M3: Blog Post 3 – Leveraging Tools, Texts, and Talk in My Teaching Context

Beyond the Screen

    I have noticed that some of the quietest students in my classroom suddenly become the most engaged when authentic music, videos, or digital content are introduced into a lesson. As a high school Spanish teacher, I have started to realize that digital literacy is much more than students simply knowing how to use technology. It involves helping students learn how to communicate, think critically, collaborate, and navigate digital spaces in purposeful ways. Many students spend hours online every day watching videos, using social media, listening to music, and interacting with digital content, but that does not automatically mean they know how to evaluate information or engage with it thoughtfully.

One idea that stood out to me in this module was the importance of balancing digital and non-digital learning experiences. Garcia (2017) explains that educators should focus on “what experiences you want students to engage with, regardless of the kinds of technologies used.” This connected strongly to my own classroom because I never want technology to replace communication or human interaction. In a language classroom especially, students still need opportunities to speak face-to-face, collaborate with classmates, and build confidence through real conversations.

I also connected strongly to the idea from Sustaining Textual Passions: Teaching with Texts Youth Love that students engage more deeply when learning connects to their own interests and experiences. I honestly see this all the time with my ninth graders. Some students who barely participate during textbook activities suddenly become very engaged when music, sports, TikTok-style videos, or authentic cultural content are involved. Sometimes I do not even realize how much participation changes until we switch from a traditional activity to something students actually relate to.

At the same time, the readings reminded me that digital spaces require students to think critically. In “Assessing News Literacy in the 21st Century,” Jacobson (2017) discusses how students are often surrounded by misinformation online and need support learning how to evaluate sources and media messages. This is important in my classroom because students often assume that if something is online or trending, it must be true. Helping students slow down, question sources, and analyze perspectives is honestly something that matters far beyond school.

One activity I could design for my Spanish classroom would combine both digital and analog learning experiences through a cultural media literacy project. Students would work in groups to explore how Spanish-speaking cultures are represented through music videos, advertisements, social media posts, or short video clips online. Each group would analyze authentic digital materials from Spanish-speaking countries and discuss questions such as:

• Who created this content?

• What message is being communicated?

• What perspectives or stereotypes are represented?

• Is the information reliable or biased?

• How does social media influence cultural understanding?

Students would first collaborate digitally by researching and collecting examples online. Then, they would move into face-to-face classroom discussions and interpersonal speaking activities where they share ideas, debate perspectives, and reflect on their findings in Spanish. Finally, students could create a multimedia presentation or short class podcast discussing their conclusions.

I think this type of project supports literacy practices beyond the screen because students are not just consuming digital content passively. Instead, they are analyzing, questioning, discussing, and creating. Aguilera (2017) explains that students should move beyond simply interacting “on the screen” and begin understanding what exists “behind” and “beyond” digital spaces. I think activities like this help students become more aware of how media influences perspectives and communication.

As I design activities like this, I also need to consider issues of equity and access. Not all students have the same comfort level with technology or the same internet access outside of school. Some students participate more confidently in face-to-face conversations, while others feel more comfortable expressing themselves digitally. Because of this, I think it is important to provide multiple ways for students to participate and demonstrate learning. Technology can absolutely enhance instruction, but it should support learning rather than become the focus itself.

Overall, this module reinforced for me that digital literacy is not about replacing traditional teaching practices with technology. Instead, it is about helping students use digital tools thoughtfully while still valuing communication, collaboration, discussion, and human interaction. In a world language classroom especially, meaningful conversation and cultural understanding should always remain at the center of learning, whether students are learning through a screen, a discussion, or a shared classroom experience.

References

Aguilera, E. (2017). More than bits and bytes. Literacy Today, 35(3), 12–13.

Garcia, A. (2017). Nondigital skills. Literacy Today, 35(3), 24–25.

Jacobson, L. (2017). Assessing news literacy in the 21st century. Literacy Today, 35(3), 18–22.

Jones, S., & Storm, S. (2022). Sustaining textual passions: Teaching with texts youth love.