Originally Published on Exploring the Digital Turn
I love Tumbl’r! I always find things there which make me laugh, inspire me, or challenge me to think differently. The community has fascinated me ever since I joined to follow my daughter and her friends (with their permission). It seems like such a safe place, and is so full of ideas. I love the way the members support and encourage each other–in fact, that seems to be their main goal, rather than the self-promotion or ideology prominent on other social media platforms. Granted, the difference could be somewhat as a result of the way I curate my account–it is purely personal, rather than being maintained as an extension of my professional life–but I think something about the site itself contributes to those differences, as well. Participants on the site are willingly engaged in collaborative activities reflective of authentic, real-life experiences. Does that sound familiar? Are those elements which contribute, perhaps, to meaningful learning? Jayne Lammers, Alecia Magnifico, and Jen Curwood in their article “Literate Identities in Fan-Based Online Affinity Spaces” (Mills , Stornaiuolo, Smith & Pandya, 2017) identify many ways through which students construct themselves and their understanding in online affinity spaces such as Tumbl’r . They describe theoretical perspectives which can enhance our understanding of these spaces, articulate the beneficial aspects of activity in these online affinity spaces, and identify a disconnect between what occurs in the structured classroom and how students engage to create and support each other in online affinity spaces. In EDTC 3123, Applications of Educational Technology, we spend a week intentionally investigating differentiated learning and how digital technologies might be used to facilitate differentiated learning in the classroom. For purposes of EDTC 3123, we identify content, product, process, and learning environment as elements which might be modified to facilitated differentiated learning. We emphasize that differentiation is not remediation, nor is it enrichment–it is the availability of varied avenues through which students might choose to experience and document learning opportunities. This pedagogical technique resonates with many elements of online affinity spaces as described by Lammers et al. (Mills, 2017), who identify common endeavor, socialization, distributed knowledge, a variety of access portals, and “self-directed, multifaceted, and dynamic” (p. 174) participation as central to online affinity spaces. Meaningful learning occurs when students are willingly engaged in collaborative activities reflective of authentic, real-life experiences. Online affinity spaces appear to organically support this process. Differentiated learning might be a pathway through which we can incorporate the strengths of online affinity spaces into our classroom practices in ways complementary to necessary classroom structures. Mills, K. A., Stornaiuolo, A., Smith, A., & Pandya, J. Z. (Eds.). (2017). Handbook of Writing, Literacies, and Education in Digital Cultures. Routledge.
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I love finding new resources! The following resources were suggested to me by fellow educators. I have used some guides published by Kathy Schrock to "formally" evaluate their usefulness. Theta Music Trainer, an ear training site, is particularly useful. Not only is the website well done, but they have also published apps for both iOS and Android mobile devices. MusicTheory.net is also worth exploring. The MusicTheory.net creators have also published apps (Tenuto) for both iOS and Android devices. Give them a try! Below is an example of the KathySchrock evaluation form, followed by my completed evaluation forms available for download. The KathySchrock site from which blank evaluation guides can be obtained is listed on the form. ThetaMusicTrainer is an excellent ear training resource. The activities are levelled, gamified, and easily understood. Much can be accomplished with the free version. Subscription purchases are available for individuals, studio teachers, and classroom educators ($50-$199, depending on the number of students). With purchase of a subscription, the teacher can set up a classroom. Individual students have accounts, activities can be assigned, and feedback is provided to the teacher. It is available as a website and as an app on iOS and Android devices, making it an excellent resrouce for use in classrooms in which a variety of devices are available. Headphones will be necessary if students are working independently in close proximity to each other. MusicTheory.Net is a free, reliable, effective, and easily navigated site through which to study and practice basic elements of music theory, beginning to relatively advanced. The exercises are customizable, and links may be provided to students as assignments. A recent update (to both the site and corresponding iOS App, Tenuto) enables generation and submission of progress reports. THe site includes a pop-up, playable piano keyboard, as well as ear-training exercises. THe Classic version (classic.musictheory.net) also includes a brass trainer with which brass students may practice fingerings. The information is accurate and clearly presented. It is, however, a bit dry. The exercises are more along the line of skill drill rather than being couched within authentic experiences. The site can be accessed via mobile Android devices, as well, and an iOS App is available to purchase for use with iPads and iPhones, making it usable for classrooms in which a variety of devices are available. A screen-reader option is available for exercises and lessons. THe creators express the desire to provide increased accessibility as needed. I recommend this site for independent study as well as classroom use. The cost of the Tenuto App may present challenges for classrooms using only iOS devices, but if the funding is available I would suggest it is a worthwhile expenditure. If not, the site can be cast from a tablet or computer to a large screen for full class instruction and interaction.
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