Week 8: Metacognitive Reflection

Because of this course, I am able to identify and use terms within educational technology.  The assignments and discussions have opened the possibilities of learning about new media and literacies. Previously, I thought I was highly educated on the topic. This course brought me to the realization that there is always something new to learn. I understood I was putting myself in the rut and focusing on prior knowledge, and unintentionally closing myself to alternative strategies. As noted, the knowledge from this course will allow me to look into how I learn, as well as my students. I am able to find a way to relate to the content and then communicate my thoughts in an effective manner. The resources were readily available to assist in the growth of knowledge of technologies and literacies. The Jenkins and Serafini discussions were extremely helpful to improve content awareness, along with understanding differing point of views as to how tools and techniques are used in the world of education and out. Before this course I had never heard the term participatory cultures or the transparency issue. Another major topic of the class revolved around Network Publics. I highly appreciated the way learning was structured through group learning coming to a consensus and growing from there to relate to alternative views.  Through this text, I was able to fully understand how liberated network connections were, along with how we must work on appropriate digital citizenship with students.

As an up and coming educator in the Special Education field, the alternative strategies in technologies are extremely instrumental to provide the most appropriate education for my students. The advances in technology allow me to create individualized plans for students and follow through in order for them to relate to the subject matter in the best way for them. Most importantly, conveying to my students the prominence of looking at sources through a lens to find the most credible information possible. We must use the advantage of literacy of the Internet and educate our students to assess the quality of information.

An “ah ha” moment occurred in module six when interviewing an adolescent on their use and view of Internet technologies. It was not necessarily in my interviewee’s responses that provide the sense of awe, but more in my observations in his mannerisms before and after the interview. I realized that technologies now provide the comfort and connection to many, especially the young, when they feel uncomfortable or unnoticed in a particular setting. This related to the resources of other modules discussing how youth today are the ‘digital natives’ of the modern world. I especially understood the statement that media and technology provides that attention many seek in the world.

         In each module of the course, I battled with the importance of incorporating technology in learning, but also using previous conventions of print. At the start, I was completely on the side of print and text, but through the knowledge of the content in this course, I recognize a place for technology depending on the subject area. Technology as a tool in education is can be used to create and develop critical thinking skills for all types of students. Whether the discussion is questioning the use of technology, or using technology itself to discuss, educators must bring in technology into the classroom for the sense of providing world experiences for students and a tool to relate to what the world is turning to. My concern through technology is the lack of human connection and social skills. The loss of appreciation for what you can’t hold in your hand.

         Overall, I found this course to be enlightening. With this knowledge, I am bale to open to alternative strategies and allow students to incorporate technology within the classroom that is most appropriate for their education.

Week 7: Informational Literacy Guide

Informational Literacy Guide

Throughout our studies, we will be looking into informational literacy and relying on sources to learn material. Informational literacy includes the ability to access information and determine its usefulness, credibility and reflections on the source. One of the most important skills we will develop is how to critically evaluate information we will encounter, especially those from the Internet. Not everything on the Net is was it appears to be. To determine if a source is usable, we will go through a particular process.

The process to evaluate and use sources is as follows:

1.     Searching and Accessing: When looking for sources, we must consider what search engines we will use to find credible sources. A widely search engine we will be using often in this course is Google. To start, make sure you are gathering information from multiple sources, not just the first one that appears on the list. Searching and compiling a list will take time. Once you have a list together, condense your information and identify those that provide the most precise information we need. Also, make sure you are gathering sources that offer multiple aspects of the research topic. AVOID WIKIPEDIA AT ALL COSTS. Wikipedia offers little credible information because the site does not fact checks what is posted. Any user can go in and input information, fact or false.

2.     Evaluating: One of the key aspects of informational literacy is evaluating the sources to give you the most credible information in your piece. You will need to be the fact checker of information. This may consist of comparing sources to others and reverting to encyclopedias. When evaluating the sources, ask a few questions. Is it peer edited? Where did you locate the source? Does the source give well-rounded information? It may help to research the author of the source and see their background, to determine their credibility. Also, see of there are citations within the source and when the source was produced. Most recent articles will most likely have more credible information. And one last question, how does the source apply to the theme of your piece?

3.     Using the Source: Once you have narrowed the sources down to what you want to include in your piece, now it is time to use them. Make sure to use information that most applies the message you are sending in your piece. There are two ways to use sources.

a.     Direct quotes: Within your sources, if you find a quote or phrase that you would like to use as is, you must copy the text as is, and display with quotations. When you use this in your piece, DO NOT FORGET TO CITE THE SOURCE WITHIN YOUR PIECE. Please use Purdue Owl as a source on how to cite your source according to the format we will use. https://owl.english.purdue.edu/owl/

b.     Paraphrasing: If you find that you like the idea the source is conveying, but do not want to quote directly, you can rewrite in your own way. But, you must still CITE YOUR SOURCE. Whether you are using a quote or idea, you must cite the source. Again, refer to the link above to locate proper ways to cite in piece, and on citation page.

Remember to explain the quotations and ideas used throughout your piece. Incorporate a flow to show your knowledge of the topics and sources. When using sources, introduce the source author and title. This is another way to show credibility throughout your piece.

4.     Referencing: At the end of your piece, you must include a reference page listing the citations used throughout the piece. This is a bibliography will allow your audience to locate your sources. This will give you credibility to your audiences, especially teachers, when they finish going through your piece.

Week 6: Adolescent Interview: Internet and technology use

Interviewee: 15 year old, boy. This particular young adult lives in the country and is home school with assistance from his mother, but mostly on his own.

1. What type of technology do you use to access the Internet?
1. phone, laptop, but I do not use it that much, only for school.
2. How would you describe the purpose of the Internet? 
1. I would say it is universal, for entertainment, sometimes I use it for research for my school work
3. What do you use the Internet for? 
1. Mainly for my school work. 
4. Do you like to read? If yes, do you prefer to read on the computer/device or in print?
1. Yes, I prefer print, like a book
5. How many hours a day would you say you use the Internet? 
1. Umm, probably one hour to be honest
6. Do you use any type of social media? If so, what types?
1. Yes, snapchat, no twitter or Facebook
7. (Only if yes to 5) How many hours are devoted to social media?
1. Like, I use snapchat to talk to my cousin only because we like to use that over text, so about 30 minutes
8. Do you prefer to communicate through social media or in person?
1. In person, everything is better in person. I talk to my cousin all the time, but I miss the interaction in person
9. How long could you survive without access to the Internet? 
1. Oh, forever.
10. How has the Internet impacted your life? Positive and/or negative.
1. Positive- use for research on school, entertainment
2. Negative- clicking wrong websites cause sometimes there are some things you just don't want to see. 

In analysis of his answers, it is apparent that this youth is not among the many of today. In other discussions, we have chatted about his sister and her constant use of her phone. He mentioned one time, "She could never survive without her phone. She is on it all the time."  This young man is mature for his age and enjoys other activities more than being on the Internet. He is not against the use of technology, but is not one to be on his phone constantly. In situations, I have noticed he pulls out his phone when he feels uncomfortable, or there is no conversation among the group he is in. I believe it would be safe to say youth rely on technology to supply a constant feeling of belonging and comfort. As seen in the audio and video listings for this module, we see understand the use of technology as more than a resource, but as either a substitute for conversation, or a creator of one. 

Week 5: McLuhan and Media Education

The applicably of the McLuhan’s speech, within Living in an Acoustic

World, to today’s education is striking.McLuhan explains the “medium in the message” as the “hidden environment of services created by an innovation, and the hidden environment of services is the thing that changes people. It is the environment that changes people, not the technology” (1970, p. 11). Taking this message on, we recognize that how we relate to the Internet, or aspects of it, is the environment we associate with it. This revelation brings up new thoughts about how I work with my students in relation to technologies. They will likely take on what they learn in school and at home, and the opinions they see in relation to technologies. 

In connection to the statement from Jenkins (2010), calling schools to “foster a critical understanding of media as one of the most powerful social, economic, political, and cultural institutions of our era,” McLuhan hints the messages expressed. Technology as a tool in education is can be used to create and develop critical thinking skills for all types of students. Whether the discussion is questioning the use of technology, or using technology itself to discuss, educators must bring in technology into the classroom for the sense of providing world experiences for students and a tool to relate to what the world is turning to. As a cultural lesson, the environment we provide for our students in relation to the media is critical. 

I really appreciated McLuhan’s comments on the electric environment and the “total absence of secrecy” (1970, p. 8). In relevance to today, I do not know how many times I have told students, once you send it or post it, it is on the Internet forever, and accessible. “With the end of secrecy goes the end of monopolies of knowledge…there can no longer be a monopoly of knowledge in learning, in education, or in power” (McLuhan, 1970, p. 8). 

McLuhan, M. (1970). Living in an acoustic world. Marshall McLuhan Speaks Special Collection. Retrieved from http://www.marshallmcluhanspeaks.com/lecture/1970-living-in-an-acoustic-world

Week 5: Ad Deconstruction

For the assignment, I chose a piece that was less of an advertisement and more of a public awareness I thought related well to our subject matter of the class.

As you can see above, the ad depicts a seen of a person, appears to be a girl, being sexually assaulted by her phone. This “advertisement” is, to put plainly, disturbing with a clear message: watch out for predators on the phone.

Through the deconstruction process, I was able to delve into the content matter of the image in greater detail. Instead of selling a product, it was selling awareness of the dangers of social media and young children.

A girl, assuming young and stylish, is depicted in the image, through the clothing and body structure. The camera positioning puts emphasis on the rear end and phone, and the imagery is eye catching. The image retains attention because of the subject matter and message. The creators do a swell job portraying a young, innocent girl being sexually attacked by a “predator,” shown as her phone. The innocence is portrayed through the use of colors and statement. The text reads: “Sexual predators can hide in your child’s smartphone.” The assumption the ad makes is the girl is innocent, unaware, stupid, or “easy,” and also makes the assumption that is only girls that are attacked.  In reference to class, the assumptions relates somewhat that everyone and their child has a smartphone. Not true.

This image puts parents on alert and urges them to become aware of their child’s use of their smartphone. Not only does the image target parents, but also targets teens with phones. This places tensions and sometimes a unnecessary lack of trust instilled between parent and child.

All in all, this brings back the message of you can’t believe everything you see and read on the Internet. Any person can be conversing with a person online that is not being completely truthful with that person. With that said, and the message the advertisement sells, we all need to be aware and teach our children and students proper use of the Internet, with emphasis of social media. The unnerving imagery concerns me about my students and their social media activity not monitored.  

Week 3: Bennett and the view on Youth Citizenship online

Within the readings, we see a concern for the engagement of youth with politics. One way youth engages in politics is through media outlets, whether this be through news, blogs sites, social media networks, or so on. W. Lance Bennett discusses the concern of this change in citizenship in his text: Changing Citizenship in Digital Age  (2008). He states: “A key question thus becomes how to nurture the creative and expressive actions of a generation in change, while continuing to keep some positive engagement with government on their screens” (Bennett, 2008, p. 2).  

As a cultural issue, we question the validity of youth involvement in politics through media.

As an operational issue, we question HOW youth engages in media.

The paradigm of engaged youth emphasizes change in social identity in the growing importance of peer networks and online communities. Along with that, this paradigm emphasizes the “empowerment of youth as expressive individuals and symbolically frees young people to make their own creative choices” (Bennett, 2008, p. 2-3). Through this, we as educators must understand the impact we have on the development of youth identity through their use of the Internet. Education will bring them the sense of proper citizenship. Just like Cathy Davidison, quoted by Bennett, “...we have the unique opportunity to take advantage of peer-to-peer sites for creative, imaginative, activist learning purposes. That is peer-to-peer  sites  for  creative,  imaginative,  activist  learning  purposes... I  want  to  be  attuned  to  what  youth  themselves  say  about  the  alternative  forms  of  learning  and  social  networking  afforded  by  Web  2.0” (2008, p.3).

We must take into consideration the factors of our curriculum influencing our youth. We see all to often a stripping of “independent opportunities for young people to embrace and communicating about politics on their own terms” (Bennett, 2008, p.7). Offer the opportunities, by keeping in mind the communication skills to be taught. Bennett touches on this thought through the suggestions of Howard Rheingold. Rheingold has concerns of youth “living” online lacking the skills to communicate common concerns in effective ways to large audiences, and “suggests building a public communication digital media skill set” (Bennett, 2008, p.8).

All in all, we need to be concerned about communicating to youth effectively in thought of their involvement online. Online tools to express oneself can be used to make a difference. Why not work with them on their identity in this world and let them make an impact?

Bennett, W. L. (2008). Changing citizenship in the digital age. Civic life online: Learning how digital media can engage youth, 1, 1-24.

Week 2: Reflection, Varnelis’s Networked Publics (Intro and Chp1)

“We will never be alone again, except by choice” (Varnelis, 2012, p. 39). 

The quote above sums up the impact technology is having on today’s world. In this discussion, he identifies tools and techniques utilized in the advancements of technology. Our relationships to and definitions of our culture, politics, social infrastructure have transformed. In the first chapter, technologies enable us to be in two places (physical and networked) at once, as discussed by Varnelis in the sense of a public sphere. From Varnelis, we see technology has taken over; “Contemporary life is dominated by the pervasiveness of the network,”(2012, p.15)  This transforms our sense of proximity and distance through the always-on, always-accessible network. 

What struck me most in the text is our reliance on the virtual world/network, the MUST  be connected, attitude. This is done through a variety of avenues (tools), especially our mobile phones. In the public sphere, Varnelis mentions how “minimally social” we can be when using our phones (2012, p. 19). This is something we see everyday, whether it be walking down the street, in the grocery store, riding the bus or subway, a vast majority is on their phone, disconnecting themselves from the social world of reality. Even though we do not interact with those in close proximity, we are not necessarily alone (Varnelis, 2012). The social operation of today’s world is new. People would rather communicate online or on the phone than talk in person, a radical reconfiguration of social coordination. “The telephone was a technology that both encouraged sociability and maintained intimacy at a distance” (Varnelis, 2012, p. 20).

Our use of the mobile redefines our sense of place by “transforming a subway, train seat, a sidewalk, a street corner into a user’s “own room and personal paradise” (Varnelis, 2012, p. 23).  Another incentive these tools and technology is the increase in productivity, agility and awareness. My concern is the lack of human connection and social skills. The loss of appreciation for what you can’t hold in your hand. 

My question is, just we question is it literacy, is it communication? Human connection? There is the sense to appreciate holding contact with those not physically close to you over the networks, but interaction is key to understanding social and life skills. 

Varnelis, K. (2012). Networked publics. The MIT Press. Retrieved from: http://site.ebrary.com.library.esc.edu/lib/empire/detail.action?docID=10251680