I haven’t been blogging much, but not because I haven’t been writing. My drafts folder has a draft for every week of class. It’s just so scattered and snarky.
My goal for today (and more likely this week) is to clear out my drafts folder. Stay tuned…
The texts from last class make a serious argument for why all students should learn how to code, but I honestly cannot see how or why I would include coding regularly into my classroom.
What I do value in my classroom is the question, “What is writing?” but I do not think that having my students code for a project would be the best use of our very limited amount of time and resources. What I wish I had time for is “learning how to learn,” which can be fostered in learning coding.
While I don’t see its relevancy to my classroom, I think it has been a humbling experience as a teacher. I am positive that my students have to struggle with class material from time to time, and getting to be back in that position again is good for me (but why does it have to be coding?!).
The Creators Project website has poetry written in HTML code, considering it its own “language.” “Ishac Bertran saw this linguistic beauty in code and sought to treat creative coding text as what he believes it is: poetry,” which I completely agree with. Again, I just do not see its place in my English classroom. If it is its own language, then I feel it should have its own class. Many public schools are cutting computer classes believing that these “digital natives” coming into secondary schools do not need it. If coding is its own lanuage, then we could treat it as we do Spanish or French to give it its own amount of time.
Like Meg said, DH needs its own place rather than tapping into different disciplines.
My biggest struggle in this class and with DH (whatever it is right now) is how can I use this in my class of 14-15 year old students. Archiving is something that I could use with my students, much like Rice and Rice describe in their chapter.
I am thinking of framing the archive in this way:
Purpose: to inform your audience of how To Kill a Mockingbird is relevant today by finding the theme in today’s life and metaphors for characters and events.
Audience: next trimester’s students who will then discuss ethos, pathos, and logos in the videos, pictures, articles, etc. in the archive as a pre-reading activity.
Since To Kill a Mockingbird has this “timeless” quality to it, it would be interesting to see if over time, the things students associate with it also have temporal endurance. I think that the archive they build will also show the book’s temporal endurance, and having students argue the rhetoric behind the archive contributions would be a great experience for them. It’s more than words on page, though that will still be a component of the project.
I definitely want students to be conducting interview with people, especially regarding the themes behind the book. My goal is that students do not go and look for things that have already been associated with TKAM, but to make new connections. For example, students would be interviewing people about courage and then arguing the connections between the interview and TKAM.
I am so excited about this project, and have my work cut out for me. I need to figure out a platform that could sustain a longterm project, has enough storage, and is still easy enough for students to figure out how to edit the pages. I also need to figure out how I want to organize the archive.
Another awesome thing about this project: I have the other 10B teachers on board, like really supportive with this project.