Dreamscape: ELA Skills Game for Elementary Students

     In my quest for finding enticing games for my 6th graders while teaching remote last year, I came across Dreamscape. I wanted to get my students to play a game that would benefit their educational skills, yet be fun. In actuality, I thought about Prodigy the math game that all the students in the elementary school play. I searched just that, "Prodigy for ELA". I read all the reviews and teachers were giving it a good score. I decided to try it. First of all, I check the teacher dashboard because I wanted to be sure it was data-driven. I was impressed because it never had a live teacher dashboard, where you could see student progress in real-time. This was useful when students said they were done with eh online assignment and I asked them to play, I could see who was signed in and completing the task. 

    When I played the game, it moved a little too slow for me. However, I remember my students saying it reminded them of other games they had played in the past and they enjoyed it. The gist of the gamer is that in order to advance in-game progress you must answer a reading comprehension question. The questions are based on the standards for the grade level. The students must read a passage and then answer one question to unlock the next move in winning a battle. This is a sample passage I came across. 

    Then you answer the question to go along with the passage. I love that the questions and passages have the options for a read-aloud, which is great for my accommodations and ELLs. The students even have the option to return to the passage to read it over. This is one of the strategies we use in class to close read. The game reinforced this strategy which keeps consistency with my instruction and leads to structure and less confusion. 

        Once you answer the question correctly, you are able to use your fighters and train your fighters. You gain points and perks to continue fighting. The is also a streak bonus. If you have a question answering streak, you get additional points and opportunities to train and attack. After 10 correct questions, you advance to the next level. 

    

    The game also allows for multiply player mode. Students in your class can play together defeat each other or team up for certain battles. For them to be able to advance together in the game they must continue answering questions. For bigger events, such as playing with friends, the passages and questions appear more often. It shows to the opponent whether or not you got it correct. However, the questions are different because the questions are catered to the student. The more the student plays, the better the game is at detecting their reading level and poses appropriate questions. This is a great feature because all students can play and participate and are victorious as they learned and get exposed to questions. You can have students join the game by having them enter your class code. This helps keep the game safe and avoids the need to play with strangers in-game. 

    Students can also monitor each other progress on the class leaderboard. They can see who is ahead with obtaining the most shards. This helps create friendly competition, yet keeps the student motivated to continue playing more to rise to the top or stay at the top. 

    As a final reflection, I would say this game would be more liked at the lower to mid-elementary levels. For my 6th graders, it was hard to get them to enjoy it because they had access to the internet, various popular video games, and they did not have to answer questions and read passages to progress. However, it makes a great tool to use in an RTI class as an incentive or for a group that is struggling with comprehension. This also makes a great station for a center, this way when students rotate they have to get to play and you get student data to help you drive your instruction. 

Please let me know your experience with ELA games. Have you tried Dreamscape? Is there another online game you play for ELA skills? 

Here is the link to the game for your review: https://www.playdreamscape.com/ 

From Fully Remote to In-Person Instruction: A Teenager's Device and Technology Usage

    In the past year, we have learned to rely on technology more than ever. We use it for communication, work, remote education, and even shopping. For many educators, the shit to remote instruction was challenging. However, students had an easier time adapting and have enjoyed this new acceptance of the reliance on technology for everything.

    I wanted to fully understand the perspective and thoughts of a teenager post-remote instruction and get a glimpse of their technology use. I wanted to know if his technology reliance had changed. I decided to interview my 16-year-old cousin. He was fully remote from the Covid 19 shutdown of march 2020, until this September 2021, when he returned to in-person learning. He is the middle child of three boys and lives in a household with two working parents. Here is the interview I conducted with him.

1. What technologies are most important in your life? Which do you prefer and why? 

The technologies that I find most important in my life are my phone and probably my laptop for school. I prefer my phone more. I don't really use my laptop. I use it for school work. The phone, you can communicate way better with other people. Obviously, you can call and text it's just way more, it has a big variety. You can do almost as much you can do on a computer on a phone, so that's what I would prefer a phone. 

2. How often do you use these technologies and what for?

For those technologies, I use my phone every day and my laptop every day. I use my laptop for school work mostly. I only use the computer, well my laptop I mean, for school I don't really use it for anything else and I use my phone sometimes for school too. My phone I use for Tik Tok and Youtube, just social media in general.

3. Are you allowed to use them in school?

Yes, I am allowed to use my phone in school and my laptop. My laptop I use for school work so it makes sense. My phone I can't really use it during class time, but I can when I finish my work or during free classes.

4. How often would you say you go on your phone?

I would say I go on my phone a lot. Whenever I am not worrying about something else. Like whenever I am not doing schoolwork or playing basketball or just using a different electronic, I am probably just on my phone.

5. What kinds of things do you do or play while you are on your phone?

When I'm on my phone I'm mostly on Tik Tok and Youtube. I just watch videos that all I really do. I don't really do much on it, besides those two things. 

6. If you had to encourage or persuade others to use that app, what would you say to them?

If I was to encourage someone to watch Youtube, which is what I mainly use. I would tell them it's a good app to watch so many varieties of videos you can watch whatever likes you have are on there and you can find almost anything on Youtube, it can be helpful for many things. \

7. For my class, I have been exploring the benefits of using technology for students. Can you tell me what are the benefits of using the phone or other technology?

One benefit I would say of using technology is I learn things I wouldn't have learned without it. Just my laptop I would say is just good for school work. It's easier quicker better for research

8. Another question I have been wondering concerning my class and research is the attraction of technology for students. I find that students love their devices more than anything else. Why do you like your devices?

What I would say I like about my devices is they keep me entertained when I'm bored. Like all those times when I am sitting around just waiting for something or not really doing anything, I use my phone to keep me entertained. 

9. This week for my class I was looking at how games can influence students positively. I was looking at how playing video games made students successful this past school year because they had gained skills and were able to apply them in the virtual classroom. Do you play games with your devices? 

I don't really like playing games on my phone. I use to play a lot of Xbox, but I don't really play it as much anymore. I have one game on my phone but, I don't really play it, so.

10. I know that you love your devices for entertainment. Technology is so important and I have been learning about the advantages of using various technologies for education. What kinds of advantages do you have by using your devices?

One advantage I would say for having a cellphone or using my phone is that I have the capability of just calling people where I'm at and I can search things up when I don't know and it's great to have at times. 

11. You mentioned it's great to have at times, meaning not all the time. What are some disadvantages? Do you feel like you miss out on other stuff because of your use?

A disadvantage I would say of a phone or any technology has is it's a big distraction at times it can make you lazy, it's easy to get addicted to them at times because of how entertaining they are. I wouldn't really say I missed out on much due to technology. I would say I try to do as much as I can and not let technology interfere with what I want to do. 

12. Do you take any safety precautions while using your devices or do your parents? 

I wouldn't say I take safety precautions with technology, but I would say I have down my screentime which has led me to be more active and more healthy in general. My parents don't monitor what I do on my phone or how much I use it. they trust me enough to do what I want with it and use it however much I want. 

13. You mentioned 'downing your screen time', do your parents put a restriction on your device Can you use your devices at any time? 

I use my device any time I want. I don't really have any restrictions on it. I just use it anytime I want. 

14. Do all your friends use devices? What about your brothers? Do they use them too much?

All my friends do have devices and they do use them. My brothers, they have devices and they use them too. My younger brother uses his computer a lot for gaming. He uses it probably the most out of everyone. Just cause he enjoys it and he does it with his friends too online. 

15. How much time do you get to use your devices at school? 

In school, I would say I use my device whenever I have free time. Like whenever I finish my work or like, let's say we have a substitute and there is really no work our teacher gave us. I use my phone. It can be from like 30 minutes to like a couple hours in school, because during my free periods too.  

16. Another concern with the technology for education, is using it too much and for too long. How long do you use your devices?

I would say throughout the day I use devices in general for like nine hours, I would say. Pretty much every period in school and when I get home I use it when I am not out playing or just when I'm bored. 

17. Do you use your devices more now that we have been going through a pandemic?

During the pandemic, I used my phone so much more and technology so much more, but since school has started up I haven't really been using it so much more. I've been playing way more basketball, so I don't use it as much. 

    After conducting this interview, I learned so much from adolescent technology use. Although my cousin is just one person, I would like to think his answers and perspective on technology use are representative of the majority of teens. He uses his technology for school, research, and entertainment. He has shifted from the use of a video game device. which perhaps is because he finds other more popular interactions with technology that involve communication with friends and staying current through videos and social media. Given the information he provided about his younger brother, who is 14, it seems that he is more into video games. I feel that after a fully remote school year and his heavy use of technology at school, he personally tried to do without when he can for a balance. Although his use is not monitored, nor does he have restrictions of use at school or at him, he chooses not to overdo it. When I put together this interview I was not expecting many of the answers that he provided. I thought he was going to say he gamed all the time, he used technology for everything, and he did not feel a need to take a break from the screen. Surprisingly, he uses his phone to communicate, stay current, but also to look up information he wants to know more about. He uses it as a tool. This tool transfers just as well to the classroom when he says that he uses it for research. He knows how to use it and when to use it. The application of this skill is both useful in life and in his education. He is viewing videos or reading digital text to satiate his knowledge on various topics, whether teacher assigned or self-assigned. 

Taking Assignment Feedback to a New Level

     Often when students are asked to present information to the class for a project or for a narrative unit in English Language Arts (ELA), they must present the information solely in writing. As the subject ELA entails writing and reading as the specific measurements of learning, this does not mean that students can not have the liberty of presenting their information in digital formats. The use of technology helps students to express their work in different ways. In thinking about the personal narrative unit in my curriculum, I believe that the method of delivery can be tailored to the interest of each student. Providing students with guidelines for acquiring the information and organizing the information achieves the same outcome even if the students choose a different method of presentation, then just standard paper and pencil. I plan to research the benefits of student learning and skill growth when given the liberty to use various online medias and literacies to construct a personal narrative and the benefits of specific and quick feedback from the teacher to help the student grow. The benefits include saving time on receiving feedback, ease of typing information, specific teacher feedback within the digital platform, and ability to allow online collaboration in groups. 

Annotated Bibliography 

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education:   

         Exploring advantages and disadvantages for engagement. Journal of

        Computing in Higher Education, 30(3), 452-

        465.http://dx.doi.org/10.1007/s12528-018-9179-z

        This journal discusses the effects of online learning for students taking

        various classes online and student taking one class online. It was found that

        students taking many class were more engaged because they were

        continuously utilizing the platforms. Students who were taking less courses

        were less engaged. This journal provides appropriate evidence to prove that

        a combination of online feedback and engagement, in addition to having the

        instructor in person provides for a multi-leved learning experience where

        students can have instant feedback and apply thier knowledge through

        preferred methods.

Jones, N., Georghiades, P., & Gunson, J. (2012). Student feedback via screen

        capture digital video: stimulating student's modified action. Higher

        Education, 64(5), 593+.https://link.gale.com/apps/doc/A344949436/AONE?

        u=esc&sid=bookmark-AONE&xid=d111571e

        This article explores providing feedback to students in a video as their work

        is being corrected and reviewed by a teacher. This helps the students to be

        able to view the videos over to improve with the feedback for next time. In

        listening to the instructor feedback students are more likely to make

        appropriate changes and improvements in their work. This article helps in

        proving that the use of technology for a project and for effective feedback is

        beneficial to students because they can review it multiple times and also

        review it in groups for their projects to improve and reflect.

Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A STRUCTURAL

        EQUATION    MODEL OF PREDICTORS FOR EFFECTIVE ONLINE LEARNING.

        Journal of Management Education, 29(4), 531-563.

        http://library.esc.edu/login?url=https://www.proquest.com/scholarly-

        journals/structural-equation-model-predictors

        effective/docview/195707527/se-2?accountid=8067

        This journal explores the different relationships involved in online learning.

        The three relationships are student to instructor, student to student, and

        student to content. The information proves that the use of online feedback

        from the instructor and other students helps to create a beneficial learning

        experience for students. This journal helps to prove that the combination of

        online and in person instructor support is beneficial for student learning and

        the application of skills. 

McCarthy, J. (2015). Evaluating written, audio and video feedback in higher

        education summative assessment tasks. Issues in Educational Research,

        25(2), 153-169. http://library.esc.edu/login?

        url=https://www.proquest.com/scholarly-journals/evaluating-written-audio-

        video-feedback-higher/docview/2393121454/se-2

        This paper discuss the benefits of evaluating student work through digital

        means. The feedback is faster and still relevant when it is needed, allows

        students to act on the feedback for improvement and receive multiple and

        frequent feedback throughout and assignment or project. This helps the

        research at hand because it proves that online feedback is to the benefit and

        growth of the student because it is specific and easier for teacher to analyze

        the steps of the student and for the student to visibly see the changes and

        how they should be addressed moving forward. 

Tyler, C. L., Anderson, M. H., & Tyler, J. M. (2009). Giving Students New Eyes: The

             Benefits of Having Students Find Media Clips to Illustrate

             Management Concepts. Journal of Management Education, 33(4), 444–461.

             https://doi.org/10.1177/1052562907310558

               

             This article provides research on how acquiring information from media

             sources helps students to achieve a deeper level of understanding. This is

            

             beneficial to not only the student but also the instructor because it can help

    

             student view information in a different way and apply it accordingly. This

        

             article helps to prove that media literacies are beneficial to students when

        

             trying to learn about a new topic to then take that information and present it

        

             in a new way. 

Standard Reference List

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education:   

         Exploring advantages and disadvantages for engagement. Journal of

        Computing in Higher Education, 30(3), 452-

        465.http://dx.doi.org/10.1007/s12528-018-9179-z

Jones, N., Georghiades, P., & Gunson, J. (2012). Student feedback via screen

        capture digital video: stimulating student's modified action. Higher

        Education, 64(5), 593+.https://link.gale.com/apps/doc/A344949436/AONE?

        u=esc&sid=bookmark-AONE&xid=d111571e

Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A STRUCTURAL

        EQUATION    MODEL OF PREDICTORS FOR EFFECTIVE ONLINE LEARNING.

        Journal of Management Education, 29(4), 531-563.

        http://library.esc.edu/login?url=https://www.proquest.com/scholarly-

        journals/structural-equation-model-predictors

        effective/docview/195707527/se-2?accountid=8067

McCarthy, J. (2015). Evaluating written, audio and video feedback in higher

        education summative assessment tasks. Issues in Educational Research,

        25(2), 153-169. http://library.esc.edu/login?

        url=https://www.proquest.com/scholarly-journals/evaluating-written-audio-

        video-feedback-higher/docview/2393121454/se-2

Tyler, C. L., Anderson, M. H., & Tyler, J. M. (2009). Giving Students New Eyes: The

             Benefits of Having Students Find Media Clips to Illustrate

             Management Concepts. Journal of Management Education, 33(4), 444–461.

             https://doi.org/10.1177/1052562907310558

Digital Communication and Collaboration

    Technology provides us with a more balanced and engaging classroom environment. Through the multimodal approach, we expose students to a variety of ways to receive information, such as print, pictures, and videos (Lankshear and Knobel, 2013, p. 24). From the reading, the point that stood out the most to me was, how adolescents are engaged in various forms of communication in which they use many sources daily (Lankshear and Knobel, 2013, p. 24). According to the graphical representation of GREEN's approach to literacy, this adolescent engagement can be seen in the operational literary practice. Students use a language system that ranges in context. The environment where students engage in this hybrid communication is mostly outside of school because that is where it is most common for them to interact with others. In considering this idea and the information learned from the chapters and knowing that technology can be applied to multiple subjects in school, I reflected on my own practices in the classroom (Durrant, 2000).

    During the pandemic, I created a non-fiction research unit online for my students. We were fully remote however, I had to address this topic with my students as a curriculum requirement. I was able to create groups, outlines, guides for researching, communicating, and collaborations. Going into the project, I knew what my students' abilities were. I knew they were able to use Google Classroom, Google Meets, use Google Slides to create their presentations, and access digital reading material online on Sora. Reflecting on this from page 26 in the text, I acted similar to Mr. Cardenas, because I focused my lessons on non-fiction text features, instead of how to access them because I knew my class could find the resources (Lankshear and Knobel, 2013). I was not physically with my students so I had to trust that they were on the appropriate documents and resources during our live class time. I was able to guide the students to successful presentations at the end of the unit by setting guidelines and expectations every week. This helped them pace themselves and be more independent from me. The students kept daily journals, which were checked weekly, they created multiple slides on their assigned person and presented with their group. The students even set up a time after class to meet with their group to rehearse their presentations before the actual due date. In believing in their abilities and tailoring the project to their interest they had the tools and support to be successful. The students added videos, text, images, audio, and hyperlinks to their presentations. They were suggested in the outline and all groups were successful in the integration. In viewing the graphical representation of GREEN's approach to literacy, the cultural component in the project can also be seen. The students developed an understanding using multiple resources and developed an understanding of the content and context of all the sources.


    The issue in this is that there must be clear expectations and consequences to ensure students are using the technological resources appropriately and making the most of their learning time (Lankshear and Knobel, 2013, p. 27). This was a concern for parents and of mine in issuing this project. However, as I am nearing this unit again this year, I am envisioning it with the use of Chromebooks in the classroom. I hope to engage my students and make them feel comfortable and interested in researching for their projects. My ultimate vision is to allow for traditional print and notebook writing, but a final product to be on Google Slides. Sometimes for parents and educators, it is difficult to view the good of technology, because personally, we have only experienced a small sample in our education and are new to the current possibilities. We have to embrace the interest and the facility to allow multimodal resources and methods in the classroom.




References

Durrant, C and Green, B (2000). Literacy and the New Technologies in School

    Education: Meeting the L(IT)eracy Challenge? Australian Journal of Language and Literacy.



Lankshear, C. & Knobel, M. (2013). A New Literacies Reader: Educational Perspectives. Peter

    Lang Publishing, Inc: New York.

What Even Is Reading?

    Reading is an essential part of daily life. We find ourselves reading various things on a daily basis. In a nutshell, reading is the acquirement of information from various sources that builds our knowledge base, on any topic. Today, most of our reading and research on topics are commonly done via the Internet (Rich, 2008). The internet is fast and readily available tool that can be used to learn information within minuets. Think about the last time you looked up your favorite music artist to confirm that the post on Instagram was in fact true. What about when you want to make a lifestyle change? The first place we look is online. We look for information and success stories on social media and blogs about individuals who have tried this new lifestyle you hope to shift to. In the classroom setting, reading predominantly looks different, When we think of reading in a classroom, we imagine a kindergarten teacher reading a physical print book aloud to their group of students. A group of freshman in high school, enthralled by a thick novel their teacher is explaining and comparing to the last novel they completed. However, educators are encouraging students to move towards a more digital approach to enhance the print reading they do in the classroom. The most important component of literacy is actually reading, the method or source may vary. Regardless of the method, words are read and information is learned. The dilemma stands, "is reading online really reading? " and " can students grow and learn from digital reading sources?". 

    Reading online opens up a whole new and exciting word for young readers at their fingertips. In using a search engine to research their new favorite band or television show, they are actively reading and taking in new knowledge. When young readers are reading online and are taking in information, this is also reading (Rich, 2008). Even video games are structured in a way where the information needs to be read to be able to know and understand how to win and level up. Although most parents may not agree with this method of reading, it is reading. Video game reading, reading captions on social media, reading blogs about fan fiction and theories is all reading ( Rich, 2008). The different methods of reading helps students to expand their learning. Think about how many times the phrase, "these kids know more technology than me" has been said? The new generations are born with this accessibility and are exposed to it at a young age, making it a positive tool for their development and learning (Huffaker, 2005). Sometimes parents and educators want to fight young readers on what they are reading because it is not how they read or what they read. Although students may not enjoy reading the new novel you picked out for them, they will love to spend hours on the Reddit page about they show they love, reading about theories, ideas, and wishful outcomes. 

    The question now is, 'Can students learn from this?', lets make this personal. As a mom and an educator I am the biggest cheerleader for reading. I find myself telling all the young people around me to read. I encourage them to read anything! Sometimes they say, "Mrs. Salazar nothing in your classroom speaks to me". I get that. We try to borrow books from other teachers, but I always get two or three students who do not find something they love. It is a struggle. So, I ask them what do they like. The answer is mostly Xbox and Netflix. So I encourage them to go home and look up their most favorite thing at the moment, because lets face it,  next week the answer will be different. Sometimes this is video game release information, or fan fiction. Regardless of the fact, they are reading and when I ask they are able to present to me new information they acquired. They are also being exposed to new vocabulary and content specific language. This helps them learn and grow as readers. Yes, I have to explain to parents that this too, is reading, and is a way to keep students reading and encourage their interests (Rich, 2008). I ordered many books revolving around the topic of video games and the topics in the video games, such as building, animals, and nature ( Minecraft). This helps me to have possible books of interest for my students in the classroom. Unfortunately, it is not always the correct time to have our Chromebooks out, like during an exam, so I must be prepared. I know you are wondering, how does mom-me do it? Well, my son really, struggles with reading. The apple does not fall far from the tree, because I did, too. Like my son, I did not like being told what to read. So at home I have been encouraging him to go online, with me of course ( he's only nine). We look up a different topics everyday on various resources that speak to him. Together we compare the information he researches to determine what could be true. Our rule of thumb is any information we find in all the sources is a great indicator of truth. He enjoys this activity. He gets to research, read, and discuss our findings with me. It takes his reading to another level because it does not seem like reading anymore, but it is. Now the research unit at his school is his favorite, because he is better at it and can take that information and explain it in his own words. Truth is a major concern for parents on the internet. There are many websites that are credible and well known sources to internet users, today. Making sure young readers get accurate information is important because if the information is not correct, what are they really learning( Rich, 2008)? Reading is a complex, immense world of endless possibility for all readers. Even the most traditional of readers have traded their print newspapers, for digital versions at their fingertips. I hope this post helped you to acquire new knowledge and learn about the importance and value of digital reading resources for our younger readers. My goal is that you view reading in a new light so you can encourage our youth to keep growing. 

References 

Huffaker, D. (2005). The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom. Advancement of Computing in Education 13(2).

Rich, M. (2008, July 27). Literacy Debate: Online, R U Really Reading? Retrieved September 18, 2021, from The New York Times: https://www.nytimes.com/2008/07/27/books/27reading.html

Evolution of Digital Literacy in the Classroom

"The distinctive contribution of the approach to literacy as social practice lies in the ways in which it involves careful and sensitive attention to what people do with texts, how they make sense of them and use them to further their own purposes in their own learning lives" (Gillen and Barton, 2010, p. 9). 

    As an educator, parent, and student, I have been able to experience the contributions of the technology in Literacy. While reading the articles Literacy and the New Technologies in School Education: Meeting the L(IT)eracy Challenge? (Durant and Green, 2000) and The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom (Huffaker, 2005), I was able to reflect on the changes from my personal experience, since I was a K -12 student at the times of publications and on the quote above.

    Traditional classrooms offered printed texts and classroom textbooks as tools of learning. These versions of literacy created limitations for educators, because they only had access to the physicals materials at hand. As a current educator, the amount of digital resources I have at my disposal help me cater to my wide range of readers. This also allows me to create lessons which offer different was for student to present their knowledge to me. Students have more resources at their fingertips to help them be more successful and taking their learning to the next level in all subjects (Huffaker, 2005).   

    During this past school year, digital literacy became my most valued companion, as my school initiated the school year on the virtual platform. The use of online digital libraries and multi-leveled lessons helped me be successful at delivering effective instruction to my students. During the pandemic shut down, the previous shift and exposure to digital means of communication and learning made the school year possible. In a world where everything was an uncertainty, virtual education was already a proven method of instruction. Teachers began creating lesson which involved social components in efforts to connect the students virtually. Platforms such as Padlet, Pear Deck, Nearpod, and Google Classroom helped teachers create an effective online community and learning environment for their students. As mentioned before in allowing students to interact and share knowledge in various ways, Padlet is a great resource. I presented Padlet to my students and they were able to share their knowledge with images, verbal responses, and connect similar ideas to that of their peers in a connecting web diagram. It helped us discuss literary works and share our perspectives in ways the students felt more comfortable. This can be seen in Green's approach to literacy graphical representation, where students can identify various literary practices and social modalities while constructing their own perspectives (DECS, 1996).  In Digital Literacies, Tabetha Newman concluded, "that one way of better making sense of the use of emerging, digital, technologies is to create a development framework for schools" (Gillen and Barton, 2015, p. 25), this framework she talked about in 2009, made the transition to remote instruction possible for schools. Through the distribution of a Chromebook, schools were able to close out the 2019-2020 school year and begin the 2020-2021 year. This was a direct result of the students being exposed to using technologies in the classroom and having technology courses prior to shutdown. Technology and multi digital learning platforms allows educators to collect an extensive amount of data to better address the needs of students on an individual level, while remote. It also allows educators to assign text that are catered to the student and additional learning resources such as videos and audio clips, to help students succeed virtually. 

    In our current world, people are naturally attracted by the idea of being social on digital platforms (Huffaker, 2005). In efforts to stay current and keep up with the times, the daily use of social media has us reading more than ever before. Using this as an educational tool that meets the interests of the students and produces organic engagement is key to a productive learning environment. I remember a time, when I had to go to the library on a special trip to research a topic of interest. Now, I can simply search on my phone or laptop. I can receive my information in various ways as well. I can view a video and receive the information orally and visually through images or demonstrations, I can read about it in a digital article or digital copy of a book. I can then proceed to discuss on a forum or express my opinions about it on a blog (Huffaker, 2005). Humans have evolved into digital creatures, from digital news reports, magazines and even the newspaper. Web usage has increased significantly from 1999, and we continue to greatly depend on it today (Durant and Green, 2000).  One overall argument for technology is the time saving and limitless opportunities to extend your learning circle. Educators can create a blog platform to challenge their students to think beyond the given, express their ideas and question each other on an educational level (Huffaker, 2005). Digital literacy has reshaped classrooms by helping to make education fun, engaging and interesting to the present day student. 

References

Durrant, C and Green, B (2000). Literacy and the New Technologies in School Education: Meeting the L(IT)eracy Challenge? Australian Journal of Language and Literacy.

Gillan, J and Barton, D (2015). Digital literacies: A research briefing by the Technology Enhance Learning phase of the Teaching and Learning Research Programme. London: London Knowledge Lab Institute of Education.

Huffaker, D. (2005). The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom. Advancement of Computing in Education 13(2).