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 21st 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….
Isn't it crazy how the education system continues to marginalize youth from disadvantaged homes!
ReplyDeleteI like that you focused on the potential of digital media to help students overcome some of the traditional barriers of being from low SES!
We really should let 2201 students explore how some of their out-of-school interest and hobbies make might have relevance to the content we want student to learn in school. Unfortunately they have bought the media hype that what adolescents do on the Internet has little relevance or value to society.