Blog 4

This blogpost is TahrirAtTalims 4. contribution in the course “Digitale medier” and is based on Entesars and Mettes individual assignments.
First part of the blog is a selection of what potentials we see of digital media on a strategic level. Second part is a reflection on wether we managed solving our 8th grade student’s problems with their technology? And we make some other reflection on other possible solutions for the students with the technology in charge…

In our use of media to connect and collaborate, we needed a series of questions to identify the diversity in media for finding out the potential. Baym offers 7 key concepts:
Does the media enable social interactions? Is the temporal structure synchronous or asynchronous? What social signals/expression are available? Can the media store information? Can the stored information be shared, transmitted or distributed later? How many active users can be reached? Are there restrictions on participation?

Twitter is used for microblogging, asking/answering, sharing and connecting. It is both synchronous and asynchronous and smileys and pictures are available plus the 140 sign long text. It is stored at the server and replicated by use of hashtags. 478.000 users are registered in Denmark, 304 mio active users every month worldwide. There are great debates on twitter for everybody to join in, but I use Twitter to show sympathy or to “spread a good mood”, as another way of smiling to people. We are sure it has great potential for spreadability, but Mette has not found out how it works.

Blogs were used and ment from the teachers side for us to comment and learn from each other. Unfortunately it was limited at the university-site for blogs how many pictures we could upload to our blog, and we moved it to a larger place.
Now that we are represented on a website with a blog, we use it as a platform for creating and broadcasting, and have embedded twitter, published our prototype and organized the site with most of our adapted empirical data as a sort of “documentation” of our work.

Bayms concept of replicability (“Can the stored information be shared, transmitted or distributed later?”) has been a real challenge in regard to our lives as students, locating lost information: if you don’t follow the debate on a regular basis in the ITDD14-Facebook group, it is very easy to miss important information. And close to impossible to find it again when needed.
We have tried to solve the problem of lost information in many ways, and for the moment we try out a service called Trello. Trello is a flexible and visual way to manage and organize anything. It synchronizes with google calendar, and to us that is essential. Apart from one board (the information is organized in socalled “boards”) we have a board organizing our next big assignment. One of the practical features is we can “drag and drop” squares of information as we see fit.
Screenshot from 2015-06-07 23:23:19
In trello you can make attachments i.e. pictures. The attachment-function is fully integrated with a series of other storages as for instance google drive, dropbox and onedrive.
The strongest argument for trello is the replicability: being a visual learners myself, I enjoy everything being stored in graphic boxes, the easy access (via links) and the good overview of the subject or assignment.
Organized well, it is visual access “on demand”, OS-neutral and the drag and drop function.

Mission accomplished?

ScreenCAst

Will the students still feel bored in the classroom during their math teaching? Will they continue getting frustrated by their teacher who keeps telling them “it’s not my problem”? Have we in Tahrir@Talim managed to empower them through our ICT educational design?

We don’t know yet.. But we believe in our method. We believe we listened to the students and to their needs, we worked together with them, and we are still not done, as we don’t know how this design will take place in the future or it will take an end. We need to continue the project and evaluate together with the students.. this may take time.?!

But, we wish that our design will make more sense and feeling of meaningfulness for the students on their own initiative and an invitation from and to each other in the class to produces these instructional videos for each other for sharing.

However these videos can later on be used by the next 8th graders, and can therefore complement the video range with other topics as they may require.

Again for the future this may be a trend in the school, that students make instructional videos for each other in the different subjects and topics that meet their needs for empowerment in the class.

As Bang says: ”vidensorganisering og vidensdeling med støtte i it-systemer udvikles i tæt forbindelse med den kultur de skal fungere i og i samspil med dem der producerer viden, og dem som bruger den…” (Bang 2004)

Here we wish to conclude, that this 8th grade, has a lack of digital literacy. But mostly their teachers need to be empowered in using digital media, as  “They need to be taught about these technologies, just like people born into a community needs to be taught how to speak the language or use tools and equipment that are available to the community” (W. Ng 2012)

So, the teachers also need to develop their own “...philosophical and ethical frameworks for understanding digital cultures and for them then to use those frameworks to guide their practice. “ (Poore 2011)

Will this new approach, of leaving the students, until the teacher is empowered with these technologies then solve the student’s problems? they won’t be bored longer? …

Reference:

Bang, Jørgen: (2011). “Hvad gør et medie til et vidensmedie?” IN: Nielsen et al. (Ed.): Nye vidensmedier : kultur, læring, kommunikation. Frederiksberg: Samfundslitteratur.

Poore, M. (2011). Digital Literacy: Human Flourishing and Collective Intelligence in a Knowledge Society. Literacy Learning: The Middle Years, 19(2), 20.,

Wan Ng (2012) Can we teach digital natives digital literacy? School of Education, University of New South Wales, Sydney 2052, NSW, Australia Computers & Education 59  1065–1078