Digital Media Presentation

 Chapter 1 Understanding today's Learners - through the use of this curriculum I will be able to use different types of tools to get a better understanding of what works with students and what doesn't. For example can I put the curriculum activity into digital media or use hard copy in notebook form.

Chapter 2 Modeling the Research Process page 36 Understanding how I can use what I have learned in this class to teach students how to look for current and accurate information. Teach students how to generate good research questions.

Chapter 3 Why Critical Questions Work page 54 Learning and teaching how to use questions.
 Chapter 4 Teaching Representation page 71 mentally visualizing experiences.

 Chapter 5 Creativity under Constraints page 86 Facebook, Snapchat and Twitter.

 Chapter 6 Understanding Stereotypical and Contradictory Messages in Popular Culture page 114 Reality TV Shows what do they say to us.

 Chapter 7 Opening up Conversational space page 129 Conversation opportunity a space to discuss ethical and social issues drug, Alcohol and so on.

 Chapter 8 Choices and Consequences page 146 build something that will give a helpful solution.

 Chapter 9 Integrate Digital and media Literacy within Existing Curriculum current project.

BrainStorm Final Project -Draft

I am going to Create a 3 - 5 minute long Summary of Learning Powtoon.

I am going to incorporate The Too Good For Drugs Curriculum as an educational resource for High School, Community and Family. I will create a new product based on all that I have learned this semester and put it into a organized digital media form to intorduce it to our schools.

My goal is to use something from each of the  following chapters listed below to help me put the curriclum into the Powtoon in hopes of showing my learned accomplishments this semester. This current curriculm does not come in digital media form so this will be the first.

Chapter 1 Understanding today's Learners -
Chapter 2 Modeling the Research Process page 36
Chapter 3 Why Critical Questions Work page 54
Chapter 4 Teaching Representation page 71
Chapter 5 Creativity Under Constraints page 86
Chapter 6 Understanding Stereotypical and Contradictory Messages in Popular Culture page 114 Chapter 7 Opening up Conversational space page 129
Chapter 8 Choices and Consequences page 146
Chapter 9 Integrate Digital and media Literacy within Existing Curriculum current project.

I organized my templates based pass projects such as tumblr and prezi. I tried to combine so much in as little slides as possible.

 I used this area of content because this is where my teaching passion lies, and this is where the quote "Find what you want to teach and teach it, but teach it well" comes in to play. I know its different then what most of you are teaching but I believe we all have different passions and abilities. I love my job and being outside of a classroom using digital media and social networking works for the type of teaching I do with my team in the school system, with our parents and within the community.

Motivations for Digital and Media Literacy

On page 169 Read "Your Motivations for Digital and Media Literacy".        

My top five.

1. To modernize the curriculum and make it more relevant to students.

2. To promote creativity and self-expression

       
3. To help students use their own voices for advocacy and social change.   

4.  To build students ability to be active, thoughtful “readers” or interpreters of the media messages in      their cultural environment.    

5.  To develop student’s skills in using digital technology tools.

My Three quotes.

   1.   In building coalitions, it is important to respect and honor our varying priorities and find partners who can both support and challenge us (Page169).

I agree with this quote because it is one that I can relate to in working with my youth coalition. Last weekend I had to present a peace on cyber bulling at Students Against Destructive Decisions (SADD) conference. I had teachers, parent’s adult mentors and youth in my session. It was very interesting to hear their expressions and comments. There was agreement and disagreement on the use of social media and the power to turn it off and to what extent should parents and teachers get involved.

My youth team was present to take notes and chime in whenever they had a question or answer they wanted to share. One of my students clearly stated that it was very important to respect one another when we share ideas so that everyone can walk away with something from the discussion on bullying. The Student commented that as a youth coalition it is their responsibility to lift each other up and support each other when needed, after all isn't that why we are here today she said.

And of course me being the proud Youth Advisor I walked away in Awe because it was at that point I realized they get it, they really get it.

This exactly what was in our reading.

  2. “Someone else might want to cultivate a climate of respectful and civil behavior among adolescents in their online social interactions (Page 169).

         3.  This approach carries with it the potential for all students in a school to gain exposure to digital media use, media analysis, creative collaboration, and hands on production activities (Page 171).

I am sure that we all have seen what students can do when given the ability to incorporate and use digital media in their school work, projects, or to create a product.

Much of my school work for this class has been shared with Taylor County Breaking the Cycle Youth Coalition. This group of students have taken some of my prezi’s, psa and other tools posted in my blog and expanded it into their own work to use for several conferences. So I strongly agree with this quote. I have seen what student can do with creative collaboration, I do feel that they still need to be given boundaries and specifics when creating a hands on project this just keep everyone safe and on the right track.

Hobbs, R. (2011). Research As Authentic Inquiry. Digital and media literacy: connecting culture and classroom (pp. 168, 169, & 170). Thousand Oaks, Calif.: Corwin Press.

Weekly reading 11 What in the world Teaching with Current Events.

What in the world Teaching with Current Events.

 News can be defined as "Newsworthy information about recent events or happenings, especially as reported by news media". But what makes news newsworthy? I concluded that for young people it's what they are interested in or what is in their social season per-say. Young people are exposed to so much media in so many different ways that they have their own system of weeding out what they want to see, hear or read. Students learn how to dissyfer media language on their own. This is where teachers come in as the educator or mentor and help students to learn and process how to deconstruct articles, videos, and even music. Very much like we are currently doing in this class. Learning the different ways to process and identify what is appropirate and what is not, we are looking at the underlying of media literacy. 

So how do we make connections that support criticle thinking skills? In the above video Sarah explains here story, she gives us several activities that involve real-world problems. Sara includes open-ended inquiry, thinking skills and metacognition, one of her examples " what could we do if we could do anything?"  This requires thinking outside the text book and looking itno authentic learning "Learn by doing" which is what Sarah shared in her story. Sarah also engaged her audience by the examples she gave throughout her story.  I feel that in order to get students on our youth team to do something they can be passionate about they have to have a buy in. In our group we have a strong moto it is " We are youth led adult guided". 

Because we are a community coalition we deal with many commnniuty issues that affect youth. We use these very issues to teach other srudents in our schools and community all about prevention work. So Currennt events for us is very important we use them to target specific community issuses happening at the time.  I ask the team members what do they think about current headlines, how do they feel about social issues, what can we do to help our community prosper in a positive manner. The students then create many projects- newspaper write ups, commercials, blogs, Facebook postings, townhalls to share in our schools and in our community. They do all the research and presentations my role is just to proide them with the right tools. I use a simular tool like what is in our book Digital and media literacy page 155 Activities to link Current Events to Digital and Media Literacy. (Access, Analyze, Create, Reflect and Take Action).

      

Hobbs, R. (2011). Research as Authentic Inquiry. In Digital and media literacy: Connecting culture and classroom. Thousand Oaks, Calif.: Corwin Press.

Tedx Rainier: Sarah Stuteville; Journalism Revived

Student Resource Above the Influence

http://abovetheinfluence.com/

Life on the Line PSA

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In Taylor County for the last five years we have seen a major increase in drug use. According to the Governor’s Drug Task force and WV Department of Health and Human Resources Bureau for Behavioral Health and Health Facilities. It was decided that in order to create a health and strong work force we as a state was going to have to address our local community drug issues. 

Here is what we found:

http://www.dhhr.wv.gov/bhhf/Sections/programs/ProgramsPartnerships/AlcoholismandDrugAbuse/Research/Documents/County%20Profiles/Taylor%20County%202014.pdf

My PSA will address the public on Substance Abuse Prevention, Education and Community Coalitions.

I chose this topic because it is what I am currently working on in my county. We have addressed a need for a substance abuse prevention coalition in our community that can be used to host Town Hall meetings, provide education on substance abuse prevention, intervention and treatment.

It is our goal or mission per say to get our community involved in order to begin the process of building a drug free community. This will address everyone in the county from teachers, law enforcement, students and parents.

Our message focus will be to bring educational resources to our community by: 

1. Develop a substance abuse prevention community and youth coalition.
2. Poviding evidence base curriculum in our schools that will teach students about the dangers of drugs. 
3. Host several town hall meeting in order to give updated information on drug trends. 
4. Complete a community assessment on the knowledge of drugs in our community. 
5. Develop a plan (with the guidance of the Coalition).

     How did you create your PSA to reach your intended audience? I kept my PSA simple and used PowerPoint and YouTube slide show creator. I wanted something that was short and clear in the message. I did not want to take away from the purpose of the message by using something to fancy or too long and loud. I wanted the PSA to reach everyone in my community young and old alike.

For my persuasive techniques I quoted Governor Earl Ray Tomblin in slide three (3).
Here is my PSA

Media Deconstruction Century Link & Alltel

October 26, 2014

Do you agree with the claims made in the deconstruction? I am going to say yes to the media deconstruction of both commercials they were very well presented and convincing.

Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? When you first view their video it looks trust worthy and convincing it is not until you start to dig deeper about the actual company and begin reading about the networking mergers and how their employees lost their jobs then you begin to see the dirt under the rug the company does not look to wonderful anymore. 

The deconstruction of Alltell stood out to me the most I guess it was because Jessica Collins did such a great job of pointing out things I would never think of in an add. However, I have to wonder how many people actually research a product before buying it. Let’s look at our Young Consumers ages 14 through 21 this is the age of the biggest spenders I can’t imagine this group taking the time to research a phone company in order to buy their cell phone. Example the new IPhone 6 let’s assume apple is Alltel.  In the mind of a young adult they are processing the fact that this in a new product and they either must work to get it or ask for it for their birthday or Christmas. Not one is concerned about the Apple Company history or any kinds of merger. How do we then teach our young people about the meaning of media messages without scrutinizing critical autonomy?  

We as the consumer have to always remember that companies like Century Link, Alltell or even Apple are out to make their product appealing at all cost they are in the business of selling and making money. Ads are a highly familiar part of our cultural environment (pg. 116) (Hobbs, 2011). Does it matter the people lose their jobs as a result of company mergers, no it does not, does it matter that you can save money with a family plan no it does not, what matters is what end result are you looking for. Save money by doing your research read the fine print and the history of the company before you fall victim to the media advertising. 

I want to add that the deconstruction for Alltell was a great example of media deconstruction I had never seen one done like this before so for me it was a great visual.  

This is my interpretation of both commercials.

Magazine Cover Diversity With Common Core

I chose to create a product with a positive spin on common core. The magazine cover I designed is Diversity With Common Core, I wanted to show how common core could be used with Spanish and English language arts curricula with Common Core State Standards, the project called the Cartonera would be the perfect vehicle for integrating Spanish and English language arts with social studies and art to build bilingual language proficiency and family engagement in our school. 

With LSIC wanting more parents to get involved this was the perfect way to engage everyone.  

The Cartonera was an authentic performance task through which students could present their writing in a creative way. By blending art with this writing assignment, students were able to express themselves visually and linguistically. Their stories were completed with a recipe for the food described in their personal narrative. We are planning to host a family potluck as the culminating event. Families will be able to share their cultures, build community, take pride in their children's work and learn more about our school.

Who could have guessed that a little piece of cardboard would become a unique way of showcasing students’ talents.

In creating my magazine cover, I used five different language of persuasion techniques: 

Association to link the product to the Latino community.

Testimonials I used a students of multicultural  ethnicity to convey diversity.

New an old idea Spanish, English, Language Arts, social Studies and Art (common Core) to express a new project such as the Cartonera that would include all of the above.

Simple solution to incorporate a balance with common core.

Group dynamics diversity in the classroom.

http://www.learningintwolanguages.com/2014/01/common-core-in-dual-language-classroom.html

(Lindholm-Leary 2001, p. 1)  Lindholm-Leary Ph.D., Kathryn. Biliteracy for a Global Society: An Idea Book on Dual Language Education.  National Clearinghouse on English Language Acquisition & Language Instruction Education Programs, www.ncela.gwu.edu, Washington DC, August 2000.

https://www.yourcover.com/My-Covers/?ProjectId=87512

http://www.tolerance.org/blog/cartoneras-meet-common-core

http://www.tolerance.org/magazine/subscribe

Hobbs, R. (2011). Composing With Media across the Curriculm. In Digital and media literacy: Connecting culture and classroom. Thousand Oaks, Calif.: Corwin Press.

Weekly Reading 7

http://youtu.be/u168bk2lntI

What do you like about the Common Core?

I am undecided on how I feel about common core. I need more information in order to decide what I as a parent not an educator feels is the best thing for my children. After viewing the video and reading what several other states like Florida had to say about common core my feelings are mixed. If it is so great then why is it up for educational and political debate. I have to wonder is our education progressing or are we the reason for hindering learning and growth by collective common core? 

What concerns do you have?

My concerns are that if every child learns differently and at a different pace how is common core going to support their learning. Excuse me for my lack of classroom knowledge but as a parent I can say all three of my children have had struggles in different areas of their education.  I have never been able to use the same material across the table for any one of them. I have saved their school work all the way through high school. With each kid and each grade it has always been different. Common Core as I understand is a way for kids to learn and catch up across the states continuum of education. Is that even possible.

Find another media text that supports your stance.  

http://www.flcommoncore.net/

Use the critical questions to deconstruct this media text.

Authors and Audience:

Who produced this document, and for what purpose? This document was produces by Floridians Against Common Core Education. It was created for the purpose of expressing their views on why common core is the enemy.

When was this produced, and what was its historical context? As far as I could tell this page was created in 2013.

Who is the target audience? The target audience is parents, legislator, and teachers.

Messages and Meanings

What are the messages communicated? The message is clear Common Core is the enemy and President Obama is behind it.

What techniques are used to attract and hold attention? This particular web site had text, video’s, legislation and interview behind its message. What held my attention was the legislators and their opinion.

How might people interpret this message differently? They might interpret the message differently by believing that the Common Core is a good thing for our schools across the states with no faults.

   

Who might benefit from (and who might be harmed by) this message? I feel that everyone seeking knowledge about Common Core would benefit from this because it has a lot of information, however in the end it is up to you to decide. Parents may have a different view on Common Core then Teachers there are to many factors to consider.

Representation and Reality

What information or perspective is left out of this message? The cost on what this common core will cost what about how it will impact student learning. How will it impact teachers and their classrooms and planning time? There are too many unanswered what if’s.

Is this an accurate and credible representation? Accurate maybe credible not sure.

How does this reflect the perspective or bias of its creator? It clearly points out it perspective on why common core will not work and how the Federal Government should be kept out of education. 

Week 7 Final Draft of Digital Stories

Final Draft of Mi Vida Loca

1. Raise awareness of a social problem- In my story (La Vida Loca) there are so many ways I can go about raising awareness, my husband is cooking with a shirt on that said " Tobacco Free Day 2014 WV RAZE". But I am going to talk about the students in my pictures. This group of young students are a youth coalition whom I have had for 5 years since 8th grade through a grant funded by Senator Byrd we were given a grant to develop the National Youth Leadership Initiative NYLI in partnership with Michigan State University and CADCA. These kids help me talk about high school drop out and substance abuse prevention all over the state. We have traveled from Charleston WV to Washington DC to meet with legislators to discuss funding for programs in our schools. 

We have asked for evidence based programs so that our health teachers can be trained in hope of empowering a drug free community. Why do I do this because I was a high school drop out. I dropped out of high school my junior year because I got tired of having to go up against the gangs, drugs and all the negative senescence of John F Kennedy High School. So now I teach prevention to keep kids in school and off drugs. That is my passion!

2. Build self-esteem-In my digital story I have a picture of very few words, that picture is about me on Graduation day at Fairmont State University. So much was happening that day! I will never forget, I had relatives fly in from Florida and New Jersey to see me graduate. I remember the morning of graduation. I took my dad with me to practice then the two of us went for breakfast I was stressing out about what am I going to wear, look at me an old lady graduating among these young adults. I had so many mixed feeling that day. I was graduating with a bunch of 20- 26 year old students. I felt out of place!

Meanwhile at my house everyone was getting ready and the kids where planning a little gathering for after the graduation. While I was getting ready my middle son Matthew came into my bedroom to help me with my graduation gown I told him to try it on soon it would be his turn! Matt said to me "Mom your a my HERO" thank you for doing this for our family this is a big day for you but an even bigger day for me. My Mom is graduating from College how awesome is that he said. I was at a lost for words. I hugged him and in that very moment my self esteem was in such a place of accomplishment a place I had never experienced before. 

I suppose its because I never really thought about what my kids thought about me going to school, to me I was just a mom trying to finish my education at an old age. Nothing to really brag about. 

3. Create an alternative to a stereotype typically portrayed in mainstream media.
I don't really know how to answer this, an alternative to stereotypical in my case would be to never give up understand personal experience so that you can live by example. Mainstream media is an over flood of things that are either positive or negative so choose what you want it to be. Then make a difference by changing the norm. 

Please view below my Final Draft 

http://youtu.be/RMuudRLZCwg

I use digital media to tell stories on the issues that affect our student community. I teach student how to make photo voice stories with photography that will help convey their ideas and how they want to share their expressions.
The student and I communicate through several different social media and we network with tools such as Edmodo, google live or SKYPE. 

Mi Vida Loca

http://voicethread.com/#thread/6094835/31276691/32789308

"I was raised in what I consider to be not a melting pot, but a salad bowl. The onion stayed the onion, the tomato stayed the tomato, the lettuce stayed the lettuce, with maybe a little Russian or Italian dressing. And it tasted real good. No one lost their identity, and I thought that was what life was like."

Olmos, Edward James Actor (1947- )

Week 6 Reading

Our Vote Our future


"When students compose, they create messages, when they interpret messages, they construct meaning." pg 58

I chose this quote because it fit perfect with this interviews the students at Grafton High School had with our local Legislator on Monday. Students spoke out about voting in this coming election and how they felt about each political party (Messages and Meanings). They asked questions about the minimum wage, students loans and funding for community programs (Author and Audience).

WBOY.com: Clarksburg, Morgantown: News, Sports, Weather

http://www.wdtv.com/wdtv.cfm?func=view&section=Fox-10&item=Grafton-High-School-Students-Talk-Politics-18345







This event was set up to give the junior and senior class AP Government class from Grafton High School several opportunities, the first one was a chance to speak to several different political parties about what they represent and what their platforms are for the coming election. Second to give each student who was not registered to vote an opportunity to do so. Third and explanation of the process of voting and how to vote and why they must vote (Representation and Reality).

The AP Government teacher had the students set up the Library in the form of a Town Hall, he asked his students to prepared note cards with questions. Each student was given two minutes to state their question. The class also recorded the class for further discussion in class. I was very impressed by the communication and context of questions the student asked when talking to each legislator. Some walked away with t-shirts while others walked away with valuable information that was going to effect their future.

This was an amazing opportunity for me collaborate with the AP Government Class and engage them in a panel discussion that provided them a different learning style. After the interviews with our local media we got together and discussed ideas about how to get the rest of our Junior and Senior class involved and registered to vote.

One group decided that during AA they would set up a table by the cafeteria with registration cards and explain what they had learned. Another group wants to create a digital story with the peaces I included above from Channel 5 and 12 and include pictures taken by the school newspaper.
They plan on running the digital story during the last week of October and first week of November.

I am very proud of all of them and grateful to do something different and out of the box for AP Government.

Note Card Confessions

"Making a space where the media's version of the norm can be questioned" pg 28 "Letting students bring in their own rich media experinces with blurring of drama and life". pg 32 "Verification involves finding multiple sorces" pg 42 "Students also got a better understanding of reaserch as a truly creative process". pg 44

Addressing the Seven Elements of Digital Story Telling.

“Wherever a story comes from, whether it is a familiar myth or a private memory, the retelling exemplifies the making of a connection from one pattern to another: a potential translation in which narrative becomes parable and the once upon a time comes to stand for some renascent truth. This approach applies to all the incidents of everyday life: the phrase in the newspaper, the endearing or infuriating game of a toddler, the misunderstanding at the office. Our species thinks in metaphors and learns through stories.”
~ Mary Catherine Bate

<iframe src="http://prezi.com/embed/s2kgxx8hmu7s/?bgcolor=ffffff&amp;lock_to_path=0&amp;autoplay=0&amp;autohide_ctrls=0&amp;features=undefined&amp;disabled_features=undefined" width="550" height="400" frameBorder="0" webkitAllowFullScreen mozAllowFullscreen allowfullscreen></iframe>

"Brainstorming my Digital Story."

1. Describe a positive scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

I remember one of my friends who quit school due to being bullied by other kids it was a racial issue. I was so happy that by Christmas she was back in school.

For the sake of this blog we will call my friend Bella, she was always being bullied. Bella felt like no matter who she told no one would reach out to help her but me. She felt like she had enough so she quit school that was her answer! Because she could not get any support or help from the high school administration. She refused to be bullied anymore so she left.

I felt really bad for Bella she was a really a good friend. I spent my second semester without my friend. What impacted me the most was the fact that Bella was very quiet and would do anything for anyone but she had a bulls eye painted all over her locker and her back. I learned that year what friendship was truly all about, she showed me how brave and resilient she was.

“There is nothing I would not do for those who are really my friends. I have no notion of loving people by halves, it is not my nature.” 
― Jane Austen, Northanger Abbey

2. Describe a negative scene from childhood in detail. What led up to this event? When and where did it happen? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did it have on you?

When Bella came back to school the mean girls on the third floor often waited for her to walk by just to push her or pull her hair. By this time we were both sophomore's in high school the bulling just kept getting worse. I wanted to protect her but did not know how. I felt like a coward because no matter how much I said something or tried to protect her it made things worse.

3. Describe a particular event from your teen-aged years that stands out in your memory today. This can be positive or negative. What led up to the event? What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact did the event have on you.

I remember making a choice!A choice to stand up and help my Friend Bella against this abuse no more feeling helpless against those who felt they could just hurt others. I chose to fight by forming a group against students who like to bully others. Our school began to change we created a after school group and did demonstrations during pep rallies and at different school events. Soon other schools were inviting us to tell Bella's story. Not only did we tell Bella's story but we then began to talk about the prevention of high school drop. Our message was clear bullying causes high school drop out, suicide and substance abuse. I suppose this is why I do what I am doing today, except this time I am not the student I am the teacher.

4. Describe a vivid or important memory from any time in your adult years. Again, this can be positive or negative. It can be about anything – family, work, whatever. The scene stands out in your mind today as being especially vivid or important. Please describe what led up to the event. Then describe the scene in detail. What happened? Where and when? Who was involved? What were you thinking and feeling? Why is it an important event? What impact has the event had on you?

To Sum it all up I am a youth advocate who teaches substance abuse and high school drop out prevention. Every student deserves a chance to go to school in a safe environment. 

Drug free communities are a place where young people thrive.
This is what makes me feel great about my job. And the best part is I am a hero to my own children or at least that is what they tell me. So it makes it all worth it for me.

 5. In looking back on your life, you may be able to identify particular “turning points” – episodes through which you experienced an important change in your life. Please choose one key turning point scene and describe it in detail. If you feel your life story contains no clear turning points, then describe a particular episode in your life that comes closer than any other to qualifying for a turning point – a scene where you changed in some way. Again, please describe what led up to the event, what happened in the event, where and when it happened, who was involved, what you were thinking and feeling, and so on. Also, please tell me how you think you changed as a result of this event and why you consider this event to be an important scene in your life story today.

Turning Point in my life was having three amazing kids to call mine and marring their dad who is my very best friend. I got married in April 1992 soon after Nicholas was born, then Matthew in 1994 and my daughter who was born in May 2000. She was our miracle she was a preemie five months and 1lb 10oz she is a testament to our faith. 

 

Believe in the impossible and do something...

"Reflecting on our Love/Hate Relationship with Media"

 Reflecting on Print Media

Big Idea

I have a love hate relationship with Print Media.

I really love to buy books. I especially like the the old looking books. I buy them with very good intentions of reading them, but I don’t always get around to it. I am always on the go, I tried keeping my books in a clear accessible place like the bathroom or by night table even in the kitchen, but to no avail I never get to really sit in the hammock and read. 

So I now I listen to them when I can on audio books with YouTube but I still but the books.

It seems like such a waste of money I know but I really like to have the book in hand or just to have when I do want to read it. 

Which takes me to Jaime’s comment about the newspaper.

She said “Newspapers are print media that consume a lot of paper every day. Newspapers to me seem outdated when there are so many ways to find up-to-date information in the News. What really turns my stomach is all the unread newspapers after all the paper that was used to create it.”

You are correct when I look at all the newspaper’s we still buy it mind boggles me why are we still killing trees we can read the paper on line. I am proud to at least say that we are now reading the Mountain Statesmen online. No more newspaper clutter that was taking up space in a kitchen chair. 

Section 2. 

Understanding Today's Learners in this chapter we learn how students and teacher are using the Internet and explaining what the differences are. Students use the Internet for social media, entertainment  or for playing online games. For teacher it’s a different experience they are checking emails, researching for information for school or career or simply looking up hobbies.

When I get on the Internet I do all of the above except play games. I like that this chapter explains the differences however I don’t agree with the idea that 80% of teens have no interaction with their parents about their use of media and technology. I disagree because it’s all up to the parent 80% seems really a high number of kids that means that only 20% are conversing with mom and dad about their media choice?

What happen to putting computer in a place where there is supervision.

 Hobbs, R. (2011). Why Digital and Media Literacy. In Digital and media literacy: Connecting culture and classroom (pp. 7-8). Thousand Oaks, Calif.: Corwin Press.

Google images.

http://www.123rf.com/photo_2312406_a-defocused-pile-of-old-folded-pink-newspapers-on-an-office-chair.html

Reading and Discussion #3 Activity 2

Option 2

Activity #3 for Week #2

 This was my favorite video.

 1.What do you like about the digital story? I liked that it had a positive message from the students about friends and friendships. Even the music was a about friends.

2.What did you learn from the digital story? I learned that integrity still exist among our young people. Student still believe in honesty and having someone their who will always have your back.

3.What surprised you about the digital story? The things said about what is a friend. Their interpretation about friendship it was empowering to see that they cared about who they surround themselves with.

4.How did the digital story provide an example of how digital storytelling can build self-esteem, help young people voice an opposition to social problems, or create an alternative to stereotypes of adolescents typically portrayed in mainstream media?
 I have always said if we are to talk about social issues that affect our young people then we need to have our young people at the table front and center of the discussion. Student have the best voice for telling their stories, in this video they did just that they discussed what friendship was to them. Many times we look at our young people in a stereotypical way and want to categorize them where we think they should be, especially when as adults we truly don’t understand their social and educational communities. A good friend will build you up when you are down, give you his last dollar because you need it.

 5. Do (or how do) these digital stories provide evidence of that these young people are engaged in analysis of their own culture? Yes the digital stories given by young people always provide evidence that young people are engaged in their culture but also in their communities. More and more young people are stepping up and letting the public know here is my story. Their voices have so much power. Let me share one video I use when teaching about bullying.

 6. Do (or how do) these digital stories support a healthy respect for multiculturalism and diversity?
I thinks that digital stories do support a healthy respect for multiculturalism and diversity, Just look at all the digital stories promoted by above the influence.

We all know that because digital stories are visual their messages or powerful and can hit cyber space in seconds so this gives us a totally new gateway of learning and expression by telling true stories good or bad.

 Young people love to tell stories about themselves by their pictures, music or written message.

Week 3 Activity 1 Posting

Element #1: 
Take a look at the two examples and see if you can identify the purpose behind each story. What is the point of view in each? Whose voice do you hear? The first video shows the tools and steps on how they harvest a salt bed. The voice in this video seems to be from one of the students of the Pacific Voices project. The second video is an example about a fishery. The second video is narrated by the teacher of the science classroom Val Welch of the Pacific Voice project.

 Element #2:
 See if you can find a dramatic question in the examples for this section. A dramatic question is posed by the narrator at the beginning of the story to create tension and draw in the audience. A dramatic question is usually not an actual question that the narrator poses; rather, it is an intriguing statement that causes the viewers to ask themselves a question. 'I was seven years old when I met my father' is an example of a dramatic question. It hooks you in and motivates you to listen to the story until its conclusion. Is the question resolved in each movie or are you left without a resolution? The video opens with three young children throwing garbage or junk into a pile from the back of a pickup truck. It looks like a field somewhere in Guam. I thought it was pretty sad that there was garbage all over the area, not sure if it was a garbage dump site, an open field, or some ones yard. I did find it funny that the music playing in the back round was very tropical and about when two people getting married and how happy they will be living on the island and how they will raise their family. I would of chosen different music for my back ground. The second video was about a woman who caught so many fish, the women did not have enough salt to preserve them. The resolution was answered when the goddess appeared to the women and told her to dig a hole, after the hole was created the goddess filled it with salt water and told the women now this will preserved the fish.

 Element #3: 
See if you can identify the emotional paradigms behind these stories. The first video start off with a loud and strong message about teen depression and suicide. As you get into watching the story you then see the positive message begin to unfold there is hope get help talk to someone. The Second video was short and very clear the young women talked about our elders and the knowledge the offer us. They give us a strong sense of culture and wisdom.

 Element #4: 
What impact that the voice plays on the overall effect of the story. The first video gives us a personal voice the women is talking by experience so it gives her story realism and credit. The second video gave me a sense of innocence as children were singing in the background and I can only assume they were telling us their story.

Element #5:
What impact does the music have on the emotional content or purpose of the story? Music gives any story power it will set the stage. It can be a ceremonial message, one of happiness, tragedy it depends on the type of music used in the digital story.

Element #6: 
Look at the examples in this section and consider the decisions the authors made about length of clips, types of transitions and sequence of events. Are you able (as a viewer) to fill in the missing pieces? Give an example? I thought all three had great ideas, they made their stories different but used the same pictures. I would fill in the blanks in the first story A room for Maria by changing the story just a little and adding why Maria wanted her own room, Maria wants her own room so can have friends over and have a place for them to play. I would also use softer music so that you could hear the narrator tell the story.

 Element #7:
 How does the narrator use their voice to pace the story? Give a specific example. Tools are GREAT! In the first video you could tell it was important and urgent the message portrayed that immediately. The power of the youth voice was very persuasive. The Second video did not have very much of a verbal narrator but still had its messages and they were clear. The message was given by action, signs, and cue. A small school that had elementary, middle school and high school all in one small building. You saw this when the student were headed to the library/lunch room. All the videos had a very good pace it gave you time to process the information before moving on to the next slide.

Week 3 Activity 2 Posting

Pain- A digital story by Anh Vuong Point of View- Anh was very clear in her message her point of view was on Pain and the possibility of loosing her father from hepititus, Anh could not understand why her dad was going through this. Her dad was a healthy man who did not drink or do drugs she was not prepared to loose him just yet, after all who would scare away her first boyfriends. Anh was grateful for pain she stated that if not for the pain she would not have pushed her dad to go back to the doctor to learn more and find out the truth. It is because of the pain that her father felt that he is alive today. The digital story was a combination of digital story and photo voice intertwined into this message. Dramatic Question- I felt throughout the story that Anh's father was either dead or going to die! She kept my attention even with her soft voice throughout the story. Did he die or is he dead I kept waiting to see if the was going to be the end result. Emotional Content- The entire family was committed to their dads healing, they changed their diet, lifestyle and mindset in order to help save her father. So for Pain she is grateful. It's all in a Name - a digital story by Saashley Point of View- At first as I watched the story I did not understand the connection until Sasshley discussed her diagnosis almost at the end of her story. I had to watch the video again it was encouraging, powerful, and documented well I thought. The Point of view we need people to BELIEVE in us and what we can do, we need to be encouraged and empowered to succeed! Dramatic Question- Saashley was not contrary nor mentally, she was a Mosiac Artist. Emotional Content-Empowered,Positive with a creative edge Saashley was called a leader and teacher and called this out loud. Las Abuelas - a digital story by Anna Vigran Point of View- Making tortillia like her mother and grandmother center of activities in her house was always in the kithcen and about the familia. Dramatic Question - Why does Anna choose to make her tortillia? Its because it bring friends and family together. Emotional Content- the emotional content in my opinion is Anna sence of family and family values.

Reel Works in School & 7 Things you should know about Digital Storytelling

Explain some of the benefits of youth filmmaking for learning in and out of school. 

I want to begin by saying that any tool or tools that has to do with technology is a great game changer for the the classroom and learning. I think that student can do so much more with film making and Digital storytelling

Benefits of using digital media in the classroom or in school are:

as explained in 7 Things you should know about Digital Storytelling 

1. The use of video

2. Images

3. Video 

4. Prezi links

5. Social media add on's

 These are all tools that can be used to narrate stories and give persuasion to what ever message students are trying to convey With their project much like what we saw in Reel Works in Schools. 

Benefits of using digital media out of school are:

1. Students can interview community people 

2. Target issues that deal with real life outside of school issues like what we saw in the video ACES The Lie Called Freedom what a powerful video. 

3. Opportunity to expand and create outside the box and parameters of school. 

EDUC 6810 Wk. 1 Reading and Comments

Bullshit and the Art of Crap Detection by Neil Postman

Wow! When I first read Bullshit and the Art of Crap Detection by Neil Postman 

I thought this guy is on a major rant. However the more I read the more it revealed that this guy has some great substance. What is the message that educators want students to walk away with? How do educators take at face value what students say especially with such a vocal young society, which can express so much in so many different ways? Student need to better understand how to express themselves with the use of digital media and social media. They can’t just post or show in appropriate language or as the call it

“Physical Art”.

   

Which brings me to what (Postman, 1969) said in his article about “Each person’s crap detector is embedded in their value system; if you want to teach the art of crap detecting, you must help students become aware of their values”. I totally agree with this statement, I believe that this statement changes everything because of its meaning, he basically said you get what you give. If you want students to give you great quality work free from bullshit then make them see what they are worth show them their value. Students should be taught how to recognize bullshit, including their own. Don’t be surprised if they call you out on your own bullshit be honest they will respect you for it. They may not like it but they will know you are not feeding them a line of crap.

Today in 2014 Neil Postman would probably say that Teachers must become masters in Pomposity, Fanaticism, Inanity and how to identify a classroom’s culture of Superstition. It's the only way to identify and prevent it from bringing the horror of bullshit to your classrooms.

Postman, N. (2007, July 22). Neil Postman – Bullshit and the Art of Crap-Detection. Retrieved August 23, 2014, from http://criticalsnips.wordpress.com/2007/07/22/neil-postman-bullshit-and-the-art-of-crap-detection

Cameron Russell: Looks aren't everything. Believe me, I'm a model

https://www.youtube.com/watch?v=KM4Xe6Dlp0Y

This video was really good I especially liked the way Cameron shared her opinion on how people mis the real message because they don’t take the time to really look, listen, and do little researching. Don’t believe what you see in the media the majority of the time it’s not true. Often times we hear students say well if it’s on the internet it’s true. If I had a 100.00 bill for every time I heard that well let’s just say I could purchase a plane ticket to Florida.

We are a culture of image and we want to look like the parts we play. If people in in our group don’t look the same or share the same image as our society or community then what do we do? We generally stereo type people immediately.

Cameron showed pictures of her being a simple kid who had went to sleep over’s and played soccer who new! If she did not mention it in this video I would have never known that about her. Cameron is just like my daughter or some of the girls on my youth team. To see Cameron’s picture or her twitter page is to see this image of super model with a fancy career. After watching the video I looked at Cameron’s twitter page it was much like her video, Images of her at work and images of her just being Cameron. She is even on twitter taking the ice bucket challenge.

One of the things I was very impressed by was her comment about paying her way through college.

Russell, C. (2013, January 16). Cameron Russell: Looks aren't everything. Believe me, I'm a model. Retrieved August 24, 2014, from http://youtu.be/KM4Xe6Dlp0Y

Toward Critical Media Literacy: Core Concepts, Debates, Organizations, and Policy

Critical literacy is the ability to actively read text in a manner that promotes a deeper understanding of socially constructed concepts and helps you to create your own meaning or message. It encourages individuals to understand and question the attitudes, values, and beliefs of written texts, visual applications, and spoken words. (Kellner & Share, 2005)

With Critical Media Literacy students and teachers learn to use media intelligently, they also learn to discriminate and evaluate media content. What you see is not always true. Studying the influence of mass media in our lives allows students to view advertising and advertisement in a new light. Students become aware of the tremendous amount of advertising that they are exposed to on a daily basis. By looking at advertising critically, students begin to understand how the media oppresses certain groups, cultures, and messages. The messages are constructed using creative language that is distinguish between connotation and denotation and signifier and signified (Fiske, 1990).

What all three have in common (Postman's speech, Russell's video, Kellner and Share’s journal article) is that the media will always have one type of interpretation and we will have another. Critical Media Literacy requires information, education, and awareness in order to be able to distinguish the differences in other words don’t fall for the bullshit.

          

Kellner, D., & Share, J. (2005). Discourse: Studies in the cultural politics of education. Toward Critical Media Literacy: Core Concepts, Debates, Organizations, and Policy, 26(3), 369-386.