Selfe, Cynthia L. Multimodal Composition: Resources for Teachers.
Cresskill, NJ: Hampton, 2007. Print.
This chapter is really interesting, because it delves into the issues of taking rhetorical principles that we already know to be effective within conventional essays, and channeling them into multimodal assignments. This is a great idea, because it will reaffirm teacher notions that multimodal compositions can have the same rhetorical effectiveness as traditional alphabetic essays, and help student develop necessary skills for tackling these somewhat unconventional projects.
I am confused by the fact that teachers in traditional high school classrooms seem so against technology-- students aren't allowed to have their phones, login to Twitter or YouTube at school, or do anything else that would be seen as multimodal fun on the web. However, teachers seem excited when they want to do a multimodal assignment, and students already have some knowledge about using technological platforms. I think this goes into the low-stakes exploration we do in this class. It's important to play around with all kinds of technology to increase one's knowledge and comfort level-- why are we stigmatizing it in some arenas, and encouraging it in others?
I'd like to learn more about how to engage students within technological platforms without them being tempted to waste time on Facebook. There's got to be a way to make getting online during class time a fun experience, without letting them actually do things that they consider fun! It's blowing my mind a little bit to think about how to strike a balance...
Hi, Betsy. Thorough post! I would like to comment on your second paragraph regarding HS classrooms and technology first by suggesting that instructors of all levels, secondary and postsecondary, find it challenging to allow students (even doctoral students) to have/use technology in the classroom because of how easily people can be distracted by such devices. Making sure everyone is "on task," so to speak, can take a lot of effort and energy, especially when managing younger students, I would image. Having said that, your concerns remind of the section in Chapter 7 ("Experimenting with Multimodality") that addresses the need for instructors to keep their cool when dealing with technology. I'm thinking that the idea of keeping one's cool as an instructor extends beyond remaining calm in the face of technological difficulties and malfunctions. Maybe the definition of keeping cool should also include calmly accepting that you, as a teacher, cannot micromanage every student while the class as a whole is engaging with a technology and that this is all right.
ReplyDeleteThis chapter did provide an easy transition from alphabetic assignments to multimodal assignments. Your point about high school teachers is well-taken. I'm not sure if it is an access problem or a time issue. Balance is the key.
ReplyDeleteChapter five definitely had me tapping my forehead. I think that teachers are not comfortable with technology because it takes patience and time that they really don't have sense the focus is on SOL's. Students cannot be trusted with the use of phones and etc. in the schools. A policy had to be put into play for the safety and focus of the students and staff. The students would be off task if they were able to pull out an IPAD. The self discipline is not there yet. Too much access for them means more problems. TRUST ME!
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