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Now in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning.
Now in its second edition, this popular text explores classrooms where technology and critical literacies are woven into childhood curricula and teaching. Using real-world stories, it addresses what ICTs afford critical literacy with young children, and how new technologies can be positioned to engage in meaningful and authentic learning.
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Vivian Maria Vasquez is Professor in the School of Education, at American University, USA.
Bryan Woods is an Elementary School Educator and teacher researcher with Peel District School Board, in Ontario, Canada.
Carol Branigan Felderman currently teaches first grade with the Falls Church City Public Schools in Falls Church, Virginia, USA.
Inhaltsangabe
Introduction Mapping out the Terrain of This Book Pedagogical Features 1 Setting a Context for Exploring Critical and Media Literacies Using Technology Differential Access and Connectivity New Technologies as Tools for Engaging in Critical Literacy Work Key Aspects of Critical Literacy Who We Are Extending Children's Repertoire of Literacy and Communications Practices New Technologies Does Not Equal Critical Literacy PART ONE One Teacher's Journey Subtle and Explicit Uses of Technology Re-Designing My Little Pony Using Technology as a Teaching and Communicative Tool 2 Building Relationships Between Home and School With the Use of Technology Teaching and Learning with Pre-K and K Children: The First Month Establishing a Home/School Partnership Through Documenting and Sharing Learning 3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy Hello My Names Are/ Hello My Names Are Not Names Are Not Just Names Seamlessly Creating a Generative Curriculum 4 Reading With Text and Against Text With Young Children Reading With the Text Reading Against the Text I'm Glad I'm a Boy! I'm Glad I'm a Girl! Reading With and Against Froodle Discussing Froodle Lessons from Kushi 5 Working With Multimedia Text and Technology Layered Response to a Multimedia Text Where Was Their Home? Gloves for the Homeless PART TWO Further Insights into Teaching with Technology 6 Yes We Can!: Using Technology as a Tool for Social Action Building From Children's Inquiry Questions Travel Trunks: Using the Internet as Text and Tool Creating Space for Social Action 7 Our Families Don't Understand English! What Is a Podcast? Creating 100% Kids Introducing Subrina Exclusion and Inclusion Negotiating Identities/Growing Literacies Creating New Spaces for Participation The Final Show Children's Construction of Identity 8 What About Antarctica? Reading the Clustr Map Further Explorations The 100% Kids Clustr Map Columbia Gets a Dot 9 The Tomato Trials Backbreaking Work? Critically Reading the Web The Trials Begin Tomato Trial Findings In Retrospect 10 Desires, Identities, and New Communication Technologies Meaningful and Sustained Learning Learning From Our Students
Introduction
Mapping out the Terrain of This Book
Pedagogical Features
1 Setting a Context for Exploring Critical and
Media Literacies Using Technology
Differential Access and Connectivity
New Technologies as Tools for Engaging in Critical Literacy Work
Key Aspects of Critical Literacy
Who We Are
Extending Children's Repertoire of Literacy and Communications Practices
New Technologies Does Not Equal Critical Literacy
PART ONE
One Teacher's Journey
Subtle and Explicit Uses of Technology
Re-Designing My Little Pony
Using Technology as a Teaching and Communicative Tool
2 Building Relationships Between Home and School With the Use of Technology
Teaching and Learning with Pre-K and K Children: The First Month
Establishing a Home/School Partnership Through Documenting and Sharing Learning
3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy
Hello My Names Are/ Hello My Names Are Not
Names Are Not Just Names
Seamlessly Creating a Generative Curriculum
4 Reading With Text and Against Text With Young Children
Reading With the Text
Reading Against the Text
I'm Glad I'm a Boy! I'm Glad I'm a Girl!
Reading With and Against Froodle
Discussing Froodle
Lessons from Kushi
5 Working With Multimedia Text and Technology
Layered Response to a Multimedia Text
Where Was Their Home?
Gloves for the Homeless
PART TWO
Further Insights into Teaching with Technology
6 Yes We Can!: Using Technology as a Tool for Social Action
Building From Children's Inquiry Questions
Travel Trunks: Using the Internet as Text and Tool
Creating Space for Social Action
7 Our Families Don't Understand English!
What Is a Podcast?
Creating 100% Kids
Introducing Subrina
Exclusion and Inclusion
Negotiating Identities/Growing Literacies
Creating New Spaces for Participation
The Final Show
Children's Construction of Identity
8 What About Antarctica?
Reading the Clustr Map
Further Explorations
The 100% Kids Clustr Map
Columbia Gets a Dot
9 The Tomato Trials
Backbreaking Work?
Critically Reading the Web
The Trials Begin
Tomato Trial Findings
In Retrospect
10 Desires, Identities, and New Communication Technologies
Introduction Mapping out the Terrain of This Book Pedagogical Features 1 Setting a Context for Exploring Critical and Media Literacies Using Technology Differential Access and Connectivity New Technologies as Tools for Engaging in Critical Literacy Work Key Aspects of Critical Literacy Who We Are Extending Children's Repertoire of Literacy and Communications Practices New Technologies Does Not Equal Critical Literacy PART ONE One Teacher's Journey Subtle and Explicit Uses of Technology Re-Designing My Little Pony Using Technology as a Teaching and Communicative Tool 2 Building Relationships Between Home and School With the Use of Technology Teaching and Learning with Pre-K and K Children: The First Month Establishing a Home/School Partnership Through Documenting and Sharing Learning 3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy Hello My Names Are/ Hello My Names Are Not Names Are Not Just Names Seamlessly Creating a Generative Curriculum 4 Reading With Text and Against Text With Young Children Reading With the Text Reading Against the Text I'm Glad I'm a Boy! I'm Glad I'm a Girl! Reading With and Against Froodle Discussing Froodle Lessons from Kushi 5 Working With Multimedia Text and Technology Layered Response to a Multimedia Text Where Was Their Home? Gloves for the Homeless PART TWO Further Insights into Teaching with Technology 6 Yes We Can!: Using Technology as a Tool for Social Action Building From Children's Inquiry Questions Travel Trunks: Using the Internet as Text and Tool Creating Space for Social Action 7 Our Families Don't Understand English! What Is a Podcast? Creating 100% Kids Introducing Subrina Exclusion and Inclusion Negotiating Identities/Growing Literacies Creating New Spaces for Participation The Final Show Children's Construction of Identity 8 What About Antarctica? Reading the Clustr Map Further Explorations The 100% Kids Clustr Map Columbia Gets a Dot 9 The Tomato Trials Backbreaking Work? Critically Reading the Web The Trials Begin Tomato Trial Findings In Retrospect 10 Desires, Identities, and New Communication Technologies Meaningful and Sustained Learning Learning From Our Students
Introduction
Mapping out the Terrain of This Book
Pedagogical Features
1 Setting a Context for Exploring Critical and
Media Literacies Using Technology
Differential Access and Connectivity
New Technologies as Tools for Engaging in Critical Literacy Work
Key Aspects of Critical Literacy
Who We Are
Extending Children's Repertoire of Literacy and Communications Practices
New Technologies Does Not Equal Critical Literacy
PART ONE
One Teacher's Journey
Subtle and Explicit Uses of Technology
Re-Designing My Little Pony
Using Technology as a Teaching and Communicative Tool
2 Building Relationships Between Home and School With the Use of Technology
Teaching and Learning with Pre-K and K Children: The First Month
Establishing a Home/School Partnership Through Documenting and Sharing Learning
3 Beginning With Coming Together as a Community to Create Spaces for Critical Literacy
Hello My Names Are/ Hello My Names Are Not
Names Are Not Just Names
Seamlessly Creating a Generative Curriculum
4 Reading With Text and Against Text With Young Children
Reading With the Text
Reading Against the Text
I'm Glad I'm a Boy! I'm Glad I'm a Girl!
Reading With and Against Froodle
Discussing Froodle
Lessons from Kushi
5 Working With Multimedia Text and Technology
Layered Response to a Multimedia Text
Where Was Their Home?
Gloves for the Homeless
PART TWO
Further Insights into Teaching with Technology
6 Yes We Can!: Using Technology as a Tool for Social Action
Building From Children's Inquiry Questions
Travel Trunks: Using the Internet as Text and Tool
Creating Space for Social Action
7 Our Families Don't Understand English!
What Is a Podcast?
Creating 100% Kids
Introducing Subrina
Exclusion and Inclusion
Negotiating Identities/Growing Literacies
Creating New Spaces for Participation
The Final Show
Children's Construction of Identity
8 What About Antarctica?
Reading the Clustr Map
Further Explorations
The 100% Kids Clustr Map
Columbia Gets a Dot
9 The Tomato Trials
Backbreaking Work?
Critically Reading the Web
The Trials Begin
Tomato Trial Findings
In Retrospect
10 Desires, Identities, and New Communication Technologies
Meaningful and Sustained Learning
Learning From Our Students
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