Genya Coffey examines the role that
technology can play to enhance small group discussions of literature and
reminds us that cultivating print-based and digital skills in the classroom
does not have to be a divorced process, but rather an integrated one. Coffey grounds her research with
Vgotsky’s notion of social development (learning is interactive in nature) and
Rosenblatt’s transactional theory of literacy. Looking at student-directed discussion of literature
specifically, Coffey discusses benefits and challenges of asynchronous (chat
boards) and synchronous (real-time online chats) formats.
The biggest pro that stood out was how these online formats could encourage shy students to voice their opinions, and the biggest con was how the lack of “Facetime” strips some organic elements that an in-person discussion might otherwise bring. I don’t think I would use chat boards in place of class discussion of literature – I might as a supplement; I feel like I have yet mastered the art of facilitating conventional discussion.
I recall that for summer session, our professor cancelled a class and had us write and respond to comments on an online web board in lieu of class. I resisted the idea that that activity was to “replace” class, and I had much trouble staying focused on the 45-minute video we were to watch prior to “discussion.” To empathize/associate with what might be our students’ viewpoint, I think it would be challenging to ask them to find access to a computer to write/respond to web boards, and the lack of in-person contact might make it difficult for certain students to remain focused.
I can envision myself trying to integrate technology into specific instructional practices, but probably not for group discussion of literature – although, I will try to be more open to the idea that teaching print-based and digital literacies do not have to be separate processes.
The biggest pro that stood out was how these online formats could encourage shy students to voice their opinions, and the biggest con was how the lack of “Facetime” strips some organic elements that an in-person discussion might otherwise bring. I don’t think I would use chat boards in place of class discussion of literature – I might as a supplement; I feel like I have yet mastered the art of facilitating conventional discussion.
I recall that for summer session, our professor cancelled a class and had us write and respond to comments on an online web board in lieu of class. I resisted the idea that that activity was to “replace” class, and I had much trouble staying focused on the 45-minute video we were to watch prior to “discussion.” To empathize/associate with what might be our students’ viewpoint, I think it would be challenging to ask them to find access to a computer to write/respond to web boards, and the lack of in-person contact might make it difficult for certain students to remain focused.
I can envision myself trying to integrate technology into specific instructional practices, but probably not for group discussion of literature – although, I will try to be more open to the idea that teaching print-based and digital literacies do not have to be separate processes.
I'm interested in your intention to avoid the use of chat boards as a discussion replacement until you've managed facilitating face-to-face discussion. It conjures a notion of there existing a continuum of ways of interacting with peers. So I'm curious what you think: Is it necessary--either as a teacher or as a student--to master one before embarking on the other? What skills for students would you say translate between face-to-face interactions and online ones? What skills do you think are unique to each format? Likewise, what teaching considerations for facilitating discussion are unique or similar between online and face-to-face formats?
ReplyDeleteThoai,
ReplyDeleteI, too, struggle with the idea of using technology as a format for discussion of literature, and I share the same sentiments about our summer substitute online "class session". I think you put one of Coffey's main points in such great terms: saying that she "reminds us that cultivating print-based and digital skills in the classroom does not have to be a divorced process, but rather an integrated one." This is something I think many of us are having a hard time digesting, even if we know it to be true. The idea of blended learning is a daunting and even scary one for us to think about as brand-new teachers -- but I think this is the most opportune time for us to learn how to use these skills since we are still in the process of fine tuning our teaching skills in general!
ReplyDeleteThoai,
Like Ally, I, too, felt resistant to the online video/discussion post over the summer - Great example to illustrate your point. I think this criticism leads us to two positive reminders: 1) online discussions should probably not replace in-class, face-to-face discussions (as facetime is very important) and 2) the material should be more engaging/interesting than a boring 45 minute videotaped interview. However, perhaps in such case, had the class watched the video together and then written their reflections in a discussion forum on their own, the viewing would have been less dreadful, but we would have gotten the same benefits of thoughtful and reflective expression through the discussion.