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/  

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.

 

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?

 

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.