Media Literacy can be define as follow: Media literacy is concerned with helping students develop an informed and critical understanding of nature of the mass media, the techniques used by them, and the impact of these techniques. More specifically, it is the education that aims to increase students understanding and enjoyment of how the media work, how they produce meaning, how they are organized, and how they construct reality. Media literacy also aims to provide students with the ability to create media products. When looking at those definitions, it is important that we are able to set our students and children up for success with media literacy by focusing on educating them about how to understand and interpret media literacy.
When looking at my own life and the amount of media I consume and the amount I actually tend to believe is true on some level to the real world, I do see a connection to some extent. Many marketing and advertising firms utilize specific techniques that produce the ads that we see each day to make us believe what they are trying to tell us. When I am consuming these ads, I do make sure to understand what the audience may be, and this allows me to understand if what they are trying to tell me is worth listening in to. When listening to or viewing specific media, I do understand that these are paid professionals that are working to try and make me think they have the next great thing, or the best way to make me believe something. One of the greatest examples of this is with all the work out advertisements that we see, hear, and read about. They will tell us that different celebrities are utilizing this new program and that it is guaranteed to work, yet for the majority of the people in the target audience, it wont.
When it comes to whether or not our students should learn to create multimedia based content, I do feel that it is important that students have the opportunity to choose themselves that they want to learn media literacy skills, or create these types of presentations and programs. The job market is ever changing, and reading and writing is not enough any more. Students can be persuaded to attempt to take these classes, and these types of presentations and multimedia content should be included into lessons, but I ultimately believe it is the students choice to want to learn how to become media literate. If time permits, students should then be presented with a presentation such as one provided on the iTunes U, but it should be incorporated some way with content that is necessary within the curriculum. A great way to do this would be within some sort of visual arts class, technology class, or Civics in a sense because this could provide students a way to become better citizens.
Monday, October 24, 2011
Monday, October 10, 2011
Social Justice and the Digital Divide
As technology develops into more advanced ways of learning, the digital divide has become one of the biggest challenges for many teachers in a variety of school settings. When students are not prepared to utilize the technology in the classroom, or the technology that employers are looking for employees to use, they fall drastically behind their peers. My experiences with the digital divide have to do with my current placement and places where I have tutored, as well as where I grew up. In my hometown school, we were lucky enough to have just built a new high school with all new technology, and thus the middle school was able to be updated as well with computers, projectors, and so forth. Where I tutored at this past year also saw quite a bit of new technology as the district was growing, thus more opportunities were available for funding for the schools. At my current placement in rural West Michigan, I am witnessing what budget cuts can do to limit students. Though each class has an Elmo and projector with computers for teachers to use for their lessons, the actual computers that students use within the labs for various activities are by far outdated and unproductive. As students get to work on these computers, they face challenges that limit and frustrate them because many times they simply do not work.
Growing up I was right at the beginning of the age where internet and computers began to take off. I remember having just as much if not more access to the internet as my peers because my family strongly believed in utilizing technology. I remember getting my first laptop my freshman year in high school, which allowed me more opportunities than many of my peers to work on homework and research because I now didn't have to share the family computer like many others did. I felt like this gave me an advantage not just for school, but also for gaining the necessary skills early that many of the students did not have. Being able to quickly work through word and type papers at a rate that seems much faster than some of my peers has allowed me to have more time to work on editing and reflecting on my assignments.
I did know some people who grew up on the other side of the digital divide, and I do think this hampered them both academically as well as socially. Many of my peers did not get family computers until they were in high school, so while they were attempting to learn how to work basic programs like word and powerpoint I was able to succeed more quickly.
At my high school, it didn't seem to make a difference if you had internet at home or not, because the majority of our students did. If they did not have internet access, we had multiple labs and computers in the classroom that allowed for students to get their work done during seminar hours. Though we did not have a 1:1 initiative, the school was able to provide ample opportunities for those who did not have internet access at home.
Finally, I do feel that it is my responsibility as a teacher to bridge the gap between our students who have technology access and those who do not. The skills, specifically at a young age such as middle school, need to be learned and familiarized so they can be mastered and expanded upon when they get to high school. If we are looking to have our students be prepared for the technology gains of the future, they must be able to master the technology gains of the past in order to be able to prepare and adapt.
Growing up I was right at the beginning of the age where internet and computers began to take off. I remember having just as much if not more access to the internet as my peers because my family strongly believed in utilizing technology. I remember getting my first laptop my freshman year in high school, which allowed me more opportunities than many of my peers to work on homework and research because I now didn't have to share the family computer like many others did. I felt like this gave me an advantage not just for school, but also for gaining the necessary skills early that many of the students did not have. Being able to quickly work through word and type papers at a rate that seems much faster than some of my peers has allowed me to have more time to work on editing and reflecting on my assignments.
I did know some people who grew up on the other side of the digital divide, and I do think this hampered them both academically as well as socially. Many of my peers did not get family computers until they were in high school, so while they were attempting to learn how to work basic programs like word and powerpoint I was able to succeed more quickly.
At my high school, it didn't seem to make a difference if you had internet at home or not, because the majority of our students did. If they did not have internet access, we had multiple labs and computers in the classroom that allowed for students to get their work done during seminar hours. Though we did not have a 1:1 initiative, the school was able to provide ample opportunities for those who did not have internet access at home.
Finally, I do feel that it is my responsibility as a teacher to bridge the gap between our students who have technology access and those who do not. The skills, specifically at a young age such as middle school, need to be learned and familiarized so they can be mastered and expanded upon when they get to high school. If we are looking to have our students be prepared for the technology gains of the future, they must be able to master the technology gains of the past in order to be able to prepare and adapt.
Monday, October 3, 2011
Sir Ken Robinson
After viewing these talks about Sir Ken Robinson's view on education, I would have to agree with many of the points that he said. Kids that are naturally creative and do not fit the stereotype of the student who sits in his or her desk all day and takes notes to absorb information, needs to be medicate. Creativity can lead to the most elaborate thoughts and the most dynamic learning possible, yet many professionals are limiting these gains by assuming students have attention disorders. I agree with him in the fact that we need to realize the school systems were developed for a different age, and for a different learner. Students these days are not focused on sitting in the classroom just for the fact that they are being told it will get them a job. The economy has shifted in a way that this is just not the reality, and our students know this. We need to focus our lessons and the education that we put forth in a way that allows the students to succeed in what they want to succeed in, not just what we are telling them they need to do. This comes a lot from the standardized testing that has been pushed forward throughout the past few decades, from people that know absolutely NOTHING about what the best learning practices are, they only care about what the statistics show.
Within my teachable major of Social Studies, I can see various ways to incorporate all of these ideas. Students do not learn by just sitting and taking notes over and over again. To understand what is being presented, they need to dive in to the curriculum and experience it first hand. We can utilize the technology that we have through smart boards to have students see first hand the documents we are discussing, have them recreate voyages that have shaped our earth, and utilize web quests and Web 2.0 technology to turn the social studies into an alive discipline. Students need to experience the information in an artistic way, or a mobile way, and not just listen to our voices blurt out terms and standards that we are being required to teach. If they are not interested, they won't learn, and that will defeat the entire goal of public education.
Within my teachable major of Social Studies, I can see various ways to incorporate all of these ideas. Students do not learn by just sitting and taking notes over and over again. To understand what is being presented, they need to dive in to the curriculum and experience it first hand. We can utilize the technology that we have through smart boards to have students see first hand the documents we are discussing, have them recreate voyages that have shaped our earth, and utilize web quests and Web 2.0 technology to turn the social studies into an alive discipline. Students need to experience the information in an artistic way, or a mobile way, and not just listen to our voices blurt out terms and standards that we are being required to teach. If they are not interested, they won't learn, and that will defeat the entire goal of public education.
Monday, September 26, 2011
Information Literacy Online
The development of the internet has led to a new age of research. As stated within the presentation, 86% of kids 12 and under turn to the internet for their source of information. When it comes to where I get my information for research it is the same, but I utilize trusted databases within the Grand Valley library system to get scholarly articles that have been peer reviewed. I may utilize Google here and there for quick information that is not for scholastic purposes, but if I need information I know I can trust it is coming from within trusted databases such as JSTOR.
When comparing to myself to what is described in the slides "We are seeing students.." I do see some similarities. First, when looking online you have so many choices of information that sometimes it is difficult to find what you want. When you do find information you trust, you have to actually read through what you are looking at before you hit print. I find myself at times printing quickly with out reading through the entire article, but I will read a majority of the information and look and see what I have in front of me before I am content with my research. After printing is where the real research happens, so I would not consider my research done after hitting print. As for the the comments that students spend way to much time looking online for information in an almanac or print source, I believe this is because many students don't have the opportunity to have those printed sources. Many students that are doing research are doing it from their home and they do not have access to printed books or almanacs.
What I took from the Electronic Constructivism was the suggestions for webquests that were given. Students are wired for a different form of learning, as stated by the digital native article, and webquests that are done properly can really influence students learning. It gets them out of the classroom and onto sources that are not available through printed books or almanacs and can be more accurate than textbooks. By comparing Bush and Washington we can bring them back to life and help move up Bloom's Levels of Taxonomy.
As a teacher, to make students research more effective we must prescreen the websites that we want them to use. By limited the sources online we want them to use we are able to make sure that one, the information is accurate, and two, they are on task. If we know what sites we want the students to use look like, then we can make sure they are on those sites at all times by walking around and utilizing proximity control. To make them more meaningful, we must utilize research techniques that aren't just factual based, we must connect the research to a larger goal that allows the students to analyze and synthesize the information and present it in a creative and fun way.
The web 2.0 webistes I utilize are the same as many college students. Facebook, Twitter, and other social media sites are that I utilize the most. They allow me to connect with friends and family that I couldn't do before. Also, this site allows me to blog about what I am feeling about a certain topic, and allows for more user interface than basic discussion boards. Within the classroom, these sites could be used to continue the learning process at home with homework that is more interesting to the students. If they are on a computer instead of doing busy worksheets, they will be able to explain to me what they know, and not show me what they dont know.
When comparing to myself to what is described in the slides "We are seeing students.." I do see some similarities. First, when looking online you have so many choices of information that sometimes it is difficult to find what you want. When you do find information you trust, you have to actually read through what you are looking at before you hit print. I find myself at times printing quickly with out reading through the entire article, but I will read a majority of the information and look and see what I have in front of me before I am content with my research. After printing is where the real research happens, so I would not consider my research done after hitting print. As for the the comments that students spend way to much time looking online for information in an almanac or print source, I believe this is because many students don't have the opportunity to have those printed sources. Many students that are doing research are doing it from their home and they do not have access to printed books or almanacs.
What I took from the Electronic Constructivism was the suggestions for webquests that were given. Students are wired for a different form of learning, as stated by the digital native article, and webquests that are done properly can really influence students learning. It gets them out of the classroom and onto sources that are not available through printed books or almanacs and can be more accurate than textbooks. By comparing Bush and Washington we can bring them back to life and help move up Bloom's Levels of Taxonomy.
As a teacher, to make students research more effective we must prescreen the websites that we want them to use. By limited the sources online we want them to use we are able to make sure that one, the information is accurate, and two, they are on task. If we know what sites we want the students to use look like, then we can make sure they are on those sites at all times by walking around and utilizing proximity control. To make them more meaningful, we must utilize research techniques that aren't just factual based, we must connect the research to a larger goal that allows the students to analyze and synthesize the information and present it in a creative and fun way.
The web 2.0 webistes I utilize are the same as many college students. Facebook, Twitter, and other social media sites are that I utilize the most. They allow me to connect with friends and family that I couldn't do before. Also, this site allows me to blog about what I am feeling about a certain topic, and allows for more user interface than basic discussion boards. Within the classroom, these sites could be used to continue the learning process at home with homework that is more interesting to the students. If they are on a computer instead of doing busy worksheets, they will be able to explain to me what they know, and not show me what they dont know.
Wednesday, September 14, 2011
Digital Natives, Digital Immigrants
Students in our classrooms experience countless hours online playing video games, interacting with social media, and even just stumbling across interesting information. As educators it is our responsibility to be able to communicate on the same level with our students. If the students are our clients, as they usually are referred to as metaphorically, we must be able to cater to their needs if we want the greatest personal outcomes. Because of this, it is imperative that we utilize the resources available and the language within so that our students can best learn from.
Prensky's article argues that the current class of students comes in as "Digital Natives," or native speakers of the digital language of computers, video games, and the internet. Many teachers do not fall under this category, instead they are "Digital Immigrants" who hold on strongly to their accent of the old way while attempting to adapt to their new environment: Technology. Whether it be being skeptical about utilizing online resources instead of the typical textbook and print such as Jim the social studies teacher or failing to believing that because "I as a teacher" can't utilize this technology so my students won't be able to earlier, Digital Immigrants are speaking an outdated language that forces them to struggle to teach a population that is fluently connected within technology.
As a teacher, I believe that I do have a responsibility to use computing technology in the classroom. The reason being is that my students are connected in so many ways through internet, social media, cell phones, and so on that this is the most familiar and exciting way that students in fact learn. When a new format of Facebook is unveiled, K-12 students are able to adapt and succeed within minutes to the changes, so why wouldn't they be able to utilize the thousands of primary resources available from the Library of Congress? Digital Immigrants that are educators need to take the time to familiarize themselves with the tools and resources available to cater to their students ultimate need, knowledge.
Learning with a digital tool can be better if the situation is a good fit. Students play thousands of hours of video games, so their interest in a content may be increased if it is taught in this format. Jeopardy games through powerpoint that were once the newest phenomenon in teaching now appear as a boring slideshow to many of our students. But if we can incorporate some form of technology tool such as a educational game online with our content in the classroom, there is a great chance the students will be hooked and actually want to learn the material.
Stated within the iTunes U presentation was the story of Jim, a discerning social studies teacher who at first was skeptical about the use of technology for his course. I have had a similar experience recently as he did, that being that the social studies content is black and white, with no room for experimentation to brighten the experience. The thought was that you learn history by reading, and studying the information presented to you. After multiple classes and an introduction into all the resources available online at various credible websites, I realized I couldn't be further from the truth. Primary sources and photos, which are thought to be one of the better ways of engaging students to learn the material, are more freely available than ever, and can be accessed by all of our students at one time instead of having to track down a copy of the Declaration of Independence for students to share. Though I see myself as a Digital Native, I didn't even realize the amount of history that could educate me that was just a click away.
Prensky's assertion about Digital Natives and Immigrants to me is right on track. You can see it within the districts we are placed at. Teachers are unable to do what seem to be the easiest thing online without guided instruction from a more knowledgeable person on the subject. Until more than the majority of teachers understands and is able to adapt to the changes of technology that are flying into the classroom, their will be a divide between Natives and Immigrants. What I do disagree with is simply because the article was written a decade ago. Teachers coming into the workforce are more capable than ever to utilize this technology. It's evident with the fact that GVSU requires this course for the College of Ed. Where we are finding the problems is with the many of tenured teachers that are stuck in a way of teaching that they have practiced for 25+ years, and that causes problems that can be avoided by taking a course just like this.
The iTunes presentation summed up technology use in the classroom in a great way. Is it useful for myself and my students? If I cannot effectively utilize the technology in a timely manner to allow the content to be the main focus, I need to better prepare myself and adapt to a way that allows this. If I am utilizing the hardware or software that my school has paid thousands upon thousands of dollars for to integrate technology into my classroom, it is my responsibility to do this in an efficient and effective manner. Students are always educating us on new ideas and thoughts, so we must utilize them as a resource of feedback to do a more effective job at education for them all.
Prensky's article argues that the current class of students comes in as "Digital Natives," or native speakers of the digital language of computers, video games, and the internet. Many teachers do not fall under this category, instead they are "Digital Immigrants" who hold on strongly to their accent of the old way while attempting to adapt to their new environment: Technology. Whether it be being skeptical about utilizing online resources instead of the typical textbook and print such as Jim the social studies teacher or failing to believing that because "I as a teacher" can't utilize this technology so my students won't be able to earlier, Digital Immigrants are speaking an outdated language that forces them to struggle to teach a population that is fluently connected within technology.
As a teacher, I believe that I do have a responsibility to use computing technology in the classroom. The reason being is that my students are connected in so many ways through internet, social media, cell phones, and so on that this is the most familiar and exciting way that students in fact learn. When a new format of Facebook is unveiled, K-12 students are able to adapt and succeed within minutes to the changes, so why wouldn't they be able to utilize the thousands of primary resources available from the Library of Congress? Digital Immigrants that are educators need to take the time to familiarize themselves with the tools and resources available to cater to their students ultimate need, knowledge.
Learning with a digital tool can be better if the situation is a good fit. Students play thousands of hours of video games, so their interest in a content may be increased if it is taught in this format. Jeopardy games through powerpoint that were once the newest phenomenon in teaching now appear as a boring slideshow to many of our students. But if we can incorporate some form of technology tool such as a educational game online with our content in the classroom, there is a great chance the students will be hooked and actually want to learn the material.
Stated within the iTunes U presentation was the story of Jim, a discerning social studies teacher who at first was skeptical about the use of technology for his course. I have had a similar experience recently as he did, that being that the social studies content is black and white, with no room for experimentation to brighten the experience. The thought was that you learn history by reading, and studying the information presented to you. After multiple classes and an introduction into all the resources available online at various credible websites, I realized I couldn't be further from the truth. Primary sources and photos, which are thought to be one of the better ways of engaging students to learn the material, are more freely available than ever, and can be accessed by all of our students at one time instead of having to track down a copy of the Declaration of Independence for students to share. Though I see myself as a Digital Native, I didn't even realize the amount of history that could educate me that was just a click away.
Prensky's assertion about Digital Natives and Immigrants to me is right on track. You can see it within the districts we are placed at. Teachers are unable to do what seem to be the easiest thing online without guided instruction from a more knowledgeable person on the subject. Until more than the majority of teachers understands and is able to adapt to the changes of technology that are flying into the classroom, their will be a divide between Natives and Immigrants. What I do disagree with is simply because the article was written a decade ago. Teachers coming into the workforce are more capable than ever to utilize this technology. It's evident with the fact that GVSU requires this course for the College of Ed. Where we are finding the problems is with the many of tenured teachers that are stuck in a way of teaching that they have practiced for 25+ years, and that causes problems that can be avoided by taking a course just like this.
The iTunes presentation summed up technology use in the classroom in a great way. Is it useful for myself and my students? If I cannot effectively utilize the technology in a timely manner to allow the content to be the main focus, I need to better prepare myself and adapt to a way that allows this. If I am utilizing the hardware or software that my school has paid thousands upon thousands of dollars for to integrate technology into my classroom, it is my responsibility to do this in an efficient and effective manner. Students are always educating us on new ideas and thoughts, so we must utilize them as a resource of feedback to do a more effective job at education for them all.
Tuesday, August 30, 2011
My History with Computing Technology
Though I attended school in a more rural community than many, I do remember utilizing computers within the classroom at an early age. During my elementary years there were at least two computers in each classroom, but they were mostly used for games and quick assignments. By fourth grade we were utilizing what was called the "Computer Bus," which was a converted mobile home that housed approximately 25 basic computers for typing practice and basic assignments. This allowed us to use the computers for a purpose instead of just for the sake of using them.
Moving through the years, computers were used more frequently within the Tecumseh School District. This went from being used once a week in elementary to being utilized daily in high school. Because of this, my formal education would have been entirely different had computers been obsolete or not present. I would not have been able to complete reports as quickly as I could with computers, mostly on the fact that the new digital world allowed for quicker and easier access to the information that was needed.
At the household level, I remember my father bringing home a computer to our house from his work when I was in elementary school. This was a basic computer that required command prompts and floppy disks to function, but I remember being thrilled to get on and try things out. By the end of elementary and the beginning of middle school, a new desktop was purchased and we were officially online. This allowed me to get involved in after school activities working on creating a web page to become more familiar. The first time I was connected online I remember being shown Yahoo! by my father and searched for information on some of my favorite sporting teams and players. Eventually as I grew older I would utilize the web for social aspects, research, and exploration to new ideas. The computer would be used for academic purposes most frequently in my high school years, whereas it had been used for Napster, MSN messenger, and games up until then.
Computers have been an important part of my education and growth for the the better part of my career as a student. Programs that I remember growing up using such as Mavis Beacon Teaches Typing, Napster, MSN Messenger, and others have in essence become obsolete to the new generation of technology. As I finish up my college career I have realized that programs and websites have become both more important (Facebook) and completely unused (Limewire). Technology is ever changing, and I have been able to recognize this throughout my experiences. Because of this, it is safe to say that our future is in fact, limitless.
Moving through the years, computers were used more frequently within the Tecumseh School District. This went from being used once a week in elementary to being utilized daily in high school. Because of this, my formal education would have been entirely different had computers been obsolete or not present. I would not have been able to complete reports as quickly as I could with computers, mostly on the fact that the new digital world allowed for quicker and easier access to the information that was needed.
At the household level, I remember my father bringing home a computer to our house from his work when I was in elementary school. This was a basic computer that required command prompts and floppy disks to function, but I remember being thrilled to get on and try things out. By the end of elementary and the beginning of middle school, a new desktop was purchased and we were officially online. This allowed me to get involved in after school activities working on creating a web page to become more familiar. The first time I was connected online I remember being shown Yahoo! by my father and searched for information on some of my favorite sporting teams and players. Eventually as I grew older I would utilize the web for social aspects, research, and exploration to new ideas. The computer would be used for academic purposes most frequently in my high school years, whereas it had been used for Napster, MSN messenger, and games up until then.
Computers have been an important part of my education and growth for the the better part of my career as a student. Programs that I remember growing up using such as Mavis Beacon Teaches Typing, Napster, MSN Messenger, and others have in essence become obsolete to the new generation of technology. As I finish up my college career I have realized that programs and websites have become both more important (Facebook) and completely unused (Limewire). Technology is ever changing, and I have been able to recognize this throughout my experiences. Because of this, it is safe to say that our future is in fact, limitless.
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