1. A way social media changed reading and writing processes is they have become interactive. "When readers engage with a blog, for example, the are able, indeed expected, to click on links, add comments, and reblog or remix content."
2. Students need to understand cosmopolitan practices through school so they do not learn through error. Cosmopolitan practices help them to recognize they are publishing information to a global audience that can remain on record permanently. They can also learn how to respond to material they've read in a 'hospitable' way using cosmopolitan ethics, which take into consideration the very broad audience comprised of many cultures who may interpret information differently.
3. The cosmopolitan conversation video challenge taught media literacy because "the youth initially discussed images from blog posts and profile pictures" then the students "were given the challenge of composing a digital story with the Space2Cre8 global audience".
4. Digital technologies should be used to support student learning throughout the class to continually let students have an "active role of authorship" instead of just digitizing the final capstone assignment.
5. The videos I watched this week supported the concept of cosmopolitism by being informative about various cultures and practices. Many seemed to have a message they wanted to share with the world- a unique identity.
6. "Most reported having never written a full essay independently..."
When reading about the 25 juniors and seniors involved in the cosmopolitan conversation video challenge the text went on to say how the students had traveled physical boundaries from the Bronx to New York University but also societal boundaries regarding socioeconomic status. Even so, I know students start writing small essays in elementary school. I cannot help but be surprised when I learn how academically behind students can be for their age, despite how many times I see it as a substitute. I believe the public does not realize this is so common, at least in my area or state. Before I became an educator, I believed that if students did not learn the required skills needed for a specific grade, they were retained and then they were able to catch up to their peers, even if it took being retained for 2 grades. Now I know as an educator and as a parent, there are several issues or complications for the student and his/her peers that go along with retaining a student. However, we all also know there are several issues and complications that go along with being in high school junior or senior and being incompetent in reading, writing and math.
How Does Retention Impact Children
This article lists negative and positive outcomes from retaining a student. I think there is always going to be a gray area regarding this matter because all students are different. I suppose that should remind us to always recognize that all students are unique and a one-size-fits-all approach in education is always going to hurt some students.
Sunday, October 27, 2013
Analysis of Digital Storytelling
Activity #2
"Participant/Observation"
The point of view and the voice is from the author and creator of the video. Maybe the dramatic question (although not really a question) is, "I was supposed to be an observer." The emotional paradigm is the regret of making a bad decision due to being naive, young and unaware of the gravity of a situation at the time.
"Deep Water"
This story is from the point of view and in the voice of the author and creator, a woman who describes the role she is playing in her mother's battle with cancer. The dramatic question maybe could be, "Water scares me." It prompts the viewer to think, "Why did water scare her?" or "What made her afraid of water?" The emotional content is strong with incidences of the bond between mother and daughter, stress in crisis, watching a loved one suffer with illness and helping someone through a difficult situation.
"The Gift of Nonviolence"
This video is in the point of view and the voice of the creator. The essential question could be, "How did he get his father to stop beating him with the garden hose?". The emotional content includes the struggles between parent and child, the struggle of being physically abused, the struggle of being abused by a parent and the feeling of reliving a painful childhood memory.
"Participant/Observation"
The point of view and the voice is from the author and creator of the video. Maybe the dramatic question (although not really a question) is, "I was supposed to be an observer." The emotional paradigm is the regret of making a bad decision due to being naive, young and unaware of the gravity of a situation at the time.
"Deep Water"
This story is from the point of view and in the voice of the author and creator, a woman who describes the role she is playing in her mother's battle with cancer. The dramatic question maybe could be, "Water scares me." It prompts the viewer to think, "Why did water scare her?" or "What made her afraid of water?" The emotional content is strong with incidences of the bond between mother and daughter, stress in crisis, watching a loved one suffer with illness and helping someone through a difficult situation.
"The Gift of Nonviolence"
This video is in the point of view and the voice of the creator. The essential question could be, "How did he get his father to stop beating him with the garden hose?". The emotional content includes the struggles between parent and child, the struggle of being physically abused, the struggle of being abused by a parent and the feeling of reliving a painful childhood memory.
The Seven Elements of Digital Storytelling
Activity #1
Element 1:
First Example: The purpose is to briefly show people how salt is harvested. The point of view and the voices seem to be from the students who created the video.
Second Example: The purpose of the video is to show how this school is raising fish for a science project. The point seemed like it could have been from the students or the faculty. I only remember hearing music, not voices.
Element 2:
Example 1: "Are you making our island ugly?" is the dramatic question. We did not get an answer but I think it is intended to make people think.
Example 2: The dramatic question could be, "How can we save our natural resources?" There was a resolution to how the woman could save her fish.
Element 3:
Example 1: The emotional paradigm in this video is the difficult feelings most teens have at times that can lead to depression or thoughts of self harm.
Example 2: I think the emotional paradigm in this video is guilt.
Element 4:
Example 1: The elderly woman's voice helped the story seem more interesting and credible.
Example 2: The children's voices are adorable singing and speaking so, yes, they improve the overall effect of the story.
Element 5:
Example 1: The music makes the video's location seem relaxing and shows the culture so I do think it helps the purpose of the video.
Element 6:
The first two examples seemed to make sense and sequence well but the third was missing a lot and did not make sense. It had a variety of images that did not coordinate with each other or match a theme.
In the first video, it worked well how they quickly went from one slide to the next. On the slide with the girl in the tree they did not acknowledge she was sleeping in the tree like the other video did.
Element 7:
I did not think the students paced very well in this video. I feel it was a bit too fast. At least at the end they could have spoken more clearly, slowly and with more inflection when the young man said, "Practice and be prepared."
Activity #2
Participant/Observation
The point of view and the voice is from the author and creator of the video. Maybe the dramatic question (although not really a question) is, "I was supposed to be an observer." The emotional paradigm is the regret of making a bad decision due to being naive, young and unaware of the gravity of a situation at the time.
<object width="420" height="315"><param name="movie" value="//www.youtube.com/v/VeXhmIT2LhM?hl=en_US&version=3"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/VeXhmIT2LhM?hl=en_US&version=3" type="application/x-shockwave-flash" width="420" height="315" allowscriptaccess="always" allowfullscreen="true"></embed></object>
This story is from the point of view and in the voice of the author and creator, a woman who describes the role she is playing in her mother's battle with cancer. The dramatic question maybe could be, "Water scares me." It prompts the viewer to think, "Why did water scare her?" or "What made her afraid of water?" The emotional content is strong with incidences of the bond between mother and daughter, stress in crisis, watching a loved one suffer with illness and helping someone through a difficult situation.
<iframe allowfullscreen="" frameborder="0" height="270" src="//www.youtube.com/embed/P_aZtlsoziU?list=PL47B77396AAEEF956" width="480"></iframe>
This video is in the point of view and the voice of the creator. The essential question could be, "How did he get his father to stop beating him with the garden hose?". The emotional content includes the struggles between parent and child, the struggle of being physically abused, the struggle of being abused by a parent and the feeling of reliving a painful childhood memory.
Element 1:
First Example: The purpose is to briefly show people how salt is harvested. The point of view and the voices seem to be from the students who created the video.
Second Example: The purpose of the video is to show how this school is raising fish for a science project. The point seemed like it could have been from the students or the faculty. I only remember hearing music, not voices.
Element 2:
Example 1: "Are you making our island ugly?" is the dramatic question. We did not get an answer but I think it is intended to make people think.
Example 2: The dramatic question could be, "How can we save our natural resources?" There was a resolution to how the woman could save her fish.
Element 3:
Example 1: The emotional paradigm in this video is the difficult feelings most teens have at times that can lead to depression or thoughts of self harm.
Example 2: I think the emotional paradigm in this video is guilt.
Element 4:
Example 1: The elderly woman's voice helped the story seem more interesting and credible.
Example 2: The children's voices are adorable singing and speaking so, yes, they improve the overall effect of the story.
Element 5:
Example 1: The music makes the video's location seem relaxing and shows the culture so I do think it helps the purpose of the video.
Element 6:
The first two examples seemed to make sense and sequence well but the third was missing a lot and did not make sense. It had a variety of images that did not coordinate with each other or match a theme.
In the first video, it worked well how they quickly went from one slide to the next. On the slide with the girl in the tree they did not acknowledge she was sleeping in the tree like the other video did.
Element 7:
I did not think the students paced very well in this video. I feel it was a bit too fast. At least at the end they could have spoken more clearly, slowly and with more inflection when the young man said, "Practice and be prepared."
Activity #2
Participant/Observation
The point of view and the voice is from the author and creator of the video. Maybe the dramatic question (although not really a question) is, "I was supposed to be an observer." The emotional paradigm is the regret of making a bad decision due to being naive, young and unaware of the gravity of a situation at the time.
<object width="420" height="315"><param name="movie" value="//www.youtube.com/v/VeXhmIT2LhM?hl=en_US&version=3"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="//www.youtube.com/v/VeXhmIT2LhM?hl=en_US&version=3" type="application/x-shockwave-flash" width="420" height="315" allowscriptaccess="always" allowfullscreen="true"></embed></object>
This story is from the point of view and in the voice of the author and creator, a woman who describes the role she is playing in her mother's battle with cancer. The dramatic question maybe could be, "Water scares me." It prompts the viewer to think, "Why did water scare her?" or "What made her afraid of water?" The emotional content is strong with incidences of the bond between mother and daughter, stress in crisis, watching a loved one suffer with illness and helping someone through a difficult situation.
<iframe allowfullscreen="" frameborder="0" height="270" src="//www.youtube.com/embed/P_aZtlsoziU?list=PL47B77396AAEEF956" width="480"></iframe>
This video is in the point of view and the voice of the creator. The essential question could be, "How did he get his father to stop beating him with the garden hose?". The emotional content includes the struggles between parent and child, the struggle of being physically abused, the struggle of being abused by a parent and the feeling of reliving a painful childhood memory.
Tuesday, October 22, 2013
Reading and Discussion #9
"Digital Storytelling is one such practice in/through which youth can construct identities as they tell their personal stories."
Children and adolescents are trying to find themselves but our culture and the people in the communities these children live in have a preconceived notion of the type of person they are. We all create identities about people, whether we mean to or not, by impressions we get from them or background knowledge we have about them. Children can better express themselves and show their identity through the use of videos, pictures, voice overs and text when digital storytelling. For example, the students at Las Redes were between the ages of 6 and 10 so their linguistic skills aren't developed enough to tell a story with text alone as well as they could with pictures of videos.
A group of 20 Palestinian students from refugee camps became a part of the Re-Imagining Project which uses digital photography and storytelling workshops to support Palestinian youth in expressing their cultural identity, personal narratives and creative vision. Some of them had never even used a camera before. The films highlight the unusual struggles of a teen in these situations that are difficult, like escaping from the noise of diesel generators at the camp or soldiers not allowing them to go to school at times, with humor and in creative cinematic ways. The films were then shown at film festivals and on youtube.com.
Children and adolescents are trying to find themselves but our culture and the people in the communities these children live in have a preconceived notion of the type of person they are. We all create identities about people, whether we mean to or not, by impressions we get from them or background knowledge we have about them. Children can better express themselves and show their identity through the use of videos, pictures, voice overs and text when digital storytelling. For example, the students at Las Redes were between the ages of 6 and 10 so their linguistic skills aren't developed enough to tell a story with text alone as well as they could with pictures of videos.
"Youth Re-Imagine Life Through Short Films"
http://electronicintifada.net/content/youth-re-imagine-life-through-short-films/8987#.UmbHZsSiTyw.email
A group of 20 Palestinian students from refugee camps became a part of the Re-Imagining Project which uses digital photography and storytelling workshops to support Palestinian youth in expressing their cultural identity, personal narratives and creative vision. Some of them had never even used a camera before. The films highlight the unusual struggles of a teen in these situations that are difficult, like escaping from the noise of diesel generators at the camp or soldiers not allowing them to go to school at times, with humor and in creative cinematic ways. The films were then shown at film festivals and on youtube.com.
Sunday, October 20, 2013
Digital Storytelling and Reel Works
http://www.youtube.com/watch?feature=player_embedded&v=tWJREUmLdAs
I really liked all the videos for different reasons. Even and amateur nature of them made them more endearing. But this was my favorite for personal reasons because sometimes I feel like I've 'taken the long way' in life. I've made some bad decisions and have had to work hard to overcome them and almost try to undo them with a lot of hard work. Particularly, after playing softball very well and very competitively, I decided to quit in 11th grade.
Although I know many people regret giving up on something, the video really showed the regret and shame she was feeling. I learned how that looked through the video when she was watching the boy in front of her play the piano and she couldn't keep up.
It was surprising how bad she felt about quitting her piano lessons but to me she still seemed to have talent. I still play softball tournaments and in leagues and still play very well but I know I didn't meet my full potential so maybe that is how she is feeling.
The digital story helped create an alternative to stereotypes by showing a teen who already understood the effects of making a bad decision as a 13 year old. The media gives an image of fun loving teens who don't think much about consequences. This video shows that some teens are already facing the effects of the decisions they've made.
I really liked all the videos for different reasons. Even and amateur nature of them made them more endearing. But this was my favorite for personal reasons because sometimes I feel like I've 'taken the long way' in life. I've made some bad decisions and have had to work hard to overcome them and almost try to undo them with a lot of hard work. Particularly, after playing softball very well and very competitively, I decided to quit in 11th grade.
Although I know many people regret giving up on something, the video really showed the regret and shame she was feeling. I learned how that looked through the video when she was watching the boy in front of her play the piano and she couldn't keep up.
It was surprising how bad she felt about quitting her piano lessons but to me she still seemed to have talent. I still play softball tournaments and in leagues and still play very well but I know I didn't meet my full potential so maybe that is how she is feeling.
The digital story helped create an alternative to stereotypes by showing a teen who already understood the effects of making a bad decision as a 13 year old. The media gives an image of fun loving teens who don't think much about consequences. This video shows that some teens are already facing the effects of the decisions they've made.
Sunday, October 13, 2013
I created my PSA to shock my intended audience of parents, teachers and administrators, primarily in secondary education, to the fact that these types of images by a very popular artist to young teens are common online. I also wanted them to see how a very hard working and talented young girl could get caught up in the media and make herself a marketing tool. This is also such a current topic that has been discussed a lot lately, so I thought I should take advantage of it to incorporate my message of promoting digital media literacy. I also showed the other advertisements to prove Miley is not the only culprit in negative media messages and these types of negative media messages may have influenced her.
My persuasive techniques include fear, slippery slope, a rhetorical question (Has the media negatively influenced Miley?), timing and hopefully a little bit of humor. I hope it made you think!
Sunday, October 6, 2013
Reading and Discussion #7
Reading #1:
The three ideas I will use to inform my PSA of the need to teach critical media literacy are the following:
"Youth between the ages of 8 and 18 have increased their daily media usage from 7:29 hourse in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print and movies."
"In addition, the CCSS (Common Core State Standards) standards recognize the relationship between digital tools and the development of print literacy."
"Alvermann found that teachers and teacher educators (of pre-service and in-service teachers) choose to exclude these forms of literacies in their instruction, mostly because they feel that students already have plenty of time with digital literacies outside of school."
Reading #2
After reading "Critical Pedagogy and the Teaching of Reading", what I learned about critical pedagogy was that there is not always one answer. When teaching reading, the author might have various messages they are trying to send and it is valuable to have that pluralism and diversity within a variety of different student answers.
I know a concern of other teachers is to lose their sense of power. I do not have any concerns about losing a sense of power. I feel like students are much more engaged when they can share a unique opinion or belief about the topic being studied. The only concern I might have would be the ability to assess everyone fairly or my administration not being supportive.
The three ideas I will use to inform my PSA of the need to teach critical media literacy are the following:
"Youth between the ages of 8 and 18 have increased their daily media usage from 7:29 hourse in 1999 to 8:33 hours in 2004 to 10:45 hours in 2009 with media including TV, music, computer, video, print and movies."
"In addition, the CCSS (Common Core State Standards) standards recognize the relationship between digital tools and the development of print literacy."
"Alvermann found that teachers and teacher educators (of pre-service and in-service teachers) choose to exclude these forms of literacies in their instruction, mostly because they feel that students already have plenty of time with digital literacies outside of school."
Reading #2
After reading "Critical Pedagogy and the Teaching of Reading", what I learned about critical pedagogy was that there is not always one answer. When teaching reading, the author might have various messages they are trying to send and it is valuable to have that pluralism and diversity within a variety of different student answers.
I know a concern of other teachers is to lose their sense of power. I do not have any concerns about losing a sense of power. I feel like students are much more engaged when they can share a unique opinion or belief about the topic being studied. The only concern I might have would be the ability to assess everyone fairly or my administration not being supportive.
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