Blog #3 Creating a New Game

        Digital literacy goes further than simply using an application or source. In “More than Bits and Bytes” by Aguilera (2017) he states that we must evaluate what is on the screen, what’s behind the screen and what is beyond the screen. Simple engagement and the mechanics behind each piece of technology are only surface level literacies. Learning what is beyond the screen is how we take digital literacy to the next step. “By helping students deepen understandings of the world beyond the screen, we can empower students to participate in broader debates that might shape the future of digital technology in an open democracy” (Aguilera, 2017). The purpose of understanding what is beyond the screen avoids the tendency to have technology lead instruction. 

In physical education, a perfect example of combining analog and digital literacies to reach a more complex goal is having students create a new game. The project has leadership roles, student-led collaboration which promotes engagement and purpose and critical thinking skills. “The meanings that children create through play are built moment-to-moment, requiring each player to quickly interpret and respond to the directives and unfolding dialogue as well as to the embodied movements of other actors” (Coggin et al, 2014) While this quote is discussing role playing scenarios in theater, it also aligns with physical education demonstrations. When it comes to learning literacy through the analog setting, it requires written language, rulemaking, vocal instruction and organization of the written word. Digitally, students can use applications like Google Classroom, Canva, Powerpoint and PowToon to show students their creations. Additionally, they can use more prevalent social media applications to further engage the digital world like Instagram, Facebook and TikTok. 

Two major concerns with equity and engagement are feedback and funding. “A key affordance of UGC affinity spaces rests in the potential for authentic constructive feedback from an audience that shares similar interests.” (Magnifico, 2018) While putting a project about a new game out to the public shows’ initiative and success, it also opens the door to criticism and negativity. It is important to monitor where and how students put themselves in the digital world. This is the “why” in learning about what is behind and beyond the screen. Secondly, schools do not have equitable resources. “A major one was the district's reluctance to invest more in tablets and educational apps for students and teachers” (Bowden, 2017) This issue can come from even affluent districts. The allocation of funds is increasingly difficult to obtain. Applications need testing and research. Results from use of the applications need testing and research. Everything needs justification before millions of dollars are sent to advancing learning. 

In a diverse physical education class, both can be major issues. Addressing analog literacy, resource allocation, language proficiency, digital literacy and quality feedback can all hinder or enhance the experience for students. Students will be learning digital literacy from demonstration and examples. As educators, we give them the tools, then let the students drive the learning process. 

Aguilera, E. (2017). MORE THAN BITS AND BYTES. Literacy Today, 35(3), 12-13. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fmore-than-bits-bytes%2Fdocview%2F1966006470%2Fse-2%3Faccountid%3D8067

Bowden, M. (2017). CUSTOMIZED TECH. Literacy Today, 35(3), 26-27. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals%2Fcustomized-tech%2Fdocview%2F1966005922%2Fse-2%3Faccountid%3D8067

Coggin, L. S., Wohlwend, K. E., Buchholz, B. A., Wessel-Powell, C., & Husbye, N. E. (2014). Expanding early childhood literacy curriculum through play-based film-making and popular media. In C. Felderman (Ed.), Perspectives and provocations on early childhood education, Early Childhood Education Assembly of National Council of Teachers of English Yearbook (Vol. 3).

        Magnifico, A. M., Lammers, J. C., & Fields, D. A. (2018). Affinity spaces, literacies and classrooms: tensions and opportunities. Literacy, 52(3), 145–152. https://doi-org.sunyempire.idm.oclc.org/10.1111/lit.12133