New Medias and New Literacies

Teaching middle school technology means being in the middle of constant online motion, between tabs, tools, and teenage curiosity. My students aren’t just using devices, they’re growing up in digital spaces where every click, comment, and upload shapes how they connect, learn, and express themselves. My role goes beyond teaching how to use tech, it's about helping them navigate it thoughtfully and responsibly. Two platforms that we use all the time are Google Classroom and Remind. One keeps our lessons and assignments organized, the other helps us stay in touch when life gets busy. These tools are more than just helpful, they make my classroom run smoother. Google Classroom is a free, learning management system developed by Google for educational settings. Kaukab and Nayab (2018) writes, “Google Classroom can be used as a blended learning tool to elevate classroom productivity” It allows teachers to create, distribute, and grade assignments in a fully digital environment. It connec...

For my final project, I plan to explore Personal Digital Inquiry (PDI) and how it can support my 6th and 7th-grade students in developing digital literacy and research skills. In many classrooms, students are assigned specific research topics; however, PDI allows students to follow their own interests and questions while using digital tools to explore, evaluate, and create knowledge. I love seeing that spark in my students, the moment when learning shifts from an assignment to something personal and exciting. PDI gives them the freedom to chase that spark while developing essential digital literacy skills. I’m drawn to this topic because I see how motivated my students become when they can investigate topics they care about. At the same time, they need structured guidance on how to find credible sources, evaluate information, and create thoughtful digital products. Personal Digital Inquiry allows me to combine student choice with the essential skills of new literacies, including online...

     As a middle school technology teacher, I’m always thinking about how to make learning more meaningful, not just about using digital tools, but about helping students make real-world connections. Designing lessons that go beyond the screen can be hard, but it’s also where some of the most rewarding teaching happens. This module really got me reflecting on how I can be more intentional about blending digital and hands-on experiences. I’ve realized that it’s not enough for students to just know how to use technology, they also need chances to work together face-to-face, solve real problems, and take time to reflect on what they’re creating and why it matters.      For me, designing across spaces means really thinking through how and why we use digital tools in the classroom. I’ve come to realize that it’s not just about having my students create something on a screen, it’s about guiding them through a full process that includes brainstorming, working toge...

       The two articles I decided to explore more were “Improving Digital Practices for Literacy, Learning, and Justice: More Than Just Tools” and “Digital Literacy”. Both of these readings challenged me to reflect on how I integrate digital literacies in my Technology classes, as I work with students who have very different levels of access and ability.       To be totally honest, I did not go to school to become a Technology teacher, my degree is actually in English. I took on this role after struggling to find a teaching job, but this unexpected position has taught me so much about the importance of new literacies. In my first year, I have come to realize how essential it is to incorporate both traditional literacy and digital skills into my classroom. In the beginning of the year I thought everything had to be computer based, but since then I have created a balance between using both. As the ILA (2018) notes, “our classrooms must move fluidly ...

   Literacy today is so much more than just reading and writing in English. In the reading Sampling “The New” In New Literacies , Knobel and Lankshear defined literacies as “socially recognized ways of generating, communicating and negotiating meaningful content through the medium of encoded texts within contexts of participation in Discourses (or, as members of Discourses) (p. 4).” As a middle school Technology teacher, I witness every day how students read, write, and create meaning across a variety of digital platforms: from making slideshows and coding projects to using memes, emojis, and hashtags to express themselves. These are all examples of "encoded texts" shaped by the context of their interests. Understanding literacy this way helps me connect classroom content to students’ lived experiences and digital worlds, making learning more relevant to them. While some would see this as distraction, I see this as real forms of expression and learning. Sang (2017) remind...

Hi Everyone! My name is Catherine Cerbino. I graduated from Mount Saint Mary's College in Newburgh, NY in 2022 with my Bachelors degree in English, and certifications in Elementary Education and Special Education! After I graduated I was a substitute teacher in the Marlboro School District for one year and a permanent substitute for the Arlington Central School District my second year out of college. I currently am a first year teacher in the Beacon City School District. I am a 6th and 7th grade Technology teacher, where I mostly teach STEM as well as computer skills. This was not a position I ever saw myself in, however over the course of the year I have fallen in love with teaching in a middle school. In August I was very nervous to teach middle school as I really had no experience in it at all, but now I could see myself doing it for the rest of my career! Some of my career goals include getting tenured in the school district I work at (because I love it so much), create a safe,...