Digital Media Tools: Ch. 2

On Digital Media Tools: Ch. 2

Dear Members of the Board--

I am appealing to you to please reconsider your decision to cut funding for our media studies courses, and technology used in other classes to foster learning. It is understood that the district has faced many challenges in the wake of NCLB. Meeting AYPs has not always been easy, and our failures certainly warrant greater attention to what is going on in our classrooms and with our students. It is that point that I would like to emphasize in this plea to not only retain media studies as part of the curriculum, but to increase the degree to which it is incorporated in fields, such as mine (Social Studies).

I understand that the district is encouraging "getting back to the basics," specifically reading and writing. It is clear that some believe that there is only one way to do this. Those people would be greatly misinformed. But tonight we are fortunate to have information about an alternative--one that has the potential to not only "bring back the basics," but to take learning to a higher level. With the inclusion of media studies in our curriculum, students will be active and productive learners, as they continue to develop transfereable skills, including reading and writing.

Many of you may not be familiar with the term "digital literacies." Utilizing media studies, students learn how to navigate websites, distinguish which icons are used for what processes, and make connections between text and experiences (Beach, 11). These are 100% transferable skills that students can use in other aspects of school and life (problem-solving, inquiry-based projects). Our students, the Millennial generation (those born from 1982-2000) are more connected to various digital media than any other generation. Rather than simply gathering their information/entertainment from t.v., the radio, movies, and print, they are able to access webpages, podcasts, and a host of other source.

Accessing is not the only factor of importance. Students (and of course others) can CREATE news and entertainment, for local and global audiences. These are the students we’re teaching. They are bursting at the seams with technological innovations beyond our imagination. Their success is not only built on their creativity, but on their competence in successfully incorporating reading and writing into the heart and soul of their learning.

The potential for literacy—through digital literacy—is now greater than ever imagined. The fact that students can partake in inquiry-based critical literacy and examine social issues through the use of games, and the use of linking texts/photos/videos/sound, is powerful (Beach, 12). Powerful not only for the individual, but for all those who can access the materials. That leads me to a brief discussion on accessing digital tools.

Blogging and Wikis allow us to put our students' information/material “out there,”-- make it accessible to the world--to you, as Board Members. Each has its advantages depending on our teachers'/students' intent. The desire to simply post, continuously edit/add to one’s work, collaborate with others, link to blogs, or incorporate audio will determine which tools will be implemented. Additionally, the ability to make social connections and to recognize attitudes/ideas on various social issues—perhaps even trends in ways of thinking—is an activity that can be carried out using digital tools related to daily life our world. And what is it that we want most for our children, with respect to school? We want them to develop--academically, socially, and emotionally. The tools I have mentioned are just samples of what our kids can do/use with media studies.

For example, the ability to edit and revise the work/posts (Beach, 14) of fellow students has tremendous transfer application to everyday interactions in classrooms and places of employment. In my classrooms, students are frequently asked to participate in peer reviews. Why should this be limited to written text? By being able to access other students' work online, our kids will have greater flexibility in responding as peer editors. Another example comes from game-playing. Short of Ms. Pacman, Tetris, and Mario Bros. (? I think that was the name…), I haven’t ever played video games. I would’ve been quick to state that gaming is a waste of time (believe me, I see close friends and family become unresponsive to anything of this world, when they are engrossed in a gaming session!), but my thinking has CHANGED! The idea that gamers can actually develop social skills and skills to deal with conflicts/challenges (Beach, 15) is important for educators to recognize. Regardless of whether these skills are being developed in the “real world,” the fact that they are part of (some) gaming, AND applicable to real-life situations, is important, and something that we must recognize.

Let's capitalize on the CULTURAL CAPITAL that our students are bringning to our classes, specifically their talents with digital tools. This affords them the ability to have ownership of meaningful and relevant learning. Enough of memorizing facts & dates (as is common in traditional social studies classes), writing reports (which often-times lack creativity and innovation) and having feedback from only one source. Let our students show us what they know by using video clips, digital streaming, audio and visuals, and graphics they can create to illustrate various concepts. Additionally, much of what is learned in social studies courses is about perspectives on events in history and the world. Imagine if our students could assume the roles of different figures throughout history--seeing events unfold from their (different) viewpoints! Well, they can! And by continuing to allow media studies to exist within our curriculum, you will see how this is possible. For the time being, I can provide a brief description.

An author and media literacy guru, in his own right, Richard Beach, points out that developing and understanding identities is possible using the current technology we house in our district's schools. Through using avatars, students are able to assume various identities. Beach, as do I, believes that students can explore different identities, and perhaps even partake in perspective-taking from diverse identities. In “Complete Freedom of Movement: Video Games as Gendered Play Spaces,” Henry Jenkins discusses the “geography of play spaces”, for both girls and boys. He draws parallels between actual play spaces that have existed/been created for boys and girls throughout history and those that have been created in the virtual world. Toward the end of his essay, he endorses the need to create more play spaces for girls that do not mirror parochial views of “girl space” in society (and literature). Kind of intense. Just the intensity we need to incorporate into our curriculum!

As forward-thinking and progressive as our district claims to be, there are those who perpetuate the stereotypical girls’ spaces (inside, domestic, typical mother-environment) and boys’ spaces (outside, rough, rugged, etc.). With digital technologies, girls (and boys for that matter) may have great opportunities to explore worlds that may not be available to them in reality (hard to believe in this day and age, but altogether plausible). [Thom-- I’ve tried numerous times to access David Leonard, in "Live in your world, play in ours": Race, video games, and consuming the other," however, that link is down, & I haven’t find a way to read the article (not listed with ERIC, and it seems as though I need a code to access it through other channels).]

The possibilities are endless. Imagine giving our students opportunities to explore different racial identities. In a time where "race issues" can be found at the forefront of life in education, politics, sports, and entertainment, to name a few categories, you may ask yourself how an individual can empathize with someone of a different “race,” by playing a video game. I am sure that it is possible, even if the experience is somewhat limited in its impact. It is a start. Person-to –person contact is usually best, but for those whom first steps may be better taken at a distance, the use of this type of digital technology may be a preferable option. Gaming makes this all possible. With other tools such as webcams, students also have the ability "meet" people from around the world. Social Studies, and other classes, would benefit from these technologies which permit students to participate in changing identity, and connecting with and becoming more familiar with diverse groups of people.

Another point that I would like to bring to the attention of the board is that of civic engagement. As a social studies teacher, I am a big proponent of education as a means of informing individuals so that they understand the world in which they live, and the need to be productive members of society. Beach clearly expresses that digital problem-solving simulations and role plays give students opportunities from which they can learn, and apply to the real world. These expereinces lend themselves excellently to molding students into proactive citizens, one of the goals of our curriculum. Forget about work which students may consider “busy work!” Have students use their talents to discuss, critique, inform, and foster social change through the far-reaching digital tools we house under the rooves of our schools.

Members of the Board, it is my hope that you now see the potential for digital tools like blogs, wikis, and gaming to develop students' critical thinking, social, and interpersonal skills. I wish that those of you who once considered these tools as primarily "extras," or "frivilous," will consider the information I have provided here tonight. Additionally, you are now aware of the potential our students have for further developing reading and writing skills, as they create blogs and wikis, navigate through webpages, review and edit the work of their peers, and evaluate events and history from a variety of perspectives. May you have an increased awareness of the vast possibilities for which these technologies provide-- beyond the computer screen, and inevitably beyond the classroom. Thank you.

Chapter One of teachingmedialiteracy.com presented me with a new perspective on using media in the classroom. I always believed that various forms of media could be incorporated in a manner that inspired critical thinking and active participation. As educators, we attempt to do this every day. However, the emphasis on the value of promoting/encouraging students to critique the role of media in constructing or mediating reality (Beach, 4) was new to me...and exciting!

The fact that children and adolescents are spending huge chunks of time with some form of media (Beach, 2) points all arrows in a direction that would encourage increased focus on and active use of different types of media, in the classroom. As a strong believer and supporter of Culturally Relevant Teaching, I would second what Beach says regarding building on students' out-of-schoolmultimediating experiences (Beach, 3). Students have much to offer in general, and specifically, with respect to the culture capital they bring to the table in reference to media use.

Often times, so many things that we experience on a daily basis that shape our views (or the views of others about us), go unaddressed, though not unnoticed.

Many images and feelings came to mind as I read the chapter. I thought about the "flesh-colored" band-aids I grew up hearing about and seeing in advertisements. But not my flesh, not my reality. Other memories came to mind. While traveling in Europe, I was repeatedly asked where I was really from...I couldn't have been American, as I didn't fit the "Baywatch" image assumed to represent all Americans (at least to some of those with whom I came into contact). Recently, I've noticed more ads featuring people of color (during regular broadcasting, and on the big three networks!). For a moment, I wondered if this newly observed (to me anyhow) trend was a result of our national election results...and perhaps a desire on "someone's" part to normalize "others." Not sure about that, but I definitely have noticed that increased presence. Vamos a ver...

I am a firm believer in questioning the way things are and why things happen or don't, in a particular way. Beach's chapter clearly explains that it is a responsibility of educators to bring to the attention of their students the ways in which the media creates/influences social and cultural constructions in order to create a common, shared culture (Beach, 4). In one of the courses I teach, I find that the majority of the students (of white, rural, middle-class origin) typically believe themselves to be "the norm." And why not? This is what they see all the time on prime-time, in ads, in the movies. One student in my class referenced identity at the beginning of the semester as "just like everybody else, white bread."

If this is what our white students are getting from so many images in the media, I can imagine (ok, so I live it anyway) what students of color--AND for that matter, anyone who does not fall into the straight, white, middle class, able-bodied individual category.

I am in complete agreement with the point Beach illuminates regarding the fact that students must "reflect on how media representations position them to adopt certain ideological stances" (Ellsworth, 1997 in Beach). A large part of one of my courses is spent on having students examine who they are...how they identify...what shaped/shapes their beliefs, and how that impacts who they will be as teachers.

Another thing came to mind as I read the section on the Eden Prairie school board member. I agree with what Beach states about people fearing the increased use of media in the classroom, as it may disrupt notions established with the status quo. I would add that a disinterest may also stem from an unwillingness to "learn new tricks," expand one's horizons, or fear of knowing less about the media/technology than one's students. When teaching in one school district, we (teachers) were given the opportunity to create and regularly update our own web pages. The technology was all new to me, but I was game. Teachers within my own department asked me not to go ahead with my interactive webpage, because then they would have to, or look bad...And these were teachers who really cared about the students, wanted the best for them, but didn’t seem to realize the degree to which they could further empower their students by utilizing new channels of communication and forms of technology.

As I continued to read the chapter, I thought about a school I taught in New York City. Each student had his/her own website. Wow! Some students came to life on these! It was their world—audio, visuals, graphics—they were in control, making decisions, entertaining and informing. Now that was powerful. I didn’t know how to do many of the things I saw created on these websites, but I knew that the sites were venues and vehicles for the students. The time, thought, and effort that went into creating these masterpieces required students to think critically about their choices, their image, the messages they were sending. This was a prime example of the “centrality of media/digital literacies in students’ lives” in action (Beach, 8). Not a separate or stand alone course, but included as part of their English, social studies, etc. courses.

The more I think about it, the more I become aware that in constructing their own realities (deciding what to include/exclude, what effects to use, etc.) on these websites, the students would be better adept at reflecting upon and critiquing films/movies/articles/ads, and their impact on what we see and how that in turn affects what we think.