2 Questions:
1. What aspects of technological literacy do you feel are most pertinent to your field?
2. Which aspects of technological literacy are you least proficient?
1. In the field of k-12 education, there appears to be a strong desire to adopt technology merely for the sake of its adoption. Obviously, my perspective is limited and I am not responsible for the systemic issues of the district administration. That said, given our desire to be early adopters of all things technological, I feel it important to address the critical literacy skills in class. For instance, I've assigned the following reading to my students in light of our district's implementation of 1:1 technology. Additionally, while I feel it is incredibly difficult and perhaps impossible to teach, as an educator, I feel it necessary to at least raise the level of awareness among my students regarding their use of technology and how their use can have future implications.
2. From Selber's (2004) perspective, I'd say that I lack the ability to make good rhetorical use of technology. As a government instructor, I rarely have sought out ways to have students create material, political science-related, for the purposes of demonstrating learning. In part, I've not wanted to take the time to teach the technology and in part, because I currently see little value in having students create anything other than a paper to demonstrate their understanding of material.
