The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.

The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.

Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.

The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.

Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.

How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.

-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.

There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.

• Elizabeth Klein

The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.

The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.

Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.

The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.

Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.

How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.

-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.

There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.

• Elizabeth Klein

The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.

The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.

Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.

The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.

Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.

How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.

-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.

There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.

• Elizabeth Klein

The use of new media will influence not only how students learn, but only if teachers understand how to implement digital pedagogies in a meaningful way. Although the use of Artificial Intelligence may not be considered new media in the classic sense, but this monumental shift in how information is stored, disseminated and stored is one that needs addressing. AI will shift the way that media is conceived, produced and consumed. For this reason, I chose to discuss AI in the context of new media.

The influence of Artificial Intelligence (AI) on teaching and learning has not yet made full impact in the educational world as of yet, but as computer scientists and tech start ups convince schools, districts and university Deans to trust AI as a learning tool, this use will greatly expand not only as a tool or an add-on, but in shaping the face of pedagogy.

Although the fear of using AI in the classroom centered on fear of cheating and that the bot will write the paper, many educators have gotten over this fear due to a plethora of blogs, articles and workshops on the use of AI. At this point, many schools on the K-12 level do not allow AI to be used at all. There is not doubt that this is a new technology that will be investigated for chinks in the armor. There is a need for more research on how to handle the values, morals and ethics of using AI in academics. But as teacher educators and teachers start to explore AI for themselves, there is a sense that use of AI could expand beyond the surface level uses. Using AI to write a paper is definitely out, but using AI to check a piece of writing or to contrast with a piece of student writing can be a worthwhile endeavor.

The use of Artificial Intelligence will shape the facing of teaching and learning. AI is social in that these networks have memory that is generated by information that humans input. Learning is then reconfigured as humans respond to prompts with input of their own. The third structure of learning is in the teacher-planned activity.

Learning with AI may not require the tried and true methods as we know it. But the potential for social interaction and social learning is wide-open.

How can teachers structure the use of AI to foster critical thinking, balance and collaboration? This is a wide-open question that deserves its own forum. I will share out just a few ideas that I have tried or have picked up in various conferences.

-Formulate their own questions on a subject by prompting Chapt GPT 3 to do so.
Use Chat GPT3 to create an outline for a presentation.
-Use Google Gemini to create content for a Slide Show.
-Use Grammarly AI to tighten up an article for a school newspaper.
-Use Adobe Firefly to create an illustration for class book.

There are limitless ways to use AI in the classroom to increase social learning The first step is replacing fear of AI with a willingness to experiment.

• Elizabeth Klein

Earlier, students were mere recipients of education given by educators in traditional classrooms. From the late 20th century, the influx of multimedia has changed the daily lives of many people all over the world. The access to information through the internet, the multiple platforms of digital communication, and the opportunities to produce content and publish it on different social media platforms have changed the daily lives of individuals. We are no longer recipients, but participators, creators and consumers of content and who interact with different people all over the world. This has influenced the change in education and literacies that now need to focus on helping students develop these multimedia and literacy skills for them to function successfully in their daily lives.

• Shraddha Goyal

Critical literacies pedagogy focuses on developing students' abilities to analyze, question, and critique information and media in a socio-political context. An illustrative example in practice is media literacy education. This approach aims to empower students to navigate the media landscape critically, understanding the power dynamics, biases, and persuasive techniques employed by various media sources.

In a media literacy curriculum, students learn to deconstruct messages in advertisements, news articles, and social media. They engage in activities that involve identifying biases, evaluating sources for credibility, and understanding the impact of media on societal beliefs and attitudes. The teaching methods often include discussions, media analysis projects, and collaborative activities that encourage students to question and challenge the information they encounter.

The strengths of critical literacies pedagogy, as demonstrated in media literacy education, are manifold. Firstly, it cultivates a discerning and questioning mindset, promoting an active and informed citizenship. Students develop the skills to recognize misinformation, discern propaganda, and critically assess the credibility of sources. Secondly, it encourages a deeper understanding of societal issues, fostering empathy and a sense of social responsibility.

However, challenges may arise in terms of the evolving nature of media and technology. Keeping pace with the rapid changes in media platforms and formats requires constant adaptation in teaching methods and materials. Additionally, there may be resistance to critical perspectives, as questioning established narratives can be uncomfortable for some.

Comparing critical literacies pedagogy with functional literacy pedagogy reveals both similarities and differences. While functional literacy emphasizes practical skills for real-life situations, critical literacies delve into the broader socio-political context. Both aim to empower students, but functional literacy tends to focus on individual competencies, while critical literacies extend to collective societal understanding and engagement.

In conclusion, critical literacies pedagogy, exemplified by media literacy education, equips students with the skills to navigate and critique the complex media landscape. Its strengths lie in fostering critical thinking and societal awareness, but challenges persist in adapting to technological advancements. When compared to functional literacy, the differences in scope highlight the importance of not only practical skills but also a critical understanding of the world in which those skills are applied.

• Mharijoe Fesico

Authentic literacy pedagogy, exemplified by approaches like whole language and process writing, is a departure from traditional didactic methods, prioritizing a holistic understanding of language acquisition and communication. The whole language approach, for instance, views literacy as an integrated process, emphasizing the importance of meaningful and context-rich language experiences.

In whole language, reading and writing are seen as interrelated skills that develop concurrently. Instead of isolated skills practice, students are immersed in authentic texts, engaging with literature in a way that mirrors real-world language use. This method fosters a natural progression from decoding words to understanding their meaning within a broader context. Students are encouraged to explore their own interests and write about topics that matter to them, promoting intrinsic motivation.

Process writing, another authentic literacy pedagogy, focuses on the stages of writing—prewriting, drafting, revising, editing, and publishing. It acknowledges that writing is a recursive process, and students are given the freedom to express themselves creatively. This approach values the journey of writing as much as the final product, fostering critical thinking and self-reflection.

Strengths of authentic literacy pedagogy include the development of critical thinking skills, creativity, and a genuine love for reading and writing. Students often find these approaches more engaging and meaningful, connecting classroom activities to real-life experiences. However, challenges may arise in assessing and standardizing the learning process, as authentic literacy pedagogy tends to be more student-centered and less prescriptive.

In contrast, didactic literacy pedagogy relies on a more structured and teacher-directed approach. It often involves explicit instruction, drills, and standardized assessments. While didactic methods can be efficient for certain foundational skills, they may not foster the same level of intrinsic motivation, creativity, and critical thinking as authentic approaches.

In conclusion, authentic literacy pedagogy, whether through whole language or process writing, places a premium on genuine language experiences and holistic skill development. While it may face challenges in assessment and standardization, its strengths lie in cultivating a deep and meaningful connection to language, empowering students as active participants in their learning journey.

• Mharijoe Fesico

New Social Practice in the Workplace and its Implications for Literacies Pedagogy

In the present times, there is an emergence of online workspaces or platforms such as LinkedIn, Upwork, and the like through the use of available tools like Slack, Microsoft Teams, and Google products. This new media promoted the convenience of working remotely because collaborative workspaces online have changed the process of communication, collaboration, and creation. It makes communication possible and convenient regardless of where the employees, managers, and leaders are. They can easily conduct meetings and delegate tasks with the help of video conferencing applications. The owner can efficiently compute payroll with the help of Microsoft Excel. The progress of tasks can be monitored with the help of tracking tools. There are many other examples to mention and these are all possible regardless of geographical location. Each one in the workspace can fulfill their roles through the use of these contemporary tools which necessitates internet connectivity, gadgets, and of course literacy in operating such. Thus, emphasizing real-time collaboration, information sharing, and collective problem-solving. The paradigm shift in contemporary workspaces had its communicative features. Some of these are instant messaging, instant file sharing, and seamless video conferencing integrated with many other more interactive tools and applications where asynchronous communication is made possible. Moreover, the appearance of emojis and GIFs enhances the emotional tone of interaction through custom reactions rather than just punctuation marks alone. Users of these platforms can also share multimedia content so that the conversations conducted can be more engaging and interactive. While this new media is beneficial for our everyday lives, it also has its implications to consider. Educators for this generation must be able to prepare learners who are citizens in the digital age to navigate these platforms properly and appropriately. Educators are encouraged to find a strategy on how to emphasize digital, media, and information literacies. Pedagogies must have a learning objective of producing responsible and ethical users of the new media maximizing their potential skills to showcase in the online workspace. Since change is dynamic, learners must be equipped with the skills and proficiencies needed to adapt to these evolutions.

https://education.unimelb.edu.au/research/projects/workplace-literacy-in-the-fourth-industrial-revolution-the-literacy-4.0-project

• Elaine Asico

Contemporary literacy premised on new media presents to its audience unprecedentedly contributory opportunities and negotiations of meaning in the knowledge society. This is an era, in which hitherto docile recipients of available information/news become active newsmakers from the audience's seat in the knowledge economy.

• Abolaji Azeez

Absolutely! Great insights here.

• Elaine Asico

We are living in a world where technology is more prominent than ever, and whilst technology brings a wealth of information and benefits, it’s crucial to be able to use this technology safely and effectively.Whether you’ve heard of the term technology literacy or not, it’s important to get a good understanding of what it means before we get started. Similar to media literacy, technology literacy is the ability to use, understand, manage and assess technology effectively, safely and responsibly. This includes evaluating, creating and integrating information via technology. Technology literacy combats unsafe and irresponsible usage of technology, and creates an effective environment for using tech. The term is tied in with digital literacy, which is the ability to understand and effectively use digital information. Technology literacy is relevant to all forms of technology, including computers, smartphones and tablets.Technology can assist with many tasks, so knowing how to use it well can benefit you in many areas. Tech-savvy people can use technology to help with things such as language learning, productivity management and meal planning. Understanding technology and knowing how to use it well will make it more helpful. The use of technology in our current world is almost inevitable; technology is all around us. However, it isn’t always easy knowing what to use and where to find it. Being tech literate means that you can use the correct technology tools with ease, and know where to look for them. This includes knowing which sites are safe to view for underage viewers, or knowing which settings to select on social media platforms. What was once a luxury is now a common and easily accessible tool in many households today. Technology can be used to order yourself a meal, study an online course and even find yourself a date. It only makes sense to be safe and sensible when using something that has such an impact on all aspects of our lives. So, what is it that makes technology literacy so important? The truth is that, since technology plays a key role in many aspects of our daily lives, it has a lot of impact on ourselves and our wellbeing. We need to make sure that we are navigating tech in a way that benefits us rather than allowing any negative repercussions. 

• Jonny Bon

Great insights and value here, Jonny!

• Elaine Asico