Blogging and the Imagined Audience

Blogging and the Imagined Audience

I’ve had a great time engaging in blogging for audience and purpose with my class over the past term and a half. Not least, our communication with NASA Educator Astronaut Barbara Morgan last month. Blogging has proven itself to really bring the world into my classroom and allow the children to engage in meaningful dialogue with an audience that is not necessarily anonymous. Julia Davies (2006: 60) wrote that blogging allows users to share their voice with

#ngconf – A perfect tonic in these troubled times…

I have briefly returned from digital leave to write about the fantastic Northern Grid for Learning Conference (#ngconf) which took place yesterday in Newcastle. I spoke at the conference last year but was even more excited to attend this year as a large proportion of the speakers were folk from Twitter who I have spoken to online over the past two years. My general despair at the state of education and the constant stream of

Productivity: The Notification Culture

The (very) long summer holidays have allowed me to reflect on what has been a very busy and productive year. However, when I think about productivity I feel that my actually productivity has taken a stumble over the past couple of years. While I appear to have had a high output in terms of work completed this year including developing projects at school, completing the first year of my MA and writing my first published

Google Teacher Academy UK – A New Literacies Perspective

When I first started my career in education I considered myself a technologist. I was interested in anything digital and used technology in my everyday life. I also loved teaching ICT. However as my time in the classroom and my increasing research work moved on I became more focused on the literacy-based view of technology and in particular the work of New Literacies Studies (Street, 1997; Pahl and Rowsell, 2005), Multiliteracies (New London Group, 1996)

A developing storm…

I have always criticised the current government for the introduction of the National Literacy Strategy in Primary Schools and it’s narrow conception of literacy in society. I have always felt (and I’m not alone) that it reflected a certain ‘tradition’ of literacy and failed to adapt towards changing times. In 2006 I was pleased that the framework was renewed with a greater emphasis on speaking, listening and multimodality. Even aspects of film began to creep