Education is the root to many a branch. The modern age as brought forth many new avenues our youth many travel down. These pathways may lead to an exciting future bearing much fruit while other paths may branch into a rotten, dead, and wasteful existence. I see our youth as a bud on a tree that is full of life and willing to bear the future in thier arms. However, these children have many trials and storms they must weather in their season. Without the support and guidance of their family, friends, teachers, and community the child's future becomes jeopardized. The teacher stands at the ready to hold onto, guide, nurture, support, and protect the student throughout his/her development. An under-nurtured spring easily falls underfoot, but with care and the proper guidance the sprig will become resilient and grow and produce good fruit. So is it with our youth; all children are not brought up in a nurturing manor, but that does not mean all is lost and that they are to be forgotten. It is my calling, as an educator, to aid our youth in their development and give them the confidence and resources needed to succeed and become a productive member of society. This is my role and my mission.
"A critical examination of gender, race, and ethnicity is oftentimes ignored in...traditional education." (Avila & Pandya, 2013) Even though the world may strive to place all people into the same mold, I will not disregard the differences of our youth. I will embrace the digital age and reinforce the use of critical digital literacy in the students' everyday life and instill the fact that social categories are still relevant in the digital world. (Avila & Pandya, 2013) Online, the user may feel anonymous, but we are not. The interactions between digital users can be very dynamic and educational. By engaging with others online and off, critical use of technology and composition provides opportunities and new ways to experience and interact with the world. (Avila & Pandya, 2013) Technology is invasive and can be overwhelming, but as a digital native I have full confidence that digital interactions and experiences can and should be coupled with face-to-face and physical experiences.
I see my students not as an empty slate, but as one filled with a plethora of ideas, ideologies, biases, truths, and possibilities. We, in America, are given more choices on how we wish to live our lives than any other group. Sadly, evil and sloth are among those choices, as such, educators must be both willing and able to contend with negative behavior and reinforce constructive behavior and thoughts. I work hard to establish and maintain a safe,courteous, fair, and controlled learning environment where the students' ability and actions are taken seriously, individual strengths are celebrated, and collaboration is used appropriately. Community is composed of every person no matter if he or she is constructive or not. Our youth have many choices ahead of them that not only affect their lives, but also the life of the community. We must aid in guiding and educating our future for the future's sake and the sake of our youth.
References:
Avila, J., & Pandya, J. (2013). Critical digital media as social praxis: Intersections and challenges. (p. 58, 79). New York, NY: Peter Lang Publishing, Inc.
Links to engaging critical media literacy activities:
Video demonstrating common types of digital literacy
Self-help site teaching digital literacy
Digital Literacy Self-test to identify strengths and weaknesses
Google's digital literacy and citizenship curriculum
Student discussions of digital literacy
12/1/13
Week #14 Reading and Discussion
"...Ours is an age in which the pictoral turn has supplanted the linguistic one, as images push words off the page and our lives become increasingly mediated by a popular visual culture." (Hull, 2003)
I chose the above quote, because I can see the truth of the quote stand out in my classroom, within my students. My students are very visual and are poor readers and are terrible at reading comprehension. They have a very difficult time actually reading to understand, they mostly read only to make the school day go by faster and to not be bothered by the teacher for not doing their classwork. Though, they do not read much, my students are certainly visually stimulated easily. The students draw a lot and are always asking to print out a picture they found while completing digital assignments. I could have my students read and discuss the photosynthetic process in plants and bacteria, but if I do not include and reference an image of the process my students would be lost.
I chose the above image, because this is the look I see on my students almost everyday. An image or series of images helps immensely when reading about new science class content.
#1: Digital storytelling promotes academic literacies by requiring the student to be able to communicate effectively through speech and text without loosing the audience due to not being verbally or text illiterate. The production of digital stories is fun, interactive, and is often used to draw in an audience and the students know that if they are not literate they may not capture the attention of the target audience.
#2: No, I do not think that digital storytelling with music, speech, and images is easier. I do think that the addition of such does promote the mood of the story, but the extra time and effort in creating a multimedia production is more resource intensive than pure text.
#3: Yes, digital storytelling does increase the "action" feeling of a story or communication. Digital stories are more influential and "drive home" the story's message than a text-only story.Yes, the impact on the academic lives of our students would be positive, because through the production of these digital stories the students will try to interest and influence their audience and that drive will help them want to become more literate so that their products are more influential to their audience.
References:
Hull, G. (2003). At last: Youth culture and digital media.Research in the Teaching of English, 38(2), 230.
A picture is worth a thousand words [Web Graphic]. Retrieved from https://www.dlsweb.rmit.edu.au/lsu./content/1_StudySkills/study_tuts/learning styles/visual.html
I chose the above quote, because I can see the truth of the quote stand out in my classroom, within my students. My students are very visual and are poor readers and are terrible at reading comprehension. They have a very difficult time actually reading to understand, they mostly read only to make the school day go by faster and to not be bothered by the teacher for not doing their classwork. Though, they do not read much, my students are certainly visually stimulated easily. The students draw a lot and are always asking to print out a picture they found while completing digital assignments. I could have my students read and discuss the photosynthetic process in plants and bacteria, but if I do not include and reference an image of the process my students would be lost.
I chose the above image, because this is the look I see on my students almost everyday. An image or series of images helps immensely when reading about new science class content.
#1: Digital storytelling promotes academic literacies by requiring the student to be able to communicate effectively through speech and text without loosing the audience due to not being verbally or text illiterate. The production of digital stories is fun, interactive, and is often used to draw in an audience and the students know that if they are not literate they may not capture the attention of the target audience.
#2: No, I do not think that digital storytelling with music, speech, and images is easier. I do think that the addition of such does promote the mood of the story, but the extra time and effort in creating a multimedia production is more resource intensive than pure text.
#3: Yes, digital storytelling does increase the "action" feeling of a story or communication. Digital stories are more influential and "drive home" the story's message than a text-only story.Yes, the impact on the academic lives of our students would be positive, because through the production of these digital stories the students will try to interest and influence their audience and that drive will help them want to become more literate so that their products are more influential to their audience.
References:
Hull, G. (2003). At last: Youth culture and digital media.Research in the Teaching of English, 38(2), 230.
A picture is worth a thousand words [Web Graphic]. Retrieved from https://www.dlsweb.rmit.edu.au/lsu./content/1_StudySkills/study_tuts/learning styles/visual.html
11/23/13
Week 13 Reading and Discussion
"Pre-service teachers may know how to create a blog, for example, but lack the ability to use this knowledge to create activities and environments that promote a deeper understanding of literacy content when they enter the profession as practicing teachers."
I chose the above text and image, because I think that both ring true. The quote brings a common problem forward into the light. We, as new teachers, are taught how to create many different digital products to prove our knowledge of a topic, but we are not often taught "how" to teach a students how to create the products. At least, that was my experience in my undergraduate years at Fairmont State University (FSU). There was only one course I need to graduate that actually taught me how to teach science, but I would have liked to have taken more. At times, I and my co-workers can create digital products, but we struggle in the teaching of others so that they can create the product themselves.
1. I think they chose to include the word "critical," because the authors state that "critical and reflective practices are largely absent" from today's digital teacher training. (Avila & Pandya, 2013) The authors also cite the need for new teachers to be digitally literate and also be able to develop critical digital learners.
2. The FSU undergraduate teacher education program prepared me well to be critical of digital media and of my own digital products, but did not teach me to be a well-rounded critical digital media teacher to my students. I had to work on this skill on my time and dime. The program was very tools-based.
3. Teachers need to be thinking about the ability levels of their students and the difficulty of the digital experience the teacher may introduce. The purpose, practicality, and future use of teachable digital knowledge and skills must be taken into account when choosing a digital experience for the students; the experience needs to be meaningful, practical, repeatable and interesting. A question the teacher must ask: Is is critical digital literacy experience unbiased, easy to manage, and meaningful to my students?
4. Yes, most of my students do have these "rights," excluding those whose computer privileges are removed. In response to the first "right," my students are introduced to new and emerging digital resources I am either trained on or hear about from other teachers which have had success in using the digital tools. My students started using Prezi as an interesting way to share their ideas and interests in an artistic format on a presentation introducing themselves to me.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis . (pp. 128, 130). New York, NY: Peter Lang Publishing.
[Web Graphic]. Retrieved from http://373virtualpta.files.wordpress.com/2008/07/11_computer_101_class1.png
I chose the above text and image, because I think that both ring true. The quote brings a common problem forward into the light. We, as new teachers, are taught how to create many different digital products to prove our knowledge of a topic, but we are not often taught "how" to teach a students how to create the products. At least, that was my experience in my undergraduate years at Fairmont State University (FSU). There was only one course I need to graduate that actually taught me how to teach science, but I would have liked to have taken more. At times, I and my co-workers can create digital products, but we struggle in the teaching of others so that they can create the product themselves.
1. I think they chose to include the word "critical," because the authors state that "critical and reflective practices are largely absent" from today's digital teacher training. (Avila & Pandya, 2013) The authors also cite the need for new teachers to be digitally literate and also be able to develop critical digital learners.
2. The FSU undergraduate teacher education program prepared me well to be critical of digital media and of my own digital products, but did not teach me to be a well-rounded critical digital media teacher to my students. I had to work on this skill on my time and dime. The program was very tools-based.
3. Teachers need to be thinking about the ability levels of their students and the difficulty of the digital experience the teacher may introduce. The purpose, practicality, and future use of teachable digital knowledge and skills must be taken into account when choosing a digital experience for the students; the experience needs to be meaningful, practical, repeatable and interesting. A question the teacher must ask: Is is critical digital literacy experience unbiased, easy to manage, and meaningful to my students?
4. Yes, most of my students do have these "rights," excluding those whose computer privileges are removed. In response to the first "right," my students are introduced to new and emerging digital resources I am either trained on or hear about from other teachers which have had success in using the digital tools. My students started using Prezi as an interesting way to share their ideas and interests in an artistic format on a presentation introducing themselves to me.
References:
[Web Graphic]. Retrieved from http://373virtualpta.files.wordpress.com/2008/07/11_computer_101_class1.png
11/10/13
Reading and Discussion #12
"Technology [ushers] in new learning challenges for the first "always-connected generation.""
The above quote his home, because I see it in my sister and wife, both of which are on the edge of the generation the quote discusses. They both seem to always be on their cell phones, iPads, or PCs. It's understandable, entertainment and social media are pervasive and are ever-present. The lure of always being connected is strong and in the modern age there is an abundance of free time easily wasted away with new technologies.
I chose the above image, because it shows a person constantly drawn to the workings and doings of the world. Eyes always locked onto what is happening, never looking away. Technology is pervasive and ensnaring.
#1. The Ask Anansi game supported critical literacy by requiring the students to answer riddles and problems by "reading" into the Anansi responses; requiring the students to read between the lines, use graphics to help understand the responses, and use their environment to play the game.
#2. The game required students to write a counter-narrative, create a "good story" or Anansi, and write daily field notes.
#3. The game included e-mails, texting, and phone calls to communicate with Anansi. The students were required to communicate effectively digitally to be able to complete the game off-line in the physical world. The game connects the on-line and off-line worlds together.
#4. The quote means that we must read to understand the world more, then experience the world as we see/experience it. Only then, can we possibly understand the world enough to write about it and share the world we see to others who are experiencing the world in their own ways.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis . (pp. 110). New York, NY: Peter Lang Publishing.
[Web Graphic]. Retrieved from http://www.maloneyproperties.com/property-management/information-technology/
The above quote his home, because I see it in my sister and wife, both of which are on the edge of the generation the quote discusses. They both seem to always be on their cell phones, iPads, or PCs. It's understandable, entertainment and social media are pervasive and are ever-present. The lure of always being connected is strong and in the modern age there is an abundance of free time easily wasted away with new technologies.
I chose the above image, because it shows a person constantly drawn to the workings and doings of the world. Eyes always locked onto what is happening, never looking away. Technology is pervasive and ensnaring.
#1. The Ask Anansi game supported critical literacy by requiring the students to answer riddles and problems by "reading" into the Anansi responses; requiring the students to read between the lines, use graphics to help understand the responses, and use their environment to play the game.
#2. The game required students to write a counter-narrative, create a "good story" or Anansi, and write daily field notes.
#3. The game included e-mails, texting, and phone calls to communicate with Anansi. The students were required to communicate effectively digitally to be able to complete the game off-line in the physical world. The game connects the on-line and off-line worlds together.
#4. The quote means that we must read to understand the world more, then experience the world as we see/experience it. Only then, can we possibly understand the world enough to write about it and share the world we see to others who are experiencing the world in their own ways.
References:
Addressing the seven Elements of Digital Storytelling
Point of View My point of view is that of a 3rd person observer.
Dramatic Question A car crash cured cancer.
Emotional Content A drunk man runs a red light, hits an innocent couple, and runs. But, his actions led to the discovery and subsequent curing of another man's cancer.
Voice Anger, with tinges of thankfulness.
Soundtrack Low dark tones.
My Storyboard Link
Dramatic Question A car crash cured cancer.
Emotional Content A drunk man runs a red light, hits an innocent couple, and runs. But, his actions led to the discovery and subsequent curing of another man's cancer.
Voice Anger, with tinges of thankfulness.
Soundtrack Low dark tones.
My Storyboard Link
11/2/13
Reading and Discussion #11
"The blogs were...part of the real-world blogosphere; each students' reflections and arguments were visible, transparent , and open to scrutiny, comments, and criticisms from anyone." (Avila & Pandya, 2013)
1. An essentialist view focuses only on the abilities of the technology, not in the way that it is used. An ideological view focuses on the use and abilities of technology in the greater social schema and how all categories of social functions are affected or molded by the use of technology. I adhere to the essentialist view of technology. I don't see technology directly molding our society, but rather, I see society molding and controlling technology and media.
2. The teacher used blogging to allow her students to post their pictures to the world and receive feedback from the viewers while being cognizant of the messages they were promoting with the images they posted. The teacher uses a tactic of social pressure within her class; the students know that their best work will be broadcast on the teacher's blog, so they all compete with each other not to the the worst blogger. Requiring the students to stay organized means that the students must be able to put forth their knowledge, products, and opinions in a fashion that is appealing and interesting; this keeps the students on their toes as social and entertainment tastes of their audience changes, the students must adapt their product to remain at the center of the attention of their audience.
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis . (pp. 95). New York, NY: Peter Lang Publishing.
Privacy student intro video - the digital footprint [Web]. (2012). Retrieved from https://www.youtube.com/watch?feature=player_embedded&v=DinW62zlWcc
I chose the above quote, because I think that if we are to teach critical media literacy, at some point our students must learn that what is digital is rarely private and protected. Our digital products and footprints are everywhere can can still be accessed even if we remove our products from where we first posted them. Privacy is not possible in our digital world, especially in social media, such as blogs. This exposes out students to a bit of reality in a somewhat controlled environment where we can guide their responses to criticism.
The above video discusses the concern students must give to their digital footprints. If our students are to be creating digital media they need to know about digital footprints and repercussions.
The above video discusses the concern students must give to their digital footprints. If our students are to be creating digital media they need to know about digital footprints and repercussions.
1. An essentialist view focuses only on the abilities of the technology, not in the way that it is used. An ideological view focuses on the use and abilities of technology in the greater social schema and how all categories of social functions are affected or molded by the use of technology. I adhere to the essentialist view of technology. I don't see technology directly molding our society, but rather, I see society molding and controlling technology and media.
2. The teacher used blogging to allow her students to post their pictures to the world and receive feedback from the viewers while being cognizant of the messages they were promoting with the images they posted. The teacher uses a tactic of social pressure within her class; the students know that their best work will be broadcast on the teacher's blog, so they all compete with each other not to the the worst blogger. Requiring the students to stay organized means that the students must be able to put forth their knowledge, products, and opinions in a fashion that is appealing and interesting; this keeps the students on their toes as social and entertainment tastes of their audience changes, the students must adapt their product to remain at the center of the attention of their audience.
References:
Brainstorming my Digital Story
1. I was at a state animal show in which my grandfather and I entered a few of our chickens. The show housed cows, horses, pigs, etc., along with all types of fowl. One of his chickens won second place and one of mine won first! That's not the best part, though, because while I was roaming the grounds looking at all the different types of geese and ducks, my grandfather slipped away and either traded for or bought me five silky pullets and one cock silky. They were very beautiful birds with a healthy shine. The eggs they would come to produce were blue-green and small, but rich. I raised these separate from the other chickens and took great pride in farming them. I learned to raise many different types of chickens at my grandfather's side and will teach these skills to my children, since he has passed. He taught me care, resilience, and discipline.
2. I stepped out into the road above my grandparents' house on an early Easter morning when I was four years old. A neighbor of my grandparents was driving by and struck me as I stepped in front of his car. His bumper knocked my down and this front passenger side tire rolled over me. I don't remember much, but I do know that my father ran up to me, scooped me up and ran me into my grandparents' house. I remember there were shouts and my family trying to decide to either lay me on the floor or the couch, because my spine may have been damaged. The ambulance came and took me to the hospital and I stayed there for three days. I remember doctors coming in and trying to get me to move my left arm and leg. I said I couldn't, but my mother recalls that I was scared of it hurting and that I could move, but wouldn't. After it was all said and done, I was released and no worse for wear. I do remember, though, that as my father was collecting my toys they brought for me he accidentally took a piece of a toy train track from the hospital's train set. We laugh about it now. I've learned to be wary of crossing the road.
3. I was with a group of friends my freshman year of college at a Denny's for a late night dinner. My current girlfriend and I were crossing I-79 on Route 50 West at 1:00 a.m. and going through a green light intersection. Another vehicle, a black SUV-type, ran a red light off the ramp of I-79 South to Route 50 East. I saw him coming and tried to get out of the way, but he plowed into my front quarter panel on the passenger side. I didn't know it at the time, but my car did a 360+ and took out a couple signs before it came to rest about 40 yards from the impact site, over a raised median, and in the opposing lane. I cam to and checked on my passenger, she was very frightened and we got our seat belts off, but her door was stuck. I climbed out, trying to get her door open, then got her out through my driver-side door. We were shaken, but otherwise not very hurt. The man who ran the red light called 911, but then fled the scene leaving his phone and wallet in his vehicle. I later found out he wasn't supposed to be driving and he was drinking/drugged up. My passenger and I were taken to the local hospital to get an upper body x-ray to be sure we weren't hurt and a shadow was found at the lower portion of the film. Later, we discovered that the shadow was a tumor in my thyroid. I had thyroidoma. Surgery followed a couple weeks later. Sometimes, blessings come in the most unlikely disguises.
4. I, my immediate family, and my cousin were just finishing up watching a movie and saying our goodbyes when my mother received a call from my aunt down the road. My mother made a face and placed a hand on her chest, saying, "My father just passed." We were dumbfounded and shocked. My cousin and I ran out to my cousin's car and raced to my grandparents' house, pulling into their lawn. We rushed in to find my grandmother, aunt, and uncle there with my grandfather laying on the kitchen floor. They were eating dinner and he had a fatal heart attack. A recent event occurred a few months prior when I received a call from my grandmother saying my grandfather was choking. I threw shoes on and raced to their house to find him slumped over at the dinner table. He wasn't breathing and had a dull look in his eyes. I picked him up and performed the Heimlich maneuver until my uncle arrived and did the same. We couldn't get the food dislodged, but the coming ambulance got him to the hospital in time to remove the food. He spent time in the hospital recovering, but there was no recovering from his heart attack. This was the grandfather to taught me about life and death on his farm. I will never forget him.
5. My important event was my marriage to my wife of almost four months. She has changed my life drastically in a positive direction. I have grown up much in these last few months, taking on more responsibilities and relinquishing others. I see us as one unit with two heads, always planning the future, living the present, and learning from the past. It is a great responsibility, being a Christian husband, but one I will carry happily.
2. I stepped out into the road above my grandparents' house on an early Easter morning when I was four years old. A neighbor of my grandparents was driving by and struck me as I stepped in front of his car. His bumper knocked my down and this front passenger side tire rolled over me. I don't remember much, but I do know that my father ran up to me, scooped me up and ran me into my grandparents' house. I remember there were shouts and my family trying to decide to either lay me on the floor or the couch, because my spine may have been damaged. The ambulance came and took me to the hospital and I stayed there for three days. I remember doctors coming in and trying to get me to move my left arm and leg. I said I couldn't, but my mother recalls that I was scared of it hurting and that I could move, but wouldn't. After it was all said and done, I was released and no worse for wear. I do remember, though, that as my father was collecting my toys they brought for me he accidentally took a piece of a toy train track from the hospital's train set. We laugh about it now. I've learned to be wary of crossing the road.
3. I was with a group of friends my freshman year of college at a Denny's for a late night dinner. My current girlfriend and I were crossing I-79 on Route 50 West at 1:00 a.m. and going through a green light intersection. Another vehicle, a black SUV-type, ran a red light off the ramp of I-79 South to Route 50 East. I saw him coming and tried to get out of the way, but he plowed into my front quarter panel on the passenger side. I didn't know it at the time, but my car did a 360+ and took out a couple signs before it came to rest about 40 yards from the impact site, over a raised median, and in the opposing lane. I cam to and checked on my passenger, she was very frightened and we got our seat belts off, but her door was stuck. I climbed out, trying to get her door open, then got her out through my driver-side door. We were shaken, but otherwise not very hurt. The man who ran the red light called 911, but then fled the scene leaving his phone and wallet in his vehicle. I later found out he wasn't supposed to be driving and he was drinking/drugged up. My passenger and I were taken to the local hospital to get an upper body x-ray to be sure we weren't hurt and a shadow was found at the lower portion of the film. Later, we discovered that the shadow was a tumor in my thyroid. I had thyroidoma. Surgery followed a couple weeks later. Sometimes, blessings come in the most unlikely disguises.
4. I, my immediate family, and my cousin were just finishing up watching a movie and saying our goodbyes when my mother received a call from my aunt down the road. My mother made a face and placed a hand on her chest, saying, "My father just passed." We were dumbfounded and shocked. My cousin and I ran out to my cousin's car and raced to my grandparents' house, pulling into their lawn. We rushed in to find my grandmother, aunt, and uncle there with my grandfather laying on the kitchen floor. They were eating dinner and he had a fatal heart attack. A recent event occurred a few months prior when I received a call from my grandmother saying my grandfather was choking. I threw shoes on and raced to their house to find him slumped over at the dinner table. He wasn't breathing and had a dull look in his eyes. I picked him up and performed the Heimlich maneuver until my uncle arrived and did the same. We couldn't get the food dislodged, but the coming ambulance got him to the hospital in time to remove the food. He spent time in the hospital recovering, but there was no recovering from his heart attack. This was the grandfather to taught me about life and death on his farm. I will never forget him.
5. My important event was my marriage to my wife of almost four months. She has changed my life drastically in a positive direction. I have grown up much in these last few months, taking on more responsibilities and relinquishing others. I see us as one unit with two heads, always planning the future, living the present, and learning from the past. It is a great responsibility, being a Christian husband, but one I will carry happily.
10/26/13
Reading and Discussion #10
1. Social media has allowed the reader/viewer of content to become active and participate in a discussion or product, i.e., responding to a writing, discussing the material, adding to the material resource, etc. Now, unlike before, the common person and add to (and sometime remove) material from a work, which allows the reader to play an active role in the development and modification of digital media.
2. "Cosmopolitan Practice" is the practice of youth as they integrate, navigate, and produce ideas, text, images, video, etc. online by forging ways to cross language, cultural, and geographic boundaries that most were not able to do before the digital age of information and most youth being able to "plug in" to the world. The youth can work together to provide each other with the information they need or want on a variety of topics to produce a great body of information that superceeds their formally exclusive differences. For schools, this broadens the learning environment and can help enhance multicultural learning, but the bulk of the information found in schools can now be found elsewhere via the Web.
3. It supported critical media literacy by causing youth to communicate with each other through the media that affects them. The youth put forth their ideas, sought out their peers' opinions, and then were able to modify their ideas using the peer-to-peer interactions as a mold.
4. Technologies should be used to collaborate and expand knowledge so as to be able to create new technologies, new products, and develop new experiences between the students beyond what was achievable in the traditional, pre-digital age classroom.
5. The stories I watched were made for a massive audience, and it shows. The authors knew that others would be watching their product, so they sought to interest the views and draw them into their stories. Not only that, but we know that the audience can immediately add their two cents on the topics within the video and how the video/story was displayed. Through this seemingly instant method of communication all those who view the original product can develop their opinions and views by observing everyone else's comments and reactions. We no longer live in a time where the student develops a product and that is the end of the story.
6. "When they tell me their passion, I could tell them my passion and we spark up a conversation from there." (Avila & Pandya, 2013) This quote exemplifies the major interactions between any two people who find themselves involved in the same digital space. Not only can we just show our opinions, products, and ideas to the world, the world can show us theirs. And it doesn't end there, collaboration and discussion takes place and new ideas and connections are developed which lead to more communication and connection with other individuals. This process develops a web of peer-to-the world communication across the world. A web that I hope never becomes unraveled.
I added the above image, because it provides us with a view of the most popular digital spaces we can share content, filter content, become social, and apply ourselves to the world.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (pp. 63-80). New York, NY: Peter Lang Publishing.
2. "Cosmopolitan Practice" is the practice of youth as they integrate, navigate, and produce ideas, text, images, video, etc. online by forging ways to cross language, cultural, and geographic boundaries that most were not able to do before the digital age of information and most youth being able to "plug in" to the world. The youth can work together to provide each other with the information they need or want on a variety of topics to produce a great body of information that superceeds their formally exclusive differences. For schools, this broadens the learning environment and can help enhance multicultural learning, but the bulk of the information found in schools can now be found elsewhere via the Web.
3. It supported critical media literacy by causing youth to communicate with each other through the media that affects them. The youth put forth their ideas, sought out their peers' opinions, and then were able to modify their ideas using the peer-to-peer interactions as a mold.
4. Technologies should be used to collaborate and expand knowledge so as to be able to create new technologies, new products, and develop new experiences between the students beyond what was achievable in the traditional, pre-digital age classroom.
5. The stories I watched were made for a massive audience, and it shows. The authors knew that others would be watching their product, so they sought to interest the views and draw them into their stories. Not only that, but we know that the audience can immediately add their two cents on the topics within the video and how the video/story was displayed. Through this seemingly instant method of communication all those who view the original product can develop their opinions and views by observing everyone else's comments and reactions. We no longer live in a time where the student develops a product and that is the end of the story.
6. "When they tell me their passion, I could tell them my passion and we spark up a conversation from there." (Avila & Pandya, 2013) This quote exemplifies the major interactions between any two people who find themselves involved in the same digital space. Not only can we just show our opinions, products, and ideas to the world, the world can show us theirs. And it doesn't end there, collaboration and discussion takes place and new ideas and connections are developed which lead to more communication and connection with other individuals. This process develops a web of peer-to-the world communication across the world. A web that I hope never becomes unraveled.
I added the above image, because it provides us with a view of the most popular digital spaces we can share content, filter content, become social, and apply ourselves to the world.
References:
Avila, J., & Pandya, J. (2013). Critical digital literacies as social praxis. (pp. 63-80). New York, NY: Peter Lang Publishing.
Week 10 Activity #2
I watched the following Digital Stories: Knowing, Tuesdays with Morrie, and Failed Rap.
I chose to focus on this video:
Point of View: The point of view is in first person. I hear the voice of a man speaking about himself.
Dramatic Question: The dramatic question is "I know what you're think, and your right. I'm not mad."
Emotional Content: The main character tried to live his dream as a rapper, but ultimately did not succeed in the conventional sense. Instead, he uses his rapping ability to outreach to young students to keep them on the right track and provide a good role model for them to follow. He may never had helped kids if he did reach his first rapping goal. I relate to the main character, because I too work with students who will most likely fail to reach their dreams.
I chose to focus on this video:
Point of View: The point of view is in first person. I hear the voice of a man speaking about himself.
Dramatic Question: The dramatic question is "I know what you're think, and your right. I'm not mad."
Emotional Content: The main character tried to live his dream as a rapper, but ultimately did not succeed in the conventional sense. Instead, he uses his rapping ability to outreach to young students to keep them on the right track and provide a good role model for them to follow. He may never had helped kids if he did reach his first rapping goal. I relate to the main character, because I too work with students who will most likely fail to reach their dreams.
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