Group items tagged

We can agree or disagree with Kevin, but the world keeps spinning. Screens are made and used in instructive and destructive ways. As an educator I need to learn to use screens as learning platforms so that I can model constructive informative behavior for the students I interact with. So here is how I came to write this post. I subscribe to Will Richardson's blog weblog-ed in my Google Reader. He shared a link to Kevin Kelly's blog Technium. As I read the blog post I used Diigo to underline and add sticky notes. I now have this annotation in my Diigo groups. I will Twitter this and add a link in the New Literacies Institute Ning at newlit.org. Kevin will sell a few more books, which I have hundreds of, and add more readers of his blog.

This article is very interesting because it made me think.And I thougt that I was right when I bought a computer for my 81st birthday.It has a wide screen,and I could enlarge the letters to be able to read it because my eyes are bad. I felt that I was not anymore excluded of the world.I had entered the 21st century. The last 12 or some years I spend writing a book by hand.Nobody would ever read a single word of the more than 400 pages.No editor would have accepted it.But is has been typed and now it is on the web.Everybody can read it,and sites of military history,dutch and french,published it or parts of it(I wrote it in french)because it is about the 1940-campaign. Thank you,dear author,you made me feel I was right.

Bring on the technology, we have plenty of idle brain space waiting to make use of it.

Phonological awareness – a child's ability to detect and use patterns of sound in speech – is one of the early signs of successful development of reading and writing skills. Researchers said the ability to contract, clip and manipulate words for texting relies on good phonological awareness, and that doing so can help develop literacy.

Note that this is additive - no one is suggesting that words don't matter, that what we traditionally think of as "writing" is no longer important, but that the very nature of composition is more complex now, and that our instruction, our pedagogy, our learning spaces need to reflect that.