"Robinson and Mackey caution against assuming that pre-service teachers are "insiders" to the full range of digital technology; the pre-service teachers they surveyed rarely used certain technologies, such as computer games" (Carrington).
I selected this quote because I felt it restated that one should not assume that younger people are digital natives, only this time, it was discussing young teachers. I wonder how many times new teachers are asked to do certain things using technology, with the assumption that they should know what they are doing. Just as we cannot assume all children are digital natives, we also cannot assume all teachers are, either.
Chapter 8
"The advent of digital technologies has also precipitated a move from consumer to producer dispositions with recognition of the 'participatory potential of new technologies' constituting a challenge in educational contexts which have traditionally constructed students as readers and synthesizers rather than creators or designers of knowledge or ideas" (Carrington; quoted from Buckingham 2003).
I chose this quote because I think this highlights the changing of standards to Common Core and the switch from standardized assessments to assessments like the Smarter Balanced Assessment that ask students to create. This shift will continue to occur as long as new technologies continue to be created and applicable for our students.
Chapter 9
"When it comes to popular social practices with visual texts among youth, including video gaming, web surfing, and now, uploading short films and television shows to video iPods, it is often unclear to educators what stance we might take"(Carrington; quoted from Bruce 1997).
I selected this quote mostly to answer the question that followed: "Are such practices a distraction to literacy education, or are they a part of literacy itself?" I am sort of torn because I do think, in some cases, if they are not implemented in an effective way, these can be more of distractions than tools. I also feel like they are a form of literacy, though, especially if we truly take a look at the skills and abilities our students have outside of school. I think the answer is that they can be part of literacy instruction, if they are implemented the correct way. They should be balanced with regular instruction, there should be constant teacher guidance, and they should be collaborative.
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