I began my logo making process by just clicking the first link provided. I ended up at logomaker, not to be confused with logomakr. I played around with things for a bit and ended up finding some things I liked. There are a lot of options and it is fairly easy to use. You are limited by some things, for example, I could not change the thickness of shape borders. I had to be creative with making my vision come to life. As I finished it prompted me for payment, this is frustrating. I took a screenshot of my logo and am looking forward to hearing feedback on it. I think at that point I will decide how to proceed. The first draft of my logo is shown to the right. One thing I really struggled with during this process is knowing what my capstone project is really saying. I started out with one driving question and it has evolved. We have not done any research or exploration of our revised driving question. I feel like this logo represents my new DQ but the content of my capstone does not really align to that. If we were not going to have the opportunity to explore our new DQ, I am confused about why we were allowed to modify it. I feel like our logo should symbolically represent our capstone content and at this point I am unclear about what that is; this made my logo creating process a huge challenge. I am hoping to be able to talk through this struggle with my cohort.
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Transliteracy is ‘the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks’ (Thomas et al, 2007). As the 9th grade team we are embarking on new territory; we are hoping to create an experience for students that allows them to be creative, learn about and address real world problems, interact with community partners, and apply their thinking around all content areas as it applies to the project. I think this design support the idea of transliteracty very well. As I think of the idea of transliteracy, the Surface, Deep, Transfer levels of learning comes to mind. In the surface level, students are directed to use specific technology tools that aid in their learning. At the deep level, students have the ability to use voice and choice when deciding which tech tools will best support their work. In the transfer level, students will use information about their audience, the community, and aspects of what they are trying to communicate in order to decide the best way or even a variety of ways to communicate with their message, idea, or product. In order for students to get to either the deep or transfer level, they must be introduced to different forms of tools and have the ability to "master" them. As I deliver content, I need to model what it looks like to be transliterate. I think my content still stays the same; it is the form and context through which it is delivered that changes. As we design projects that are authentic and rigorous the idea is that student engagement will increase. I look at transliteracy as being a component of both authenticity and rigor. Being able to use a variety of methods and tools to communicate appropriately is very applicable to the real world and to do it at the transfer level is very rigorous. Allowing choice and providing context to the project that gives it purpose and meaning allows for all students to engage at their level and interact with tools, skills and content. As technology advances and times change it is important that we empower our students. It is important that they learn content through meaningful context and that they are allowed choice, creativity, and a variety of communication methods and tools in order to become positive members of society. |
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November 2018
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