Hello everyone! I teach in an urban school district and was wondering if anybody could give me some ideas of current media I can incorporate in my high school classroom this upcoming year that appeals more to urban youth (my students are primarily Latino). If you could also give suggestions about how I could implement these different materials, I would be quite grateful. I'm also interested in learning about ways I can stay current with music my students listen to. Thanks!
-Dalin
Thursday, July 19, 2012
Thursday, July 12, 2012
Grimm
As i continued to think about Kaylee's topic, as well as a TV show to use in the classroom, I kept coming back to my original idea of the show Grimm. In the intriguing TV series, the main character is an actual "grimm". This means he can see all of the creatures that are described in the original grim fairy tales. This gives students a new perspective of a story.
Digital Nation
I came across this series as I was searching for supplementary text for my final project. It's an extended TV documentary that explores "life on the virtual frontier," what it means to be human in the twenty-first century. I don't have time to watch the entire program at the moment, but I did watch a few of the clips from the section focusing on technology in modern education. I like what I've seen so far. Many of the issues we've discussed in class and on the blog seem to come into play in the series, so I thought I'd share it with the class.
My MCPop Ning Question
Using Disney to teach gender stereotypes
Does anyone use Disney to teach gender
stereotypes and roles? If so, how do you introduce this topic? What
activities do you do, besides analyzing character appearance and
attitudes?
Hobbs Chapter 9
As I was reading chapter 9 in Hobb's last night, I really started thinking about the entire purpose of our class and everything really came full circle for me. I realized that our students need to use media as an outlet for their learning.
I was reading Figure 9.1 on page 169, and determining my motivations for digital and media literacy. I found that mostly, I wanted to modernize my classroom and use media as a way to engage students. I think that using different medias in the classroom is a great way to connect with students and keep them interested, but I also think that it is a great creative outlet for them. If a student can create a PSA or a podcast, instead of writing a research paper, why not? It not only would allow students to use their minds in a different and more interesting way, but it is is also more interesting for us as teachers. I don't know about you, but I think grading 30 papers that are essentially the same sounds boring and awful. If I could watch or listen to videos or look at a Facebook page created for a character, that would be much more fun for me as a teacher. It may be more difficult to grade, but I think that in the end, it allows your students to do better because they can play to their strengths on projects.
On page 171, Hobbs asks the question, "Should digital and media literacy be offered as a separate stand-alone course or should it be integrated into the curriculum's existing subjects?" This is such a tough question. On one hand, I want to say that it would be so easy and fantastic to integrate it into my existing curriculum, but on the other hand, what if my students don't know how to use the different medias? Then, I'm "required" to teach them how to use it or have someone to teach them how to use it, which eats up more class time. In that case, I would say a stand-alone approach might be best
Maybe the best thing overall would be to have a stand-alone class sometime in an earlier grade...like eighth grade, then teachers could integrate the media into their curriculum with no worries from that point on. Students would come prepared knowing how to make a podcast, knowing how to use twitter, knowing how to decode a newspaper article, etc. You could still have interesting conversations on that specific media and the students' lives in class, but you wouldn't have to "teach" the media; you could just use it to your advantage.
Side Note:
I was on the MCPop Ning, and found this book, which I think I am going to purchase because it sounds like exactly what I might need to help me come up with some ideas for my classroom:
Using Social Media Effectively in the Classroom
It looks like it has a section on how to assess students' use of social media in the classroom. Hopefully this will help me to figure out how to grade students' work fairly between and across different medias.
I was reading Figure 9.1 on page 169, and determining my motivations for digital and media literacy. I found that mostly, I wanted to modernize my classroom and use media as a way to engage students. I think that using different medias in the classroom is a great way to connect with students and keep them interested, but I also think that it is a great creative outlet for them. If a student can create a PSA or a podcast, instead of writing a research paper, why not? It not only would allow students to use their minds in a different and more interesting way, but it is is also more interesting for us as teachers. I don't know about you, but I think grading 30 papers that are essentially the same sounds boring and awful. If I could watch or listen to videos or look at a Facebook page created for a character, that would be much more fun for me as a teacher. It may be more difficult to grade, but I think that in the end, it allows your students to do better because they can play to their strengths on projects.
On page 171, Hobbs asks the question, "Should digital and media literacy be offered as a separate stand-alone course or should it be integrated into the curriculum's existing subjects?" This is such a tough question. On one hand, I want to say that it would be so easy and fantastic to integrate it into my existing curriculum, but on the other hand, what if my students don't know how to use the different medias? Then, I'm "required" to teach them how to use it or have someone to teach them how to use it, which eats up more class time. In that case, I would say a stand-alone approach might be best
Maybe the best thing overall would be to have a stand-alone class sometime in an earlier grade...like eighth grade, then teachers could integrate the media into their curriculum with no worries from that point on. Students would come prepared knowing how to make a podcast, knowing how to use twitter, knowing how to decode a newspaper article, etc. You could still have interesting conversations on that specific media and the students' lives in class, but you wouldn't have to "teach" the media; you could just use it to your advantage.
Side Note:
I was on the MCPop Ning, and found this book, which I think I am going to purchase because it sounds like exactly what I might need to help me come up with some ideas for my classroom:
Using Social Media Effectively in the Classroom
It looks like it has a section on how to assess students' use of social media in the classroom. Hopefully this will help me to figure out how to grade students' work fairly between and across different medias.
Wednesday, July 11, 2012
Call Me Maybe
On Friday, we will discuss the role of music and music videos in our discussion of media. As Melanie and Robert will attest, I love comparing various versions of music videos for tone. Ask her about the renditions of "Somebody That I Used to Know" we discussed in Teaching Reading to do just that!
Well, here's another set. This time it's the original version of the song "Call Me Maybe" by Carly Rae Jepsen (http://www.youtube.com/watch?v=fWNaR-rxAic) paired with the Cookie Monster (http://www.youtube.com/watch?v=-qTIGg3I5y8). I would love to discuss the first version as a way to look at some of the topics we have already discussed on gender, sexuality, etc.
Here's Obama's take on the song: http://www.youtube.com/watch?v=hX1YVzdnpEc&feature=endscreen&NR=1
BTW: my vote for the music video we discuss in class on Friday is the Cookie Monster song!
Well, here's another set. This time it's the original version of the song "Call Me Maybe" by Carly Rae Jepsen (http://www.youtube.com/watch?v=fWNaR-rxAic) paired with the Cookie Monster (http://www.youtube.com/watch?v=-qTIGg3I5y8). I would love to discuss the first version as a way to look at some of the topics we have already discussed on gender, sexuality, etc.
Here's Obama's take on the song: http://www.youtube.com/watch?v=hX1YVzdnpEc&feature=endscreen&NR=1
BTW: my vote for the music video we discuss in class on Friday is the Cookie Monster song!
Tuesday, July 10, 2012
Denying the Digital Default
I thought it would be profitable to continue the discussion about cell phones sparked at the start of today’s class. I’ve read a mix of opinions throughout the session about the benefits and drawbacks of general technology implementation, and overall I find the pro-technology argument overwhelmingly compelling.
Incorporating cell phones in the classroom is one idea, however, that lacks real substance. This topic has come up frequently in “shop talk” with fellow teachers and even in casual conversation with friends and family. Wanting to be well-informed about the topic so that I could contribute to these discussions, I’ve read a number of opinion pieces and articles on the topic in recent years. You can trust that my skepticism isn’t an uninformed gut reaction. I think I need to make this point clear before I get too far into the post, as I may otherwise come off as a bit of a curmudgeon.
I reviewed the article mentioned during class (“Five Reasons to Allow Students to Use Cell Phones in Class” by Michael Soskil), and I found the author’s ideas poorly substantiated at best. A close reading reveals that his argument, like almost all the arguments on the issue I’ve encountered so far, is not grounded in the educational worth of cell phones. Rather, he justifies his advocation by pointing to ways that cell phones can be used to address problems with funding and information access. These are issues that no doubt need to be addressed, but are cell phones really the answer? Schools need to be adequately financed and equipped. Internet content filters need to be utilized in sensible ways that don’t hinder research and squelch student curiosity. The problem is not that cell phones aren’t allowed in the classroom. The problem is that schools are not receiving enough funds to develop technological infrastructures that allow for productive computing capacity.
Let’s consider another major facet of Soskil’s argument: “If we are preparing our students for life after school, we should allow them to use the tools they will be using when they get there.” I find this argument a bit troubling as it smacks of utilitarianism and, in a sense, anti-intellectualism. There is no doubt that teachers should consider the practical application of content when developing curriculum; however, this consideration should not dominate the conversation. Shouldn't our main objectives as educators should be to hone critical thinking skills and to foster authentic creative expression? If we accomplish this, students will naturally apply the knowledge and abilities they gained in school in everyday situations. Do these everyday situations really need to be mimicked in the classroom? When we think about incorporating technology in the classroom, our first consideration should be whether technology helps us accomplish our primary educational objectives, which should be loftier than basic utilitarian goals. Soskil states that banning cell phones is “negligent” as it fails to recognize real-world needs. I adamantly disagree. I think it’s negligent to perpetuate the notion that ideas have no value unless you can find some immediate pragmatic application for them. That mentality does not produce great ideas.
Let’s also consider, as Hobbs stresses, what Soskil omits from his argument. He doesn’t seriously address the countless behavioral problems that would accompany a lift on the cell phone ban. He also doesn’t address the issue of distraction. How can teachers expect to maintain the focus of a classroom--especially considering rapidly rising class sizes--if students are permitted to use their cell phones whenever they please? To be fair, this distraction is present, to a degree, regardless of a cell phone ban; however, imagine what it would be like without a ban in place. To counter, Soskil might make the argument that cell phones can be allowed at teacher discretion. It is obvious, though, that the logistical complications of that type of policy will inevitably give way to a general allowance of cell phone use throughout a school. And the drawbacks of that type of policy are obvious as well.
The one point on which I agree somewhat with Soskil is his counterargument to the complaints about students using cell phones to cheat on tests. It is true that worthwhile assessments eliminate this problem. Nonetheless, this is not a valid argument for cell phones. It's an argument about the low quality of the exams commonly used in American schools.
In some ways, it seems that the pressure to develop “classrooms of the future” has gone to our heads, compelling us to chase trends that are not always in the best interests of our students. We need to make sure we’re not jumping on the technology bandwagon, using technology for technology's sake. We need to deny the digital default.
If you can point me to some sources that make a legitimate educational case for lifting the ban on cell phones in schools, let me know. In the meantime, here are two articles I’ve read recently that provide some cogent rebuttals to Soskil’s argument.
Since my post has maintained a somewhat contrarian tone, I thought it would be fitting to leave you with a relevant quote from one of my favorite contrarians:
"Our inventions are wont to be pretty toys, which distract our attention from serious things. They are but improved means to an unimproved end, an end which it was already but too easy to arrive at."
-- Henry David Thoreau, Walden
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