidly” across resources, but I had never thought of how that mimicked the work environment. In the classroom, I think explaining the reason behind the use of both digital and non-digital resources is beneficial.

Many of the articles this week discussed how inequities in the classroom could be further widened with a lack of digital literacy development. In the past, schools were at a disadvantage when they did not have access to textbooks, printed resources, or teachers with strong education in certain disciplines. Schools may now be at a disadvantage when they cannot obtain the newest gadget, the latest app or digital tool. The easiest way to keep the inequity gap from widening is to focus on the teachers who are teaching the digital context and tools. The highest return for the dollar spent would be to standardize tools and concepts that are being conveyed within the classroom – “…responsive digital instruction today must focus on the contexts of literacies that are used” (International Literacy Association, 2018, p. 3).

Vanek (n.d.) goes a step further and points out a number of alarming statistics; the first of which is that 73 percent of workers in entry-level service work positions do not have digital problem-solving skills. The article goes on to discuss how lack of digital literacy skills perpetuates inequities. A person or family that does not possess internet at their home has less opportunity to learn and grow their digital literacy. Without these important skills there is little room for advancement into middle skill jobs which “pay more and provide a career pathway into high-skill jobs” (p. 3). To close these gaps, it is essential to invest in digital literacy programs and equitable access to technology, thus preventing the perpetuation of existing inequities.

One of the fundamental advantages of formal education lies in its capacity to foster meaningful interactions among students and educators. Technology has often been viewed as a hinderance to interactions as people “hide” behind a screen. This week’s articles identified that technology, when integrated appropriately, can be utilized to improve interactions, boost confidence and marketability later in life. Students who may not speak up in class may feel more comfortable conveying feelings, thoughts, and viewpoints through a digital platform. Peers may find it easier to communicate and plan out projects through a social platform making it easier to complete group projects and assignments. Digital tools help to gather a multitude of information quickly and read many different opinions or viewpoints. This can support students in understanding multiple viewpoints of a story. Technology should be used as a tool to support learning and not to replace the conventional methods of learning. Our goal is to improve the classroom experience for both students and teachers – technology can help us meet this goal as long as we integrate and target the skills necessary to develop a strong foundation of digital literacy.

 

Sources

International Literacy Association. (2018). Improving digital practices for literacy, learning, and justice: More than just tools [Literacy leadership brief]. Newark, DE: Author.

Misha, A. (2023, March 29). Advancing digital literacy for a digitally inclusive future. EdSurge. Sponsored content from Dell Technologies. https://www.edsurge.com/news/2023-03-29-advancing-digital-literacy-for-a-digitally-inclusive-future. Accessed 22 May 2024.

Vanek, J. (n.d.). Digital Literacy. American Institutes for Research. https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf. Accessed 22 May 2024.

Navigating Literacy in a Digital Age