This article describes how faculty provided opportunities for urban high school students to develop literacy proficiencies in reading, writing, and technology. The 12 students participating in an on‐campus summer program completed four projects using technology. The faculty collected and reviewed a variety of sources to gain insights into the learning experiences provided to students and the students' literacy practices during the program. Students' experiences with technology increased their knowledge, literacy proficiencies, and provided multiple opportunities to communicate with diverse audiences. تصف هذه المقالة كيف وفر الأساتذة فرصاً لطلاب مدرسة ثانوية مدنية لتنمية كفاءات التعلم في القراءة والكتابة والتقنية. وقد أكمل الطلاب الاثنا عشر المشتركين في برنامج صيفي في الجامعة أربعة مشاريع تستخدم فيها التقنية. لقد جمع الأساتذة مصادر متنوعة وراجعوها كي يتبصروا في تجارب التعلم المتوفرة للطلاب وممارساتهم في معرفة القراءة والكتابة أثناء البرنامج. وجدوا أن تجارب الطلاب مع التقنية وسعت علمهم وكفاءاتهم في معرفة القراءة والكتابة ووفرت فرصاً متعددة لاتصال بجماهير متعددة الأجناس. 本文描述学校里的教职员如何为城市高中生提供机会,以提升他们在阅读、写作和科技方面的读写能力水平。十二名学生参加了一个校园暑期课程,并完成四个使用科技的学习项目。学校里的教职员收集和审查多种来源的资料,以深入了解在课程期间为学生所提供的学习经验和读写文化实践。学生使用科技的学习经验增加了他们的知识和读写能力水平,并为他们提供多种机会与多种不同的读者互通信息。 Cet article décrit comment la faculté a fourni l'occasion à des élèves de lycéens de cités d'améliorer leurs compétences en lecture, écriture, et technologie. Les 12 élèves participant à un programme d'été sur le campus ont réalisé quatre projets à base de technologie. La faculté a rassemblé et analysé des sources variées pour avoir des éclairages sur les expériences d'apprentissage fournies aux étudiants et sur leurs pratiques d'apprentissage pendant le programme. Les expériences des élèves avec les programmes ont augmenté leurs connaissances, leurs compétences en littératie, et leur ont fourni de multiples occasions de communiquer avec des publics différents. В статье описана программа, разработанная университетскими преподавателями для учащихся городских средних школ по развитию навыков чтения, письма и использования информационных технологий. Двенадцать школьников, посещавших летнюю программу на университетском кампусе, осуществили четыре проекта с применением Интернет‐технологий. Преподаватели подготовили программу на основе множества источников, что дало им глубокое понимание учебного опыта и навыков, которые должны обрести подростки в рамках этой программы. Школьники расширили свои знания, улучшили грамотность и получили разнообразные возможности общения с самой разной аудиторией. Este artículo describe cómo los maestros les proporcionaron oportunidades a los estudiantes de una escuela preparatoria urbana para desarrollar su aptitud en lectura, escritura y tecnología. Los 12 estudiantes que participaron en un programa de verano en el recinto completaron cuatro proyectos usando tecnología. Los maestros recogieron y revisaron una variedad de fuentes para hacerse una idea de las experiencias de aprendizaje proporcionadas a los estudiantes y las prácticas de los estudia...
Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.
Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.
Forty-three states out of fifty states in the United States of America have adopted the Common Core State Standards in English language arts/literacy as a means of setting attainment levels of what students should know at different benchmarks during their schooling. The Common Core State Standards will be viewed through the lens of how they can be taught and learned by utilizing digital literacy media. This chapter will discuss how the goals of digital media literacy are aligned with the Common Core State Standards, how resources can be used to teach teachers and school district personnel about the Common Core State Standards, and finally how digital media can aid in helping students learn the standards and can aid in helping community members learn and then teach these standards. This chapter will conclude with questions and controversies about the Common Core State Standards and how media literacy education can alleviate many of the fears and challenges associated with the growing debate on this topic.
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