Double Journal Entry #6

Quote: "By applying cross-disciplinary literacy skills and systematically using the “Seven Powers,” we can help students see their own power as future voters in our democratic society (Abilock)."

Response: People today are deluged with information from a variety of media sources. Thirty years ago it was easier to sort out the amateurs from the professionals; the media also held itself to a higher ethical standard of reporting. However, the news today is based more about subjectivity rather than objectivity. Operating under the premise, "He or she who spins news the fastest gets it out to the mostest" improves the odds that news heard first is accepted as truth. What is frightening about this is that voters make decisions at the polls based on information that they have. If voters do not discern well between truth, spin and fabrication, then the wrong lawmakers may be put in office. Therefore, it is critical that we teach students the ability to analyze outputs from the media so they can make the best decision based on good information. One of the goals of media literacy should be to foster citizenship by developing future saavy voters.

Abilock, D. (2003, November). A Seven-Power Lens on 21st-Century Literacy. MultiMedia Schools, 10(5), 30-35. Retrieved September 29, 2011

Related Article: Twitter Isn't Journalism

De Monte, Michael. Bloomberg Businessweek. Bloomberg.com, Feb. 2011. Web. 2 Oct. 2011. <http://www.businessweek.com/debateroom/archives/2011/02/twitter_isnt_journalism.html>.

Analyzing Images in Media

Photo 1

Photo in the New York Daily News: Tuesday June 15, 2010. Article Title:White House: Obama ready to seize claims process.

Caption: 

White House: Obama ready to seize claims process.

In the picture, President Obama appears confident, energetic, and is leading a group of people. He is in business casual as is the rest of the entourage. He is seen in this photo as engaged, and taking an interest in the oil spill. The photographer captured an image that is positive and inspiring.

Photo 2

This second photo dipicts the president in a somber mood. He looks as though he has had a lack of sleep, is unshaven, and is contemplating a question or information he has received. He again is in casual business attire and in an office setting. He may be speaking with reporters or meeting with advisors. He does not happy, engaged, or in control as he appeared in the photo above. This photo projects an air of uncertainty and is not positive.

Photo in the Washington Post Tuesday June 15, 2010

Article Title: Oil Spill: BP Gulf leak could stain President Obama like Iran Hostage crisis destroyed Jimmy Carter

Caption: President Barack Obama is briefed on the BP oil spill relief efforts in the Gulf

Double Journal Entry #5: Art Becomes the Next R

Quote: "Beyond a literacy that facilitates learning and communication across a wide spectrum of activities, art skills also translate into real-world jobs. Each of the thousands of channels of video, the thousands of CDs and DVDs, the millions of incipient Web sites-and the other new media not yet on imagination's horizon-will require musicians, choreographers, videographers, graphic designers, creative consultants, and many other "artistic" professionals. Artists are finally having their day (Ohler)."

Reaction: We cannot dismiss that today's students have been raised in a totally digital era. As educators we have a responsibility to teach students to receive and communicate in a digital rich medium. Use of pictures and graphics are powerful, and must be used as skillfully  as an actor using facial expressions in place of words, or a cartoonist drawing charactures to dipict people. Art in general is beneficial to keeping students engaged, and allowing students to express their personal interests, explore history and other cultures, and serve as an outlet for self-expression. Art promotes individualism which also encourages an entrepreneurial spirit. Entrepreneurism is about finding creative solutions, being different and taking risks. Educators need to find a way to mesh art with the other disciplines so that we are engaging 21st Century learners.

Ohler, Jason. "Art Becomes the Next R." Educational Leadership Magazine 58.2 Oct. (2000): 16-19. Web. 23 Sept. 2011.

Here is an outline for planning art lessons. (There is a correlation between traditional art and an approach to instructional technology):  Planning Art Lessons & Units.

Bartel, Marvin. "Planning Art Lessons & Units." Goshen College. 2010. Web. 25 Sept. 2011.

A New Way to Teach: Digital Story Telling

One of the more challenging assignments to date for my Instructional Technology class was a digital story project using Photo Story 3 for Windows. It required finding a quote that reflected my personal teaching philosophy, and then putting it in a digital story form using images  and music or narration. I chose a quote from Cecil Beaton that encourages people to be anything but status quo. This involved mapping out a plan on  paper as to how words and images might be used In conjunction with the actual quote. During the process, I made many changes to the slide presentation by cutting out some slides and adding or modifying others until I was satisfied that the pictures, text inserted, and voice narration captured the spirit of the quote.  On some slides I chose images of children in a learning environment, because both students and teachers need to embrace being “daring,” “different,” and “impractical.” I chose images of teachers using the traditional lectern and overhead projector to represent the old and safe methods of instruction, followed by a frustrated student banging their head on a blackboard. The intent of my digital project is to challenge teachers to be different and teach unique!

The project met the following ISTE-NET standards for students:

Demonstrate creativity and innovation
Communicate and collaborate
Conduct research and use information
Think critically, solve problems, and make decisions
Use technology effectively and productively

ISTE-NET Standards for students

The assignment also met the following ISTE-NET standards for teachers:

1a. promote student reflection using collaborative tools to reveal and clarify students’ conceptual   understanding and thinking, planning, and creative process.

2a.	design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
2b.	develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
2c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
3a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
3c.	communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
3d.	model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4a.	advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
4c.	promote and model digital etiquette and responsible social interactions related to the use of technology and information.
b.	exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
d.	contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

ISTE-NET Standards for Teachers

Photo Story

Double Journal Entry #4

Quote: “Through creating narratives, students develop the power of their own voices and become heroes of their own learning stories “(Ohler).

Reaction:  In his article, “The World of Digital Storytelling,” Jason Ohler gives good examples on how digital storytelling can be used in the classroom. More importantly, he shares how the story should be developed, which means students will need to consider the following: 1) Who is the audience? 2) What is the message to be conveyed? 3) What action or response is desired? He suggests that the students utilize digital mapping by creating a storyboard.

Having a background in marketing, it is easy for me to see the value mapping.  Storyboards have long been used in advertising and in developing marketing campaigns. It aids the creator in looking objectively at the story to determine if the words and pictures convey what is intended. I can see where students would need to exercise critical thinking skills that entail planning, research, design, execution and evaluation.  Creating a digital story may also teach students how to look at media more critically in their everyday lives, enabling them to discern between truth, untruth and anything suspect

I once heard a pastor tell the story of “Horton Hears a Who (Suess)” in a Sunday sermon. He concluded with, “We have a responsibility to be a voice for those that cannot be heard.”   For the students, digital storytelling is a great way to express thoughts, feelings and emotions in story form, giving them the “power of their own voices” as Ohler described.

Ohler, Jason. "The World of Digital Storytelling." Association for Supervision and Curriculum Development Jan. (2006): 44-47. Web. 18 Sept. 2011. http://www.jasonohler.com/pdfs/digitalStorytellingArticle1-2006.pdf.

Galaxy, Dancing. "Horton Hears A Who." You Tube. N.p., n.d. Web. 27 Jan. 2011. <http://www.youtube.com/watch?v=nYJQpiHJKrE&feature=related>.

Comic

Make Beliefs Comix