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6.      How can teachers, educators, parents/guardians, etc… help students to understand the biases, belief systems, and politics inherent in technological contexts critically using this tool?
The video is cool and authentic where we can see video from a 3D point of view. To see how the lives going on there.

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The agency of the user engaging with google glasses diminishes their agency as the user cannot affect the situation: the user cannot interact with the environment beyond observing.  Despite having the ability to choose what you are looking at in the scene,  the users inability to touch, feel, smell, speak, really insert themselves into the situation creates a passivity that removes agency.  

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The agency of the user engaging with google glasses diminishes their agency as the user cannot affect the situation: the user cannot interact with the environment beyond observing.  Despite having the ability to choose what you are looking at in the scene,  the users inability to touch, feel, smell, speak, really insert themselves into the situation creates a passivity that removes agency.  

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5. I do consider the conversation with Google Goggles is a type of reading because you read the semiotic messages on the board to figure out how to use it. Also you could read the interface in the 360 video.

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1. Agency exists because we can make a conscious choice about what we are watching and what part of the screen we want to target. The VR makes it feels as though we are directing our journey and deciding where we want to go. However, we are limited by the story that we were directed towards. We all hear the same sounds and are limited to similar surroundings. We can choose where to go, but we are limited by the constraints of the story that is constructed by the VR creators.

2. Depending on the stories we assign to our students, yes. I would be more comfortable using this tool as supplemental to a textbook, but if it exhibits the same rhetorical strategies as an article in a textbook and it covers the course theme, it could absolutely replace a textbook. Students may feel even more engaged in the activity because they are immersed in the text and are being introduced to a novel platform.

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Multiliteracies for a Digital Age would consider Google Glasses to be a very useful technology in the classroom because of its potential to help students develop and practice technical, critical, and rhetorical skills. By interacting both virtually and, to some degree, physically, with both technologies and physical locations and people, students are challenged to not only learn to use this technology, but to grasp the way this interface could address other rhetorical issues, and then discover how to address the rhetorical issues exhibited in this technology.

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1) The agency of users engaging with google glasses is diminished by the users inability to affect the surroundings: a user could not interact with the children even though the children eerily 

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1) The agency of users engaging with google glasses is diminished by the users inability to affect the surroundings: a user could not interact with the children even though the children eerily 

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8. This tool has the potential to be incredibly effective for reaching

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2: Define how this type of computer literacy is a domain of writing and communication and what should students be able to do once they use this? What is required of literacy teachers to educate students using this tool?

VR literacy is a domain of communication since it is used to present information in the video format. It would be difficult for most, I assume, to record a 360 degree video, and it's cost-prohibitive to use the VR technology due to google cardboard being a bit costly and the cameras for recording them being (assumedly) expensive.

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1. When engaging with this type of interface, we are experiencing a great amount of agency. Students are able to determine how to view the story. Turning to face a new direction alters the experience and information acquired by the viewer. There are already limitations in place, however. We can only view what has been captured, so we don't have complete control in making that decision, we can only alter our perspective based on what is provided to us.
2. I don't necessarily think that this tool could replace a textbook. One of the reasons is the limitations that it has in general. It would be difficult to utilize a textbook that has side effects. It does make you dizzy and some people wouldn't be able to use these. Also, the accessibility of this tool is lacking.
9. This is a very common issue that is addressed in traditional classrooms. The reality is, most students are able to use technological devices, however, there are many households that still do not have computers at home or smart devices. It is imperative that we, as educators, take this into account. I think allowing students to familiarize themselves with the technology being used so they are comfortable doing it on their own. Giving them tools and strategies to navigate unfamiliar terrain in terms to technology. There is still a lot of room to expand on this topic!

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Extra Credit

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Part 2: After the film Questions for discussion

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Part 2: After the film Questions for discussion

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1.      What would Multiliteracies for a Digital Age say that composition teachers need to do with this tool to improve effective computer literacy programs that are also professionally responsible by emphasizing different kinds of literacies and proposing methods for helping students move among them in strategic ways?

2.      Define how this type of computer literacy is a domain of writing and communication and what should students be able to do once they use this? What is required of literacy teachers to educate students using this tool?

3.      How can functional computer literacy fit within the values of teaching writing and communication as a profession using Google Goggles or augmented reality?

4.      What could be the framework for computer literacy instruction that blends functional, critical, and rhetorical concerns in the interest of social action and change by using this? (You and your partner come up with a lesson and how you wouild implement this in the class. Think of a lesson outside of just a class in Composition, but where they are engaging in reading and writing across the curriculum.)

5.      Is watching and joining the conversation with Google Goggles considered a type of reading or reading skills? Why or why not?

6.      How can teachers, educators, parents/guardians, etc… help students to understand the biases, belief systems, and politics inherent in technological contexts critically using this tool?

7.   How does rhetoric and its connection of literacy and technology going to prepare students for the 21st century?

8.      Living in a digital age where new things are coming up and we will face multiliterate students and/or people, can this tool have a social approach to computer literacy envisioned with the requirements for systemic change in mind?

9.     Cynthia Selfe and Richard Selfe point out that there are certain “borders” and boundaries that students may not have who enter a classroom where computers are expected to be used in an English classroom. What are some strategies or techniquqes to use to address this problem moving forward?

10.  “Global computer communications unnecessarily difficult for student learners who speak languages other than English” (Selfe & Selfe 491). How can we address this problem?

11.  Selfe and Selfe provide studies of  different schools that uses computers to teach writing and identify “how teachers of English who use computers are often involved in establishing and maintaining borders themselves-whether or not they acknowledge or support such a project-and, thus, in contributing to a larger cultural system of differential power that has resulted in the systematic domination and marginalization of certain groups of students, including among them: women, non-whites, and individuals who speak languages other than English” (481). What problems might this tool cause, and what are some solutions to address this?

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Part 1: Before the film discussions and directions.

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Part 1: Before the film discussions and directions.

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Step 1: What do you know about Google Glasses and virtual reality (VR)? How are they used and for what reasons?

Step 2: Get with a partner, and I will hand out the Google Googles. Please be careful, but I will show you how to put them together.

Hopefully each of you brought headphones to listen to your phone or Laptops. If not, maybe some of you can go to different parts of the building to listen and watch.

Once they have been assembled, you will need one smart phone to place inside them, but you must first download the safe, free, App onto your phone if you want to have the real experience.

For the VR experience, go to your carriers App section and download or go here: http://with.in/

Go to the following sites for your Laptops or Smartphones:

http://with.in/watch/waves-of-grace/    or https://www.youtube.com/watch?v=0lwG6MfGvwI

Step 3: Once you have downloaded the app or arrive at http://with.in/ , you will find the 9-minute film titled “Waves of Grace.”

Before you watch, please consider this from our reading as you watch the short film. When you are done, please talk with your partner and answer these two questions on this Padlet site with your name on it.

From Wysocki and Jasken they state that looking at “not only at what is on the screen, but at where the screen is and who is (and how many are) in front of the screen, and at who is “behind;…try to see the already existing values and relationships that shape how designers and users approach computers and software, and… see how software, in its turn and through its formal designs, shapes actions, thinking, and [your] attitudes” (34).

1. How does agency exist or is constructed—or taken away—as we engage with this type of interface? (34).

Wyoscki and Jasken describe how text book in the U.S. have traditionally “contributed to shaping the trajectory of the discipline, and in times of great educational change, this shaping force has been especially strong (see Conners, 1986)—even though scholarship on text book development indicates that text books tend to be conservative” (38).

2. Could this tool replace a college composition text book? Why or why not and how?

Step 4: After you have watched the film and discussed the film with your partner, please answer questions 1 & 2 individually from Step 3. You will also answer the one of the questions I give each of you. You will post your responses on this Padlet, and make sure your name is on it with the question that was assigned.

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What has influenced your views of literacy? What is the exact address or setting you can remember where literacy influenced you in some way? Now go to this site and reflect:

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What has influenced your views of literacy? What is the exact address or setting you can remember where literacy influenced you in some way? Now go to this site and reflect:

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http://www.thewildernessdowntown.com/