In this week’s blog post, Beth questioned how technology can be inserted into the learning process, focusing primarily on the semiotic domains presented in the excerpts from Gee and Tougaw. She called attention to Gee’s emphasis on active, innovative learning that transcends passive, content-centric education. At the same time, Beth suggested that some more practical advice on how to integrate the skills acquired in video games to success in an Intro Comp environment. Similarly, Beth seemed intrigued by the possibilities present in Tougaw’s use of dream blogging, but wondered how his innovations could be made more widely applicable in classes like English 110.
Karen zeroed in on Beth’s concerns about the wider applicability of Tougaw’s dream blogging exercises, and suggested that it is the personal narrative represented in these dream blogs that is the crucial (and replicable) element. She also presented alternative ways of envisioning and implementing blogs, such as using entries to assimilate information after a discussion rather than as a way to prepare for class. Iemanja, in agreeing with Karen, brought up the difficulty of having students engage with one another’s blog posts and called attention to the awkwardness inherent in intra-class comments.
Danica focused on the multimodal nature of the various technologies present in the articles, arguing that composition teachers should address various forms of literacy—learning to perform close readings of images, for example. In reflecting on the advantageous (and somewhat meta) blogging in which our class engages, Mike alluded to his own discomfort in assuming an academic persona via a class blog.
Heather pointed out that blogging allows students to express themselves in ways that are less constrained than the traditional academic essay, giving an example of a student who engaged with a reading in a manner that was personal, yet unorthodox. Finally, Eric suggested that Tougaw’s experiences with dream blogging might apply to his own topic—cultural identity. Eric also returned to Gee’s consideration of the semiotic domain of video games, focusing on their use as a tool for teaching design grammars, which in the context of English 110 might include stitching, key words, and so on. At the same time, he seemed to have some misgivings about the applicability of video games to the domain of Intro Comp.