Classroom Remix: Patterns of Pedagogy in a Techno-Literacies Poetry Unit

Authors

  • Meg Callahan,

  • Jennifer M. King


Abstract

Researchers collaborated with two high school creative writing teachers to consider how a particular use of technology—PowerPoint poetry interpretations—would function in their creative writing classes. Their findings encouraged them to consider three kinds of “classroom remix” related to the introduction of techno-literacy practices into the curricular activities: (1) “composition remix,” which refers to the blending of visual, linguistic, and auditory composition elements afforded by PowerPoint technology; (2) “mindset remix,” which refers to the way teachers and students create a collage of insider and outsider mindsets; and (3) “participation remix,” which refers to the distribution of knowledge, expertise, and agency. In all cases, the classroom remix created a new blend of patterns and hierarchies that led the teachers, students, and researchers to challenge assumptions and raise new questions about how language arts classrooms function in the digital age.

Ancillary