articulated problem-solving; comprehensive teacher education programs, addressing both theory and practice, that are not afraid to take the time or promote the skills that shape a dynamic, well-trained professional teaching force; and a concentrated effort to include the education of critical medialiteracy
entire course on technology, coupled with the diversity and interactions course (which I did perceived to be a useful class), and various other video projects seems to be unhelpful at times to make me a better teacher. I think that time would be better served teaching us how to teach medialiteracy
and medialiteracy of their viewers, but they do not rely on, or are dependent on, the recognition of these references. This produces double-coded narratives that confirm and deconstruct, repeat and at the same time (critically) comment on structures and conventions. This constant oscillation between
The impact a teacher has on students may be profound and lasting. Thus, teacher preparation is grounded in standards to assure that all teacher candidates know the content and have the skills needed to become good teachers. What makes a teacher great? The answer is not clear-cut or easily measured with tests. But we all know a great teacher when we see one. The best teachers have an
It Factor that sets them apart from others. It is seemingly intangible and unteachable, as it’s often said that, “Some people are just born to be teachers.” This book challenges that assumption and uncovers the
It Factor. Teacher and student voices helped to develop language and tools to examine how teachers are disposed to think and act and how this affects student learning. If we can identify what makes teachers great, we can teach it.
Students have a sea of information, opinions and messaging at their fingertips. They find themselves navigating through a myriad of facts and “alternative facts.” Opinions, beliefs, and fallacies share the same platform and status as well grounded information and vetted ideas, fueling tensions among individuals and distance between groups. Developing students who are caring, critical thinkers and problem-solvers may be more important now than ever. The teachers who are right for this challenge have more than content knowledge and teaching skills. To meet this challenge, teachers need to have “It,” that something inside that makes them not just good teachers, but great ones.
efforts to understand other’s perspectives. These are things that we rightfully expect an educated person to do ( Levin, 1998 ). These goals reach far beyond those that can be measured by standardized testing. 9 Dispositions and MediaLiteracy The impact of our rapidly progressing technical society and
complex term that does not have one agreed upon definition. It is often confused and interchanged with other terms such as ICT literacy, technological literacy, medialiteracy and information literacy. These terms overlap with digital literacy and share similar characteristics in their definitions
, and everyday life, as well as continuing work in philosophy, social theory, and cultural studies. In education from the mid-1990s to the present, I have been especially concerned to expand the notion of literacy to include medialiteracy and multiple technoliteracies. By the mid-1990s, it was clear to
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continues to motivate those in positions of power. As we’ve argued elsewhere ( Garcia, Seglem, & Share, 2013 ), critical medialiteracy in today’s participatory culture is an important stance on which classroom learning must be shaped. As experts in the use of language, English teachers have the opportunity