EDUC 6816 Dr. Willie Smits - ISTE 2012 Video

How does the project detailed in the video support the research process that is consistent with the kind of research people encounter in the workplace? How does this project support new literacies?

Dr. Willie Smits initiative, “Protecting the Rainforest, or Deforest - Action” is a problem-based learning project that involved more than 17,000 students.  Dr. Smits actually polled students and asked what they considered problematic in the environment and deforestation was the number one issue.  This project empowered young people to take real action, and use their voices to stop deforestation through a collaborative effort and using social media. 14 people from around the world were chosen as “eco-warriors” to live in Borneo for 100 days, and were chosen based on creating a video of why they should be selected. Students from around the world, provided information, and viewed data from classrooms, and assisted the eco-warriors in their fight for deforest-action.  Christopher Gauthier, a teacher in Australia, and some of his students discussed their involvement in the project, and explained how this project fit into the curriculum. This is a study led by an initiative that is real, not a pretend “research project”.   I believe this project does mirror some processes of research in the workplace.  Generally, the workplace is structured to negotiate, solve problems, and to use creative talents to accomplish specific goals.  Problem-based learning is structured to emulate the workplace, due to tackling an existing problem, and finding or proposing a solution.  “Workplaces offer another type of social setting, where the information landscape is often described as messy, complex, and distributed through a range of practices that entwine to contribute to the collective performance of work.” (Lloyd, 2011) Dr. Smits project is an excellent example of being complex, and a collective performance of work.   His example is the type of research projects students need to be assigned.  The students in the video said it best, “this project is real to us, we find value and meaning, and are able to make a personal  connection ”.  Assigning isolated research projects with random topics can contribute to the boredom students feel in school.  Chris’s classroom is innovative, and his students are leading today, and not waiting for tomorrow.  His students actually noticed an issue through the use of software, and satellites and reported the problem to the ecowarriors, and helped save portions of land.  This is an example of real work and being globally connected.  The skills his students are developing are essential to life, work, and surviving in a knowledge based world.  This project supports new literacies through social skills and cultural competencies.  Students are interacting with communities and have the capacity to communicate, and travel through communities in a physical and virtual way.  Students are engaging with other people, participating fully in online environments, and feeling empowerment or self-confidence.   Students are not sitting back and watching, there is a personal investment.  Henry Jenkins ( Director, Comparative Media Studies Program, MIT) believes this about a participatory culture; that we must respect and value this new participatory culture that exists in our everyday lives.  Traditional literacy is fundamental, but what do we need to do to add to or expand the capabilities of creators and participants in the future? What is taking place in the online world?  He believes that a participatory culture is representative of low barriers for artistic expression, formal mentorship, contributions matter, and a strong support for creating and sharing.

Lloyd, A. (2011). Trapped between a rock and a hard place: What counts as information 

literacy in the workplace and how is it conceptualized? Library Trends, 60 (2) pp. 277-296.

EDUC 6809 Dr. Yong Zhao - ISTE Conference Video

Dr. Yong Zhao presented “Defining High-Quality Education at the recent ISTE conference.  His argument is for an “Entrepreneurship  - Oriented Education”.  A few key points of interest were - what matters, test scores or confidence?, Do you allow exceptional talents to exist in your educational system, and do you take advantage of the resources you have, or impoverish them because of test scores?  The foundation of his argument is very thought provoking and he was able to put his argument into words that many of us wish to say, with extreme clarity and confidence.  What an interesting way to break down the discourse about China exceeding the US in education.  I have never thought of the Chinese education system being so rigorous and not instilling a sense of confidence.  How interesting that China did not celebrate the pisa scores, due to wanting more, the need for talent. His view of China having the best and worst education system is not something you normally hear in the news reports.  The US on the other hand, is always near the bottom, and always looking for a way to reach the top.  His statement: “Race to the top of what” is a great example of how we have lost our sense of the purpose of education.  The US is always trying to get to the top, but not really knowing what is ahead, and plans are made based on the past.  Personally, his comments about George Bush were right on!  I agree that literacy shouldn’t be the top focus of a nation, it should be the foundation.  So, if confidence underpins creativity and innovation, and US students are viewed as confident, is it true what he suggests? America is still going and prospering because of confidence.  Dr. Zhao's comparison between Lady Gaga’s exceptional talents and putting her in his village to work was a perfect example of how we design a “common” curriculum and expect all of our students to succeed.  (All national and state department education personnel should watch this video).   He made a valid point about tolerance, talents, and technology.  These three things will get us a diversity of talents, creativity, and entrepreneurship.  I’ve never really thought about using technology as a tool to subject or enslave teachers and students to doing better on standardized tests.  But, this does happen, and we have lost opportunities to explore with technology. I agree with his ideas and facts, and only hope that the paradigm shift in education begins soon!  Extremely poignant to me, was the following: “We have to believe every talent is useful, and do not judge it.  Education has to change and the curriculum should follow the child, personalized and strength based to enhance their strengths.  Schooling has to become product oriented and make real products”.  This poignant statement relates to the final conclusion chapter of our course text.  Ito (2010), “ The challenge is to build roles for productive adult participation that respect youth expertise, autonomy, and initiative.”  To me, this quote is able to mesh with Zhao’s ideas of the purpose of education lies with every one of our children.  So, we have to find a way in which the adults can fit in, and truly understand today’s students and what they need to be successful.  In terms of entrepreneurship, if we take Ito’s and Zhao’s ideas, we can foster the concept of thinking of everyone as an entrepreneur and develop a process of guiding kids’ participation in public life that includes, social, recreational, and civic engagement through a participatory culture. 

I actually had tears in my eyes when Zhao made this statement:  “The purpose lies in every one of our children.  Test scores, no matter what, should not apply to everybody, test scores do not reflect your teaching ability  nor your school’s quality. A good education helps every single child maximize their potential.” 

EDUC 6816 Evaluative Annotated Bibliography

Evaluative Annotated Bibliography: How does blogging enhance writing?

EDUC 6809 Weekly Reading 9 - Chap. 7 Work

Chapter 7: Work

1. How do educators in youth media programs differ from the orientation of classroom teachers in terms of preparing students for using digital media for work related purposes? Educators in youth media programs see themselves in a role in terms of vocational training rather than general or remedial education. According to Ito (2010), “Media production is tied explicitly to the hope of employment in creative-class jobs, though educators at the Center struggle daily to instill this ethic of professionalism in the media-production process”.  So, it seems as if some educators in some media programs want to intervene, set agendas and goals for the students to complete projects. In contrast, in some media programs the students are motivated and driven by their existing knowledge and engagement. Classroom teachers often use digital media lessons as something extra, isolated lessons, projects to keep students engaged, or do not use digital media. Also, some educators assume the role of providing digital media opportunities for students from lower socioeconomic backgrounds, feeling as if these students are getting an opportunity at school. These same educators reserve traditional literacies for higher socioeconomic students, and this stuns me.  I’ve never thought of digital media being implemented in this way, with the agenda of a strict structural divide between socioeconomic classes.  This chapter has opened a new line of thinking for me, as an educator.

2. With some important exceptions, how are lower income youth marginalized from using digital media in ways that might provide them with economic empowerment?  Besides not having the technology access, and the family structure promoting, and valuing digital media, lower income youth seem to be “taken advantage of”.  According to Ito (2010), “Throughout this discussion we see the resilience of existing forms of class distinction in structuring young people’s access to particular job trajectories and their orientations toward labor and work”.  Lower income youth are generally forced to get a job during their high school years, and use whatever means available to earn extra money. Their skills are not always recognized as being productive enough to earn money by their parents and peers.  I don’t believe society in general views these youth as productive, because they aren’t on the professional pathway or college bound.  But, reading these case studies is proof of the creative and intelligent youth that are often, if not always ignored, if they do not perform to the standards of a school grading system or standardized testing.  When will there be a significant and pervasive shift in society’s view, or our educational system’s thinking about our youth and their possibilities for successful participation in society regardless of grades and testing? The conclusion on pg.333 provides some hope to this question.  If these innovative and exceptional cases are any indication of broader shifts, we are beginning to see evidence that new media are helping to open new avenues for young people to exercise new forms of agency with regard to labor and work. (Ito, 2010)

3. In 2005 the CEO of IBM announced that if we wanted know what business leadership looks like in the 21 century look at what is going on in MMORPG's. After reading Box 7.4 does this make sense? Are you impressed by the levels of commitment and collaboration it takes players to be successful in these games? Do you have new respect for gamers? The 21^st century workplace requires collaboration, teamwork, communication, and developing strategies using critical thinking skills. Similar to a job, the gamers worked collectively sharing their expertise and knowledge to achieve a common goal. Box 7.4 is a great example of why gamers deserve respect. Gaming collaboration and strategies closely mirror the workplace, and I’m definitely impressed with the two months of work, number of participants and the analysis of the game to achieve success.

4. How do school need to change to become learning environments that cultivate the same kind of enthusiasm and commitment from young people like NeoPets did for Eddie? How can digital media play a role in the creation of these kinds of environments?  After reading Box 7.5,about Eddie and Neopets, it just seems so simple.  Educators try to plan and provide real-world projects to assist students with preparing for real-life, often falling short, and relying on traditional methods as the most significant part of a lesson. Sites like NeoPets already exist in huge numbers. If educators could harness the power of the existing digital media, then we might truly engage our students. Schools need to understand the students of today, and seek the necessary training to prepare our students for the future.  Eddie learned about finance, money-seeking activities, and the real-life lesson of real consequences through a social site…hmmm….

EDUC 6809 WebQuest: Hey Kids, What's in Your Cereal Bowl?

WebQuest: Hey Kids, What's in Your Cereal Bowl?

EDUC 6816 Evaluative Annotated Bibliography - Blogs, Websites, Newspaper Articles, and Videos

Blogs and Websites

Three Teachers' Answers to Questions on Classroom Blogging

Schulten, K. (2011, May). In Teaching and Learning with the New York Times. Retrieved July 17, 2012, from http://learning.blogs.nytimes.com/2011/05/19/three-teachers-answer-your-questions-on-classroom-microblogging/

Less is More: Using Social Media to Inspire Concise Writing

Doyne, S., & Ojalvo, H. E. (2011, March 28). In Teaching and Learning with the New York Times. Retrieved July 17, 2012, from http://learning.blogs.nytimes.com/2011/03/28/less-is-more- using-social-media-to-inspire-concise-writing/

Blogging in the Classroom: Why your Students should Write Online

Drennan, M. (2012, July 17). In Guardian Professional. Retrieved July 17, 2012, from  http://www.guardian.co.uk/teacher-network/2012/jul/17/students-should-be-blogging? newsfeed=true

A Reflection on the Benefits of Classroom Blogging

Morris, K. (2011, January 17). In Integrating Technology in the Primary Classroom. Retrieved  July 17, 2012, from http://primarytech.global2.vic.edu.au/2011/01/17/a-reflection-on-the-benefits-of-blogging/

To Blog, or not to Blog (in the classroom)

Frady, K. (2009, March 31). In Wordpress. Retrieved July 17, 2012, from http://edublognology.wordpress.com/2009/03/31/to-blog-or-not-to-blog-in-the-classroom/

Newspaper Articles

Middle School Students Sharing Opinions on their Blogs

Crawford, A. (2010, November 15). Middle school students sharing opinions on their blogs. Tribune Pittsburgh. Retrieved July 17, 2012, from http://triblive.com/x/pittsburghtrib/news/s_709348.html

Teachers are Reaching Out to Students with a New Class of Blogs

Dunnewind, S. (2006, October 14). Teachers are reaching out to students with a new class of blogs. Seattle Times. Retrieved July 17, 2012, from http://community.seattletimes.nwsource.com/archives/?date=20061014&slug=teachblog14

Blogging Now Begins Young

Bleimes, A. (2006, November 14). Blogging now begins young. USA Today. Retrieved July 17, 2012, from http://www.usatoday.com/tech/news/2006-11-14-blogs-education_x.htm

The MySpace Scourge?

Solochek J.S.(2009, January 10). The myspace scourge? Tampa Bay. Retrieved July 17, 2012, from http://www.tampabay.com/news/education/k12/article964604.ece

In the Classroom, Weblogs are the New Bulletinboards

Selingo, J. (2004, August 19). In the classroom,weblogs are the new bulletinboards. The New York Times. Retrieved July 17, 2012, from http://www.nytimes.com/2004/08/19/technology/in-the-classroom-web-logs-are-the-new-bulletin-boards.html?pagewanted=all&src=pm

Videos

Blogging as a Tool for Reflection and Learning

Rettberg, J. W. (Actor). Blogging as a tool for reflection [Online video]. Virtual Booke E-Pedagogy . Retrieved July 17, 2012, from http://www.virclass.net/eped/index.php?action=static&id=29

Blogging with Students: How and Why?

Jordan, L. (Actor). (2009). Blogging with students: How and why [Online video]. youtube.

Retrieved July 17, 2012, from http://www.youtube.com/watch?v=9T89bC3QF9g

Blogging is Learning!

Ollis, Y. (Producer). (2010). Blogging is learning [Online video]. Retrieved July 17, 2012, from http://www.youtube.com/watch?v=96BKbLBbUiM&feature=related

EDUC 6809 Modifications to WebQuest

I plan to modify the existing WebQuest, Think Outside the Box, to "Hey Kids, What's in your cereal bowl?"
Students will work in teams using a variety of digital tools for collaboration and creation of a digital media project.  The final project will be presented to and assessed by teachers, peers, and community members.  The original rubric will be modified to include criteria for video production, presentation skills, and a comment section for peer reviews.  The overall goal of the project is to create a fictional cereal, cereal box design, and a commercial video with students as actors.  Students will:

•  watch pre-selected youtube videos (youtube videos may need to be downloaded through realplayer for students to view videos in classroom)
•  use Edmodo to post links for (google docs, VoiceThread - cereal box designs, and digital story links)
• choice of using photostory, animoto, or imovie (if students have a preference for another format, it will be considered)
• video cameras will be provided for students to record commercials with student actors
• Note:  Students will have prior knowledge to use the tools mentioned above before completing the WebQuest

Significant differences include using an online microblogging platform to collaborate, construct, and evaluate media projects, instead of printing worksheets to be completed by the group.  Also, the original WebQuest only suggests to complete a video commercial, if time.  My WebQuest requires a creative production, a commercial with student actors.  Too, the original requires students to print templates, and I will avoid hard copies, and require google docs for editing, collaborating, and decision-making.  Note: Students will have existing google accounts.

Google docs will be used for answering questions posed by teacher throughout the webquest, and the construction of the script for commercial. VoiceThread will be used to post the cereal box design images for comments and critiques by teacher and other class members. 

Students are familiar with Edmodo and will use the site as a course blog for interacting, posting links and rough drafts to receive teacher and peer feedback.

The final presentation will consist of students describing the process of their creation, and audience members viewing and assessing the video commercial.