Literacy!!

Literacy!!

First video

Technology

         No doubt technology is changing the way the student is thinking. The reactions are more immediate and the answers are come with more questionings. All this behavioral revolution requires updated adaptations by the teacher and of her teaching. She should be able to transfer technological resources into academic content. Or even better, she can use tools, which allow teaching to flourish in a more efficient way.    So I conclude that technology is unavoidable in today’s world, and classroom. 

      I found it very interesting article about learning from our mistakes. All this range of opportunities and tools that technology brings, must be introduced calmly, with reflections, with reading, sharing experiences with other teachers and to be clear, what is the purpose of the educational activity.

In my last class, Advanced Trends in Education, we learned a lot about trends that involves technology. So this made me reflect on technology as trend. I think technology cannot be considered as trend anymore, but WHAT we are doing with the technology is the trend.  

         According to Willinghan, it makes no sense to say that students are interested in mobile devices, because their true interest in the device will depend on what they will do with the phone. It seems so obvious, but I confess that I had never stopped to think about this aspect of technology. It is an interesting point of view. So, can we apply this theory to all other technological devices such as iPads, tablets, and notebooks?

iPad, smartphones, GPS, wikis, blogs, it's a lot. And today I got another "bunch “of technologies. I've never heard about the Geo Cashing(New Literacy?? I still didn't figure out what it means!). It is very interesting. I think it is going to help a lot the students with maps and, of course the GPS. 

I read a whole a whole article about exploring of the use of the iPad for literacy (why not Tablet instead iPad?? makes me feel reading an ad). The author related the positive results of experiment of use iPads in the fourth grade.  The results really impressed me. I discussed with group about if iPad should be incorporate into the curriculum. Some participants said no, some said depends of the school. I think should be incorporated and the school should planning ahead how to use the iPad. It doesn't mean that the use of the iPad it will be restrict to activities specified on the curriculum. But can be a great guide for teachers who are trying/using the iPads for the first times.

Jigsaw #3 - Language, Word, Thought

Listening to the radio story of the birth of a language developed by deaf children was very impactful. I was LISTENING to the radio, listening to the words, and decoding the message by using my vocabulary and knowledge.

I was listening. The rest of the meaning was being created onto of my prior knowledge, imagination, and thoughts! But then, what might the deaf think of? How are the thoughts in the mind of the deaf person that has no linguistic record? Do the images they give rise the words? I believe so.

 The feeling and deep meaningful understanding will be interpreted and identified greatly through images. Is it? How would we live in world without denominations. Living without auditory sound to build our language and understanding of the world in which we live.

After all, from the time we are children, we learn to name things, situations, and feelings, thus managing to communicate and build our thinking skills.

Vygotsky talked about the power of words to name things allows us to manipulable meaning mentally, which gives us a, 'generalized reflection of reality, which is also the essence of the meaning of words.'

The language transforms the experience, allowing us to deal with things at a distance and act on them without physically touching them or even seeing them. Furthermore, we can manipulate symbols (representations of reality), and develop creative and unusual versions of reality, and then modifying it .

It was my first experience with radio lab. In the beginning was a little confusing but I quite liked. I felt living in the age of radio. This stimulates our imagination and is a relaxed activity, like listening to a radio.

Vocabulary

According to Sternberg (1987), most of the words we know we were not taught nor seek  in the dictionary, but most of the vocabulary is learned from context. Reading is considered an ideal way to the acquisition of vocabulary words, because common words  of low or moderate frequency, appear more frequently in reading texts  than usual in conversation. The student has the opportunity to study the context, establish hypotheses and verify them, and infer meanings, safely. People who read more know more vocabulary.
I believe that reading results in a thorough knowledge of vocabulary; The choice of authentic texts will provide students with the possibility of finding words in a variety of contexts, which will assimilate their semantic and syntactic properties of a much deeper way. More importantly, consider that the encounter with these new words in context (considering that the rest of the text is understandable) allows students to make connections between new information and existing information, which certainly helps deploy this new knowledge into their long term memory.
The vocabulary in the freedom to communicate, to express ourselves and of some way reflects our literary life. With a vocabulary well built, we expose our ideas more clearly and therefore we are better understood.
Through the study of morphological words, I think that is  very valid and efficient way to build vocabulary. When analyzing the root word, and helping the student to understand the significance of this, numerous other words will emerge. So, this is a point where learning was constructed and I believe it will be hardly forgotten.

Motivation

So when we ask what motivates us, it may be that the answer is based

 more on satiating the needs, than to find out what truly motivates our essence.

 "That's what I want! Discover what motivates me, figure out 

what I like to do, but still do not know ... and do not

 even know where to start! "

And about students, what motivates them?

     

       I think the need to learn another language depends in some ways on the level of maturity of the student. Logically, becoming  able to communicate in another language brings a number of positive benefits. Teens are motivated by interests that allow them to make connections to their world.  This connection may be social, economic, or even emotional. The motivation of the adolescent has its roots in the social environment to which it is inserted. They have a need to fit in with their peers and the need to be accepted by a particular group.  In a figurative way, teenagers around the world communicate in the same language, share the same tastes for movies, music, clothes, and technology. So being able to speak in English, will enable them to access  all these elements faster.

       Reading by itself presents challenges for the adolescent. Reading in a second language can be even more challenging. The benefits of this knowledge are countless, as also are the challenges to motivate students to read. Living with teenagers who are ELs, I have realized that the love of reading begins at home. PARENTS WHO READ, and discuss reading with their children, are great motivators to futures readers. Reading brings immediate results to the reader. If the reading is in a second language, increasing vocabulary, and writing development are important. THE INFLUENCE OF PEERS is often a deciding factor in choosing the book. The teenager likes the feeling of belonging. It is important to understand the language of adolescents and develop literature with the "face" of them.  This can be a catalyst for them to start reading more, getting more culture, knowledge, experience, and aid in developing their power of imagination, etc.  There is no better way to convey dense information than through a story. So stories in literature have power, and books embody that power. Each book read has the ability to transform us, and this change becomes part our personal history.  The way an individual's knowledge grows and the sequence of works read by each is unique, personal, and nontransferable. 
      Overall we have CHOICE. Students are more engaged and motivated to read when they have the choice to choose what they are interested in reading

Literacy History

I was born in very small town in the northeast of Brazil. I used to attend a public school; it was the only one in the whole town. The public schools in Brazil have never been good, at that time they were worse. The teachers didn't motivate us to want to go to school. They were more victims of the system than guilty.

I learned how to read in a traditional and boring method. We had to memorize the sounds of the letters and then the sounds of the syllables.  We had to know how to spell the words, because if we did not know how to spell the words, were considered illiterate. The teacher stood in front of us, holding a paddle, and if we spoke with each other, we were seated facing the wall, until the class finished.

The chronological order of the events of my learning literacy is a bit jumbled up in my memory. But I remember that I was 5 years old when I learned how to read. At 6 years old, I got my first book. Then began my passion for books and reading. It was a book without images, and perhaps this was a reason I found it so interesting. My imagination was flying, and I gave the characters the shapes and the faces that I wanted. An important point was that I had no access to television during my literacy.

When I was 13, I started to notice the poverty around me and it really bothered me and bothers me until today. I became engaged in programs at the school that I believed would reduce poverty.  Then I heard my mother make a criticism about the government cutting public funding. She said that logically the government would cut the amount allocated to education because the dictator did not want to educate the people because educated people can think, and when you can think you can contest and protest. My family has always been very political, especially my mother.  This comment from her changed my way of seeing things. From there, a lot has changed for me. I realized that knowing how to read went beyond the recognition of words. Knowing how to read was acquiring the ability to understand and integrate the words on the page with the world around you.  This perception gave us opportunities to question, to change our opinions and beliefs, to encourage us to want to know more and more.  There is another reality for me because I am a Brazilian, who comes from a totally different social reality from America. I say Literacy is the heart of basic education in general.  It is at the core of eradicating poverty, reducing child mortality, stimulating population growth, achieving equality for both genders, and promoting sustainable development in the pursuit of peace and democracy. Brazil was a dictatorship until I was 13 years old.  Those are good reasons why literacy is the essence of education for all. A quality basic education is fundamental to empower students with skills for life and further learning.

One day years later I was in the car with my kids and a beggar, who must not have been more than 5 years, approached the window and asked for money. Impulsively I put him in the car to spend a day at my house. I was trying to show my kids how unfair our country was, they had fun together but my kids didn’t really understand. I told my mom about that and she said I had done bad with that kid because I had showed him the other side, a side that he probably would never realistically be able to attain.  She added that if I was really interested in helping to reduce social problems of Brazil, I should start educating children.

For that reason I engaged in a social program in the bank where I worked called a, ‘A Country is Made with Men and Books.’ I was a volunteer teacher to help poor children learn to enjoy reading. I chose books that spoke of self-pride, of change, and of cultural differences. I used newspapers to show how the “rest of the world” was. I feel lucky to have worked with these children. I learned so much from them about their individual cultures and it helped me to learn more about myself.  In this program I've come across two types of illiterate people, children who cannot read yet, but were learning and adults that were illiterate because they were victims of an evolving society and the poor Brazilian education system.

Throughout my literary life, I read a little of everything. I read all the Brazilian classics, both because I loved them and the fact that some are mandatory in high school. I read the great classics of world literature, such as Victor Hugo, Eça de Queiroz, John Steinbeck among many others. Although, in this modern world, there are many times where I am an illiterate.  When I am reading technical texts with very specific content about something I do not have prior knowledge, I feel like an illiterate, after all I'm just reading, I am not understanding.

Every day new technologies are discovered or improved, providing more comfort, reducing distances, and making a more globalized world a reality experienced by many if not all of us.  These can include things from the most modern electronic equipment to personal computers. This advent creates paradoxes of inclusion and exclusion, also creating a new class of technological illiterates.  There is so much information that technology provides, I wonder if I'll have time to learn.

I want to highlight several points in my literary history.  There is something in my personality that is investigative, curious, and filled with joy in gaining knowledge. These have changed my reality, and have been formed in relation to the way I was literate. Also, those of us that are literates and have well-developed social awareness, have to fulfill the role of agents in building knowledge. I am a teacher who abdicates the traditional functions of schools, and also thinks that learning should go beyond the walls of the school.  Schools should foster formulating questions that can initiate the processes of creativity. I want to teach in a provocative way that solicits students to question and read beyond the words. I want to help them proactively build their knowledge in a positive way. I don’t want to be a teacher that just disseminates knowledge passively.