Building Media Literacy

Source

The world is changing for our students in terms of their citizenship, relationships and the workplaces they will enter.  In terms of citizenship, they are becoming “digital citizens” where they have a multitude of ways to exchange information, retrieve information, and perceive information.  Relationships are made through connection with others in a common work place and give users a sense of their identity as their network evolves.  Finally, in terms of the workplace, “basic digital operational and communication skills are required throughout most levels of the modern workforce and understanding how to create meaning and connect messages to people in the saturated media landscape is vital to any business endeavor” (The Media Spot, 2015).  

The process in ensuring that our students are able to fit into all three categories is to begin by implementing media literacy in the K-12 classroom.  Media literacy is not just a new subject to teach, but it is a new way in which we teach.  In 2005, the Center for Media Literacy (CML) posed five questions that are intended to help teachers bring media literacy into their classrooms.  These questions are used as guides to deepen discussions and conversations with their students.  They are:

1. Who created the question?
2. What creative techniques are used to attract my attention?
3. How might different people understand this message differently?
4. What values, lifestyles and points of view are represented in, or omitted from, this message?
5. Why is this message being sent?

(Share, Jolls & Thoman, 2007)

Along with these questions, the CML also has five core concepts to keep in mind when teaching through media literacy.  

CML’s Five Core Concepts:

1. All media messages are ‘constructed.’
2. Media messages are constructed using a creative language with its own rules.
3. Different people experience the same media message differently.
4. Media have embedded values and points of view.
5. Most media messages are organized to gain profit and/or power.

(Share, Jolls & Thoman, 2007)

Source

When students are able to answer these questions and fully understand these concepts, then they are on their way to understanding how media is created, what their purposes are and how to use appropriate media messages so they can be heard.  This is not something that happens in one year, five years, or even ten.  It is an ever-evolving process that must start in the K-12 classrooms if we want our children to be ready for the competitive global workforce that is upon us right now.  Empowering our students with the skills necessary to answer the CML’s core questions is where we must start.  

References:

The Media Spot. (2015).  Media literacy in the modern nyc k-12 school.  The Media Spot.  Retrieved from https://www.mindmeister.com/146904586/digital-media-literacy-in-nyc-k-12-schools-http-bit-ly-k12medialit#

Share, J., Jolls, T., & Thoman, E. (2007). Five key questions that can change the world.  Center for Media Literacy.  Retrieved from http://www.medialit.org/sites/default/files/02_5KQ_ClassroomGuide.pdf

Moral and Legal Issues

Source

Moral issues surrounding technology use have much to do with how our students interact and engage with the technologies around them.  Take for instance, social networking sites (Facebook, Instagram, Twitter, etc) that can bring about concerns from parents and teachers of ruined reputations, hurt feelings, lost friends, and time wasted online.  Inappropriate use of these sites can morally harm a person.  Use of these technologies may also lead to a very common phrase heard today, cyberbullying.   Cyberbullying is the intentional act of posting harmful images or words in order to hurt someone else.  A moral issue that many children, teens and adults deal with today.  This is why schools are working toward instilling “acceptable use policies” that review the terms for acceptable use on the internet and what proper moral behavior includes.  Some schools have even adopted a technology curriculum that focus on netiquette.  Netiquette is simply etiquette on the Internet.  Just as we once were taught how to properly converse and collaborate with one another face to face, we now must educate our youth on how to do the same online.  All of this connects with the bigger picture of how do we keep ourselves private in a world where everyone seems to be opening up about themselves to strangers. To be blunt, The Internet is not a place for people to be left alone and therefore we cannot expect complete privacy.  We can however, moderate and control what is said or posted about us if we are vigilant.

For myself, I limit my use of social networking sites and what I post on them or who I allow to see them. These simple steps can do much for one's privacy in the end. I also tend to use my Twitter account as more of a networking tool rather than for personal use. My students are too "young" to have social media accounts but of course many of them still do. When we have discussions in class pertaining to "stranger danger" as we must do every year, I also use this as a time to talk about "stranger danger" on the internet and ways to protect yourselves. We also look at ways in which comments can hurt others because text can be interrupted in many ways. Common Sense Media is a great resource to help fuel these discussions and offers valuable resources.

Source

Legal issues surrounding technology on the other hand have to deal with how we use the information we get from the Internet.  For instance, copyright laws protect original works by people from being stolen or what we refer to as “plagiarism”.  Plagiarism has all to often been occurring due to the ease of access students have to the information around them.  Many students unfortunately do not know what they are doing is in fact plagiarism and by teaching our students how to properly cite or give credit to their sources, we are helping them to become better digital age citizens.  Fair Use and Creative Commons are doctrines found under the Copyright Law that allow educators and students to use information if it is not for commercial use in ways that will not result in prosecution.  According to Stephanie Raccine of Off the Page Creations, here is what one cannot do under the Fair Use doctrine:

• Copy pictures to use on your brochure or website that you found on the internet (even if you put up the copyright line of who holds the copyright, this is considered infringement)
• Purchase a license to use a photo on your brochure, then continue to use it on your website, flyers, and postcards unless it is stated in the license
• Copy text out of a book or off from a website and use it verbatim
• Put music on your website without permission
• Post an article without permission, even if it's about you
• Use an image by linking to it rather than copying it (This is still copyright infringement)

Farnese, R. (2012 April 13). Legal, ethical and social issues in technology.  Slideshare.  Retrieved from http://www.slideshare.net/rachelfarnese/legal-ethical-and-social-issues-in-technology

Raccine, S. (n.d.). Legal issues and the internet.  Off the Page Creations, LLC.  Retrieved from http://www.offthepagecreations.com/legal_issues_internet.php

Bloom's and Technology

Source

Wow!  My eyes have been opened to a whole new world where technology and Bloom’s taxonomy have aligned due to the evolution of education.  As an educator, it is important to reach aspects of Bloom’s taxonomy in the classroom.  Also, as an educator, it is important to make sure your students are achieving this through the use of technology integration, particulary if we want to say they are “21st century learners”.   I can see many pros in using some of these apps to reach the higher levels of the taxonomy.  For instance, many students have fun when creating something on an app, most of the apps or web tools are free and accessible for teachers, and the ability to share information is easy.  Of course there are some cons as well.  Such as access to these apps.  Schools must have the available resources (iPads, chromebooks, laptops, etc.).  Also, even more important, teachers need TIME to play around with the tools and practice with them for themselves.  Overcoming these obstacles can be done though if there is a well-developed, well-thought out plan involved in the process of integrating technology in the classroom. This plan is not just for our students, but for our teachers as well.  Finally, after I took sometime to look up prices for my budgeting matrix, I learned very quickly how costly technology is.  However, it is my belief that Google Chromebooks are an example of how companies are trying to bring technology into the classroom at a low cost.  I know I spent double on my iPad than I did on my Chromebook and I use the latter one everyday.  

TPACK

Source

Technological Pedagogical Content Knowledge, or TPACK, is a framework designed to help teachers incorporate technology into their curricula.  The framework is centered around three areas of knowledge: technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK).  The content is the what or the subject is being taught.  The pedagogy is the how this is being taught.  Finally, the technology is the tool that is aiding both the pedagogy and the content.  For example, what tool will make the content more accessible while supporting the pedagogical approach of the lesson.  The TPACK framework looks at how teachers connect all three areas to increase student motivation and make technology more accessible.  The framework also provides guidance to teachers for appropriate technology integration (Koehler, Mishra, Akcaoglu, & Rosenberg, 2013).  One fundamental idea behind the TPACK model is that all teachers teach differently and what may work for one teacher or school may not work for another.  This means there is no universal model to implement TPACK but rather teachers should be active designers in the development of their lessons to include TPACK.  

Source

With all the new, innovative ways to use technology in the classroom, it is important that we as teachers do not get too excited to the point we just want to use the technology to use it. When implementing TPACK, it is important begin with the content knowledge and the pedagogical knowledge first.  Then, layer in the technological aspect.  This way we do not lose sight of the fundamental goals and the technological piece is supporting pedagogy and content.  This can be challenging but it is essential in using the TPACK framework correctly.  Staying focused on how students will reach understanding of the content in the most effective way should be at the forefront of the teacher’s design process.

Source

Though the TPACK framework has been around for quite sometime, many teachers do not know what it is.  Therefore, there may be some problems in implementing it.  Also, it takes time.  This is not something that can be incorporated overnight.  Teachers must become familiar first with the goals of TPACK and second with instructional tools associated with the TPACK model.  Just like our students, teachers learn differently as well.  What works for some may not work for others and this is where collaboration among educators is key to supporting the TPACK model.  While some may take the concept of TPACK and run with it, others may become overwhelmed and shut down.  This is not the goal of TPACK but rather the opposite.  Creating a supportive, collaborative atmosphere among colleagues is important when implementing the framework.  

In the article,  Instructional Planning Activities Types as Vehicles for Curriculum-Based TPACK Development (2009), there are several activity types and ways in which technology may be used to support the TPACK model.  For instance, when building knowledge of content there are several options to include possible technologies.  One such example could be to have students create a timeline using the Timeliner.  This is software that allows students to organize data and to visualize connections.  Another great example is to have students take part in a debate through discussions in Wikispaces.  Using a tool like this will allow for the students who are not often heard to have a voice, making the content more accessible to them.  

One of the best aspects of the TPACK model is that it is designed to work in all content areas.  No matter the subject matter, there is always a way to ensure the framework is being met.  It may take time to plan, search and implement but in the end the intended goal is that our students will be more engaged and motivated in their learning experiences.

References

Harris, J. &. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK    development. Research highlights in technology and teacher education 2009 , 99-108.

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Education.

Hats of the Technology Integration Specialist

Source

There has been an ongoing shift in the educational system in connection with the way we as educators are expected to teach, the way our students are expected to learn and the standards to which we expect them to perform.  As Sarah Meltzer (2013) suggests, schools are being targeted and challenged to respond to a technology-based world.  This in turn means that expectations of the teacher have significantly increased if we want our students to be fully engaged in meaningful lessons.  When it comes to professional development as it relates to technology integration in schools, we must look at it through a different approach.“Providing effective and sustainable professional development in technology to a group of teachers requires a very different approach”(Meltzer, 2013).  Taking a one-day workshop on how to use a new software program will simply not cut it.  Technology integration is a process, therefore the professional development aspect is as well.  

In terms of pedagogy and technology integration, it is pivotal that the classroom teacher is included in the discussion of what will take place in the classroom.  This is not subject matter that can be solely left up to administration.  Simply put, if a teacher is not comfortable in their own ability to use the technology, how could we ever expect them to teach/use it effectively with the students? To help solve this issue “it is important that educators perceive technology in education as part of the pedagogical process” (Okajie, Olinzock, & Okokjie-Boulder, 2006).  Technology by no means is a replacement of the teacher but rather a tool to help the teacher captivate the student. As Adam Bellow (2012) mentions in the short video An Introduction to Technology Integration, it's what you do with that tool, what you can make, what you allow the students to make.

Source

Of course with every change will come the challenges and as a technology integration specialist there are many.  One major factor is time.  It takes time to integrate technology into a curriculum and it takes time to move a school forward with a technology-based mindset.  There must be a clear goal in place as to what direction the school is moving toward and where they expect themselves to be in a 3-months, 6-months or up to a year from the initial proposal.  Also, a technology integration specialist cannot succeed this on their own.  They must have the support of administration, faculty and the school community.   A study by Hew and Brush in 2006 found six general barriers when integrating technology into K-12 schools.  The most frequent barrier was found to be lack of resources/technology.  This includes factors such as hardware, software, internet access and specialists. The second most occurring barrier was lack of knowledge on technology.  Again, this brings up the issue and importance of professional development for teachers.  The next barrier was insufficient access to technology, meaning that technology was not easily accessible for teachers or students.  For instance, a school with one one computer lab may often find teachers competing to get in there.  Then there is the barrier of teacher attitude and beliefs.  If a teacher finds that technology serves no purpose in the classroom then they will simply not integrate it into their instructional time. Assessment is also a major barrier frequently brought up in relation to technology integration. Some argue that with so much pressure and demand to “teach to the test” there is simply no time to put forth in technology integration.  Finally, the last barrier Hew and Brush focus on is subject culture.  This barrier involved educators picking and choosing what they feel is appropriate for their content-area.  

References

Conley, L. (2010). Barriers to integrating technology. The Digital Librarian. 

Retrieved from https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology

Fink, Z. (December 12, 2012). An introduction to technology integration. [Video file]. Retrieved from http://www.edutopia.org/technology-integration-introduction-video

Meltzer, S. (2013). Step-by-step professional development in technology. London, ENG: Routledge.

Okojie, M., Olinzock, A., & Okajie-Boulder, T. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32, 66-71.

Social Media in the Classroom: Pros and Cons

In today's world of educational debates, there is a focus on whether social media can be a useful tool when integrated into the classroom.  Here is my pros and cons list as to the use of social media in the classroom:

Pros:

The use of social media allows students to collaborate and connect with one another outside of the classroom walls.  This is particularly important when talking about group projects and assignments.   With the use of social media, students are no longer restricted to their class period to work on things together.  Social media also allows others to comment and share thoughts on projects allowing for an environment more similar to the work environment.  The use of social media may also allow parents to stay connected to what is going on in the classroom.  Applications like Remind and Edmodo, make it easy for teachers to get an important message out to parents or to students.  

Cons: 

When using social media in the classroom, the teacher must also take on the role of moderator to make sure what students are posting is appropriate.  This can take time to go through and check.   With social media comes cyberbullying and the worry that students are using social media in inappropriate ways.  Again, this would fall on the teacher to ensure that students are aware of consequences and what is considered a "good" post versus a "harmful" post.  Then there is the whole other issue that students are not getting the right amount of time communicating face-to-face, both with peers and with family.  Adding the social media component to their school day may hinder this face-to-face communication during afterschool hours.  Finally, not all children have access to the internet or a device let alone the ability to connect to a peer via a social networking site.    

Digital Citizenship-Never Too Early To Begin

http://mattbgomez.com/we-should-be-doing-more-than-teaching-digital-citizenship/

Digital citizenship, in my opinion, should be taught early and often.  If I could have it my way, as young as kindergarten when we start teaching the students concepts of “stranger danger”.  Let’s be honest, these kids are on the internet whether we want to believe it or not at this young age anyways.  The concept of knowing how to act and behave online can be overlooked by many teachers or adults with the simple assumption that the children know how they should behave and act.  In my own experience, many times I have also overheard “teacher room talk” with suggestions that perhaps the parents need to look at their child and what they are doing online.  The blame can be put on all sorts of people, but that will not solve the matter at hand of how do we teach children the importance of protecting themselves through respecting themselves online?  I feel that there is a strong need for children to learn what their digital footprints implies, how it can follow them their whole life, and how to protect it.  

http://www.quickmeme.com/meme/3rgi6e

As far as my own digital footprint is concerned, I try to stay private about most things and avoid posting images of myself/social life.  I do have this blog of course for professional and educational purposes, and I also have a Twitter for the same purposes,l as well as to stay up-to-date on current events and news.  However, I steer clear of photo sharing sites such as Facebook and Instagram.  Don’t get me wrong, I understand how some people use these social sites to stay in touch with friends and family or for other means, but it’s just not for me.  I know that somewhere out there in “internet database world” there are images of me, but nothing that I must say I regret or would pose a threat for me.  Now I understand what people could do with these photos could pose a potential threat but that is where an individual must take a stand and be proactive about what it is they want people to know about them via the world wide web and keep a watchful eye.  

Real World Technology Use: Learning Through Technology Interview

In a small, private school in Haverhill, MA, on the third floor of one of the oldest schools in the district, there is a small, yet fundamental revolution happening behind the doors of the computer room.  Starting in fourth-grade, students at St. Joseph School are learning what it means to program, code, create applications, use presentation tools and build their own website.  First and second graders are learning how to tell stories digitally.  Kindergartners are able to type a message to their parents about their school year and what they love best. All this happening, and only one teacher behind it all.  Her name is Mrs. B and she has transformed, encouraged and gave meaning to many of her students’ lives through the use of technology.  

Introducing Mrs. B!

Mrs. B has been teaching for 28 years.  She came to Massachusetts from St. Louis when her husband got a job in Boston.  Since the time she began at St. Joseph School she was assigned the role as computer teacher.  Today, her focus and career are spent teaching students about computer applications and programming.  Of course being the computer teacher she uses technology everyday.  Some of the basics, or essential components of her lessons, center around her computer and SmartBoard.  Other types of technology that she uses on a regular basis include laptops, tablets, response systems, cellphones and scanners. The Smart Response Clickers are a favorite among the younger children. Watching Mrs. B and her interaction with the students, it is clear that she wants them to reach out and learn for themselves.  Of course she offers guidance but she is strong on having the kids figure it out for themselves before coming to her as a last resort.  

School Background:

Before I get into detail about Mrs. B and my observations obtained during this assignment, let me give a brief background of the school.  As stated before, St. Joseph’s School is small.  Roughly three-hundred students roam the hallways of this once all boys, French speaking school.  In the “big” school you will find classrooms ranging from Kindergarten to 8th grade. Up the hill, at the “little” school is where you will find the Early Childhood Center.  Mrs. B is responsible only for the students in K-8.  This means she must teach children as young as four all the way to thirteen year old teenagers.  She see students from grades 1-8 twice a week and Kindergarten only once per week.  Two years ago, her lab also got a makeover.  She received twenty-seven new, touchscreen computers.  Imagine the students and their face’s when they saw this! Going to computer class had now become almost as fun as gym class!

Observations:

While I was observing Mrs. B, I watched as students created and built their own websites through Weebly.  At the start of the school year, Mrs. B assigned each child a Gmail account, allowing them to access these types of tools.  The students had a very basic, yet precise hand-out on how to make a website using Weebly.  She encourages them to work on it outside of school, and for the most part students do.  They come to class the next period eager to show her what they have found out while exploring tools on the site builder or simply because they wanted her to see the updates and changes they made to their site.


I was also lucky enough to be observing one Thursday morning, when all of a sudden, the internet went out. Try having a computer room full of middle school students and no internet connection! Pure and utter chaos. The students acted as if they had no idea what they should do.  No internet? How will they ever have computer class? 

Some.

Most.

This was the thought running through most of their minds.  It brought me back to when I was in computer class as a young student and the internet did not even exist.  Now, I know that sounds cliche, but it is true.  We never had access to the internet, yet still had computer class.  Even when Mrs. B allowed the students to have free-time and play games on the computers, due to the lack of an internet connection, they still complained and yearned for their 4G network on their phones.  

Technological Errors:

When talking with Mrs. B I uncovered that her biggest problem she faces has to do with the internet and connection issues.  At one time, maybe even two years ago, this was not the case.  Now, the server is overloaded with teacher, student and staff devices.  I know this can be frustrating in my class when I have planned a lesson involving a video clip or demonstration online and it takes 20 minutes to load the 20 second clip!  So, I can only imagine the frustration when your whole lesson is based on the sole fact of the students connecting to the internet.  She even made it a point to state that rarely has her equipment ever failed her, rather just the internet.  If one program is not working, she can use another.  When she is unable to connect though, it is not as simple.

Reflections Overall:

As a teacher, I know having someone in your room, observing you from the back can be tedious and straining. Some teachers put on a show for the observer in order to make an appearance. With Mrs. B, it is evident that this is not the case. Though I did witness a few students who had problems navigating a page or saving their work, for the most part they knew to figure out the solution or ask a peer for help. Students were eager to show their friends their new blog post or website. One 7th grade student, who does poorly in most other subjects, was able to make a game using Scratch and show others how he did it. The feeling of accomplishment gleaming across his face. In the end, my overall reaction to this experience is that we need technology integration. As educators, we are responsible for teaching students how to use technology and use it correctly. Mrs. B did mention that she feels most teachers use technology and integrate it into their daily lessons based on their comfort level. They may be timid in reaching out or changing their ways. I can't imagine not wanting to self-educate and explore my option. Maybe this is due to age difference? I really am not sure, but I hope the future calls for more technology and computer science integration. I hope teachers like Mrs. B continue to make a difference in the lives' of our youth. We want them to embrace the tools they have at their fingertips, have respect for what they do with their identity online, and become a productive member of the digital society.

Image Sources:
St. Joseph School school building
No Internet Comic (Top)
No Internet Comic (Bottom)
Stable Life, Stable Internet

Week 4: Vision of Technology Integration

Welcome to the 21st century classroom! Where collaboration and communication are reached through tools that enforce communications and information literacy.  Where students take control of their education and form a sense of digital citizenship. Where students are developing a sense of personal and social responsibility on the internet and efficient ways to monitor it.  Where is the teaching of the content needed to pass state and national standards you may ask? Well, it is all intertwined within each daily lesson.  Within each assignment or self-reflection. This is my vision on technology integration in the classroom.

My vision begins with four main criteria:

1. Student to Teacher Collaboration/Communication

2. Student to Student Collaboration/Communication

3. Student-World Collaboration/Communication

4. Student Reflection and Development

As a current educator, do we want the above image to ring true?

Student to teacher collaboration and communication opens the door of the classroom and allows for learning or assistance virtually anywhere.  A student may ask questions “on the go” or in a time of need.  This also provides a second chance for students who may have missed the opportunity to ask for clarification or assistance at the time of the lesson. Also, many children may find it easier to communicate their questions or problems this way.  In my classroom,  I have used Google Docs to create K-W-L charts prior to select lessons.  This not only allows me to assess where the students are, but they like to see that I take time to comment on each of their statements.  This sense of collaboration and communication builds a healthy student-teacher relationship where the student sees the teacher as more of a guide in their education rather than an enforcer. Of course, this criteria must be used responsibly and in an efficient way. That is why it is up to each individual teacher to take the time in setting up guidelines, expectations and rules that all involved are able to easily understand and abide by.

Are we preparing students for a future based on these skills?

Student to student collaboration and communication may be the most important criteria in my technology integrated classroom.  Let’s be honest, most children above the age of 10 have some sort of smartphone, tablet, laptop, etc.  They are probably masters, if not experts, at using this device and the tools it has to offer.  When not in school, they are texting and communicating with their friends using this device.  So why do we shut them off from one another when it comes to their education? It can be exciting for students to see aspects of their peers they may have never seen until they were pressed with the challenge of creating an online website with them.  They build relations with someone they may have thought they didn’t have anything in common with.   Most important, the students are building upon the 21st century skills that many colleges, universities, and future employers will require them to have.  These learners will have a broad way of thinking by having the opportunity to problem-solve and critical think with their peers.  They will have a better knowledge in efficient and proper ways to communicate and collaborate within their global network.  All in all these learners will have a better grasp on the tools needed to succeed in a digital age.  

Student to global connection allows for the individual learner to connect with others on a global scale.  This could be used by educators in the classroom or by students who wish to deepen their understanding of a new culture or way of thinking.  The time to begin this revolutionary way of thinking and educating is now.  As educators we have an array of tools that allow for this criteria to be met within our classroom.  Using blogging websites such as Blogger (www.blogger.com), Twitter (www.twitter.com), Skype (www.skype.com) or even Facebook (www.facebook.com) students have access to discuss, problem-solve, and collaborate with individuals they never thought possible.  Skype even allows for educators to connect with other educators who envision this multicultural approach in their pedagogy on their educator website: education.skype.com.   Not only are educators encouraged to connect with other educators to promote student-global awareness, but educators may seek out specialists in a given topic or concept.  For instance, the video below was created when two classrooms connected with Páll Davíðsson via Skype.  He was able to take the classrooms on a virtual tour of a disappearing glacier in Iceland.

Student reflection and development is the final of the four criteria in my vision of a technologically integrated classroom.  The best way to meet this aspect may be through student blogging.  This is where the learner takes responsibility for their personal and social actions.  Were they using the tools they had efficiently?  Are they happy with their outcome?  How would they perform better in the future?  This is an essential stage in order for growth and development to occur in learners young and old.