I found this article interesting because in my previous job I was managing a program that provided robotics and coding classes to students. The schools we served were identified by the DOE as having little or no STEAM activities. Our curriculum taught students how to code by making their own video games and robots. We often worked with classroom teachers to reinforce Common Core math, ELA and science standards. The article discusses how gamification allows students to think critically, collaborate, communication and be creative. I was able to witness first-hand how empowered students were when they created something of their own, and used their math or science skills! A student once said to me “I feel so smart when I do this!!” because the X and Y axis finally clicked for her when making a video game. The article featured a game designed by a teacher however, I think there are multiple approaches we can use with the students in order to gamifiy curricula. 

The inclusion of gamification as a culturally responsive practice is an engaging way to learn more about your students and strengthen their skills in a way that is relative to their lives. They are using social media, apps, and gaming outside of school. This is an approach that can allow students to show us their expertise. An obvious setback of gamification is the hardware itself. Most of the educational gaming software is open source, free!!! However, having the technology such as iPad or computers per students is not something all students have access to. The school and teacher would have to be able to provide students with the technology they need during the school day. 

A concern I have personally encountered, especially working with high school students, is the gender stereotype that gaming is for boys. I do think the times are changing but often it is the adults, such as parents and even teachers, who prescribe this to be “geared towards boys”. When female students hear that from the adults in their lives they are reluctant to participate. Making sure we promote this opportunity for all of our students is critical.

My only concern and question for my fellow peers would be would be how often do you think this would actually work? Do you think it would be more of a distraction?

 

The concept of coupling social media with a book review in an academic setting, is quite fresh and innovative. I thought it was a good idea to incorporate something the students love to do—go on social media all day everyday—with coursework. As Hunter and Caraway point out, not only did participation increase, but overall improvement in writing and vocabulary usage did as well. 

 

While these academic improvements are great, I couldn’t help but wonder if a platform such as Twitter is really benefitting or crippling students in the long run. Social media is a such a powerful tool that emboldens individuals into making choices they never thought they would and saying things they never imagined they could. The shy become extraverted and the outgoing quickly form an eager audience poised to read their next satirical or controversial post. 

 

Giving students the opportunity to use Twitter in a supervised manner for a class is great but can easily become another reason for youth to stay on social media and miss out on valuable face to face interactions and discussions instead. In such a heavily technological time we are living in, I feel that this powerful tool should be used sparingly with youth in an academic setting so that we don’t reinforce a culture utterly obsessed with social media that in many ways has fostered a detrimental lack of social interactions. 

 

 

 

This article refers to the opportunities that students in Detroit can utilize to help further their learning in literacy. Using their real life experiences and tools they are afforded the chance to work with content that is meaningful to them. Students used their homes and communities as ways to learn how power and language culminate in their opinion.

In the article, two students (Felipe & Sandra) agree that the relationship between power and language is very important. They say one cannot be used without the other but that they should be used together in order to convey a meaningful message.  Another student, Gloria stated in her piece, "In the sky there is power that people can't control, but as human beings we can communicate through language, and there is power in that."  Essentially, she means that while are there are many things in this present world be cannot manipulate, there are many things we can control, such as the use of communication to convey meaningful messages that will transpire to our people and communities.

There are two sides to every story. Students express that Detroit is broken but also a space of beauty. Although seen as a city with many conflicts, Detroit is also views as a place that is filled with opportunity and motivates to work harder for a better life.

I think is was interesting to give students the opportunity to reflect on where they are from allows them to grow academically if you link projects the way they are mentioned in the article. It empowers them to make decisions that ultimately affect their future. They can see how they grow, then the sky is the limit from there on out. They just keep striving for greatness.

The inclusion of digital literacy is a relevant and culturally responsive practice because it encourages students to use their resources, for example their own phones and home/neighborhoods to describe and represent their academic growth.

One concern I have is that while students are learning and showing a lot of personal growth during these projects, are they really learning what they need to make to the next level academically?

A question i would pose for my peers is: Do you think taking on a task like this can help you foster learning in literacy? If so, give a short example...

My concerns with using video games to teach is the potential for reading skills and interpretive skills may diminish. Students’ imaginations may suffer as well, since they are not forced to dream of what picture an author is trying to paint for them. Instead, a picture is being displayed on the screen in front of them. They are not being forced to interpret symbolism, or metaphors, or any other literary device. I fear that this may diminish the ability to interpret a story effectively. While I agree that video games can certainly be used in the classroom, I believe that they are not a substitute for articles or books.

 

The teachers facilitated reflection about the relationship between language and power by having the students reflect on the following questions continuously throughout the year:  1) “What is the relationship between language and power, and how does that manifest itself in my life?” 2) What role does education play in the health of a community?” and 3) “How can I used my literacy practices to rewrite my world?” (Pg. 60).

     
The curriculum contained four units: “Discover,” “Create,” “Resist,” and “Transform.”  Each unit focused on an anchor text, a media project, media skills, and a writing focus, that incorporated the unit theme and the students’ reflections on the three questions originally posed.  (Pg. 60).  

The authors reflected on many positive outcomes of the curriculum.  The students’ understanding of the connection between power and literacy evolved throughout the year, and as a result of the curriculum, the students felt invested in the program and empowered by communication. The authors highlighted how after a digital self-portrait project, the students changed how they saw themselves as readers/writers, and also changed how the students perceived each other.  (Pg. 64).  The authors also highlighted that one student, Vincente, was motivated to attend school because he felt invested in the program.  (Pg. 64).    

            

The combination of the use of digital technology and the incorporation of the students’ communities and cultures created a more accessible, practical, and engaging way for students to learn.    However, the in-depth and time consuming digital media projects left me wondering how the teachers had time to incorporate traditional (core curriculum) reading and writing skills, and how they connected the anchor texts to the media projects.

 I would be concerned about the disparity in students’ technological knowledge and skills, as well as their understanding of appropriate use of technology.  I would also be concerned that some of the technology may not be readily available to all students. 

 

            It is our jobs as teachers to always build relationships with every student in the classroom. It is always useful to understand that a lot of our students are dealing with systematic oppression so we can teach them to not let it bring them down. It is my job as a teacher to build independent thinkers who feel safe to let their voices be heard.  The article showed how incorporating digital literacies of student experiences will create an inclusive and cultural relevant classroom. Students can see similarities and common cultures within the classroom which can make them feel safe and respected. Technology in the classrooms can make it easier for students to express themselves and make it easier to inform their teachers on their everyday experiences. Teachers should support their students and influence them to appreciate not only their culture but others as well. Creating a diverse, cultural and inclusive classroom will allow students to be themselves and realize the connections they have with each other.