When it comes to designing classroom activities the importance of connecting digital and physical learning environments so that students can engage meaningfully both on and beyond the screen. My understanding of designing to support practices beyond the screen is that learning should not stop once a student logs off or closes a device; rather, the goal is to help them apply, question, and remix what they learn in ways that connect to their everyday experiences. It’s important to remember that “there are multiple ways that mobile devices and digital tools can serve to enhance early literacy development, when used strategically and thoughtfully” (Semingson, 2017) .In the context of new literacies, this means teaching students not just how to use digital tools, but how to think about the information they encounter, the ways they communicate digitally, and how they can use digital media purposefully and appropriately.
In a middle school math classroom, this can be engaging students in conversations about how digital tools shape what they know and believe. For example, I could ask students how social media influences their understanding of statistics or fairness. Encouraging them to analyze where data comes from, how it might be biased, and how visuals can shape perception helps them become more critical thinkers and digital creators of information. This builds digital and mathematical literacy simultaneously, preparing them to navigate digital spaces thoughtfully and with purpose. I have challenged students to think and look into data they find on social media to see if it logically makes sense and if it is true, by checking multiple sources. Some students come in and say they saw something on “TikTok”. I always say did you fact check it with other sources, most of the time they say no.
When designing these activities, it’s important to keep issues of equity and engagement in mind. Not all students have equal access to technology outside of school, and their comfort levels with digital tools can also vary. It’s important to design lessons that provide ways of approach such as offering hands-on, analog components, and opportunities to learn digitally. I also need to be intentional about representation and voice. A tension mentioned in the journal, Affinity spaces, literacies and classrooms: Tensions and opportunities, “students who do not seek out their own experiences in online spaces do not comprehend the broader patterns or contexts of participation” (Magnifico et al., 2017). Creating a space for diverse perspectives would help to ensure that all students see themselves reflected and valued in their learning process. If you capture a student’s heart, you can capture their mind. An example of an activity that could be assigned that could leverage analog and digital learning is a budgeting assignment. Students would be given a fake “monthly income” and be expected to keep track of their budgeting goal/expenses using pencil and paper (and a calculator). This would be analog learning. Their expenses would be geared toward their interests and what they would like to buy or have. This gives them the freedom to buy what they want, not what I say. Whereas the digital component could be they use either a budgeting app or a spreadsheet (Google Sheets). The platform they choose would adjust automatically with formula functions that way they don’t have to “manually” do the calculations. When it comes to giving students tasks “participation is interest-driven” (Magnifico et al., 2017). With that being said, I think most students prefer to use the digital component. They have more interest in what they do or use daily which is technology doing the work for them or whatever will complete the tasks more quickly. This is how I currently teach. We start the year without a calculator, forcing my 7th graders to work pencil and paper, understanding how to do the computations and have number sense. Then we give them a calculator after they have been assessed on those skills (analog v. digital).
Digital tools should deepen thoughts and interactions, not just be a form of learning. By combining analog and digital methods, students learn that technology is one of many tools for thinking, communicating, and questioning the world around them. Students are more likely to experience success when they have an interest in the assignment. Having a balance with analog and digital learning allows for students to analyze and communicate in different ways.
In a middle school math classroom, this can be engaging students in conversations about how digital tools shape what they know and believe. For example, I could ask students how social media influences their understanding of statistics or fairness. Encouraging them to analyze where data comes from, how it might be biased, and how visuals can shape perception helps them become more critical thinkers and digital creators of information. This builds digital and mathematical literacy simultaneously, preparing them to navigate digital spaces thoughtfully and with purpose. I have challenged students to think and look into data they find on social media to see if it logically makes sense and if it is true, by checking multiple sources. Some students come in and say they saw something on “TikTok”. I always say did you fact check it with other sources, most of the time they say no.
When designing these activities, it’s important to keep issues of equity and engagement in mind. Not all students have equal access to technology outside of school, and their comfort levels with digital tools can also vary. It’s important to design lessons that provide ways of approach such as offering hands-on, analog components, and opportunities to learn digitally. I also need to be intentional about representation and voice. A tension mentioned in the journal, Affinity spaces, literacies and classrooms: Tensions and opportunities, “students who do not seek out their own experiences in online spaces do not comprehend the broader patterns or contexts of participation” (Magnifico et al., 2017). Creating a space for diverse perspectives would help to ensure that all students see themselves reflected and valued in their learning process. If you capture a student’s heart, you can capture their mind. An example of an activity that could be assigned that could leverage analog and digital learning is a budgeting assignment. Students would be given a fake “monthly income” and be expected to keep track of their budgeting goal/expenses using pencil and paper (and a calculator). This would be analog learning. Their expenses would be geared toward their interests and what they would like to buy or have. This gives them the freedom to buy what they want, not what I say. Whereas the digital component could be they use either a budgeting app or a spreadsheet (Google Sheets). The platform they choose would adjust automatically with formula functions that way they don’t have to “manually” do the calculations. When it comes to giving students tasks “participation is interest-driven” (Magnifico et al., 2017). With that being said, I think most students prefer to use the digital component. They have more interest in what they do or use daily which is technology doing the work for them or whatever will complete the tasks more quickly. This is how I currently teach. We start the year without a calculator, forcing my 7th graders to work pencil and paper, understanding how to do the computations and have number sense. Then we give them a calculator after they have been assessed on those skills (analog v. digital).
Digital tools should deepen thoughts and interactions, not just be a form of learning. By combining analog and digital methods, students learn that technology is one of many tools for thinking, communicating, and questioning the world around them. Students are more likely to experience success when they have an interest in the assignment. Having a balance with analog and digital learning allows for students to analyze and communicate in different ways.
Resources:
Magnifico, A. M., Lammers, J. C., & Fields, D. A. (2017). Affinity spaces, literacies and classrooms: Tensions and opportunities. Literacy, 52(3), 145–152. https://doi.org/10.1111/lit.12133
Semingson, P. (2017). Digital Literacies for Young Readers and Writers .Literacy Today, 35(3), 30-31. https://sunyempire.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.pro
quest.com%2Ftrade-journals%2Fdigital-literacies-young-readers-writers%2Fdocview%2F1966005551%2Fse-2%3Faccountid%3D8067
Hi Morgan!
ReplyDeleteI really enjoyed reading your post! I completely agree with your point that learning should not stop once they close their devices. That really stuck with me. A massive point of the concept of new literacies is making learning more collaboration-based than the more traditional route. Learning really happens when they are being creative and interacting rather than just looking at the screen. When you said, “if you capture a student’s heart, you can capture their mind”, I could not agree more with that statement. It really captures the idea that when students are seen and feel valued, they are more willing to think deeply and engage with the work and content! The budgeting example is a great way to connect digital and hands-on learning. I like how you give students the opportunity to use both pen and paper and digital tools like spreadsheets. Making the teaching multimodal really shows them multiple skills and mirrors real-life work! Also, I like the aspect of letting them choose what they are interested in when it comes to the items on the spreadsheet. By giving them a choice, you engage them because they have an interest and a personal connection to their budgeting! This freedom is a great way to make the activity more meaningful! I also thought the point about equity and engagement is super important to note! Magnifico, Lammers, and Fields (2018) remind us that many of our students do not know how to engage and participate in online spaces, nor do they feel comfortable doing so. In my own classroom, I see this more often than not. Students were never taught how to engage in online spaces like they would in person, and it can hinder their participation and engagement, which is something nobody wants! If we can model feedback and online communication, we can hopefully teach them skills so everyone gets the most out of the work! This was a great blog post, I enjoyed reading it very much!
References:
Greiner, M. (2025, October 9). Blog Post 3 - Leveraging Tools, Texts, and Talk in My Teaching Context. Blogger. https://morgangreiner28.blogspot.com/2025/10/blog-post-3-leveraging-tools-texts-and.html
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