Becoming an agent for change

While the introduction of new participatory culture technologies have been welcomed by many educators, they have also been a cause for concern for some educational authorities (Todd, 2008).  The risk of cyberbullying, issues of online safety, the unethical intellectual property practices of young people and the perceived  “frivolity [of] social networking” have all been cited as reasons to exclude new participatory culture technologies from the school environment  (Vasudevan, 2010, p44).  These are certainly genuine and justifiable concerns.  Stories of young people falling victim to new online ‘scams’, being targeted by bullies or engaging in ‘hacking’ and other illegal activities online, are rife in the news.  Surely then, that is even greater reason to bring these new technologies into the school context, in order to teach young people safe and responsible ways to use new media technologies.  The ‘ostrich mentality’ of burying your head in the sand and waiting for it all to go away, isn’t working.

 

Ostrich mentality

 It is also important to note that corporations are harnessing the power of new media technologies to increase efficiency and productivity in the workplace.  If our goal, as educators, is to prepare young people for life beyond school, then we have a responsibility to, first of all, learn how new technologies are being utilised in the broader social context, and then, to teach our students how to use them for purposes other than leisure or entertainment. 

However, it can be difficult to introduce the use of new technologies into the school context, particularly if educational policymakers do not recognise the educational potential of these tools.  Co-editor of the Teacher Librarian journal and part-time faculty member of the Information School at the University of Washington, Elizabeth ‘Betty’ Marcoux acknowledges the difficulties (2011a, p70).  However, she stresses that the key to introducing new technologies lies in effectively demonstrating how these tools will benefit teachers, both in planning and delivery of the curriculum, and in improvements in student engagement and learning outcomes (2011b, p66).  

One of the best ways to show how technology can be used effectively to support teaching and learning is to lead by example.  Dr Ross Todd  Associate Professor in Rutgers University’s  Department of Library & Information Science and Director of the Center for International Scholarship in School Libraries (CISS)  advocates that teacher librarians should ‘get their hands dirty’; experimenting and playing with new technologies is the best way to learn what they can do and how they can be used for educational purposes (2008, p30). Although this may seem an overwhelming task, given the plethora of Web 2.0 tools available, the good news is, thanks to the capabilities of new communication technologies, there is no need to tackle it alone.  Educators all over the world are sharing their ideas on how to use new technologies to help students learn more effectively through blogs, wikis, online forums and e-groups.  

One of the most effective and time efficient ways to connect with these ideas is to utilise the power of Web 2.0 tools to bring information directly to you, rather than going and actively searching.  One of the tools I have found very useful is Diigo. Originally a ‘bookmarking’ tool to assist browsers to revisit favourite websites, it has developed into a collaborative community of users.  Using Diigo, I have been able to find groups providing useful and practical information for educators, and I receive email notifications whenever new information is posted.  From just one Diigo group, I have already collected a wealth of information on topics such as cyberbullying and copyright, as well as tools and resources for use in classrooms.

When I commence working in a school context, I plan to draw on this information to provide professional development to teachers on the use of new technologies.  However, Marcoux (2011a, p66) points out it is important to be seen as “the technologist ... not the technician”.  It is equally important therefore, that I lead by example, and utilise new technologies in my own practice.  While I will doubtless come up with new ideas of my own when I am in the role, I have been able to gather some very useful ideas already.

Earlier this year, I was fortunate enough to attend a teacher librarian seminar presented by the dynamic and inspirational Dr Joyce Valenza, teacher librarian at Springfield Township High School in Philadelphia, member of the Teacher Librarian Ning and author of the neverendingsearch, the School Library Journal blog.  

with Dr Joyce Valenza at the Information Landscapes for 21C Learners Seminar July 2011

Dr Valenza shared with the audience some of the methods she uses to encourage teachers to use new technologies.  She admitted that not all teachers are initially open to the idea, but rather than wait for them to invite her to collaborate, Dr Valenza sometimes indulges in a little ‘positive subversion’; collating information and resources for the teacher.  Dr Valenza confided that once teachers experience the benefits of collaboration, and see the improvements in student learning, they are usually more receptive to the idea. 

However, she doesn’t just confine her use of technology to supporting teaching and learning through providing resources.  She also actively engages students in using technology for real world purposes. 

The video above is an example of a project her students created – the library’s annual report; a highly effective way to showcase students’ creativity and demonstrate to school administrators the educational possibilities of new technologies.

I am looking forward to the challenge of being an agent for change; instrumental in introducing and implementing new ways to use emerging technologies to enhance teaching and maximise student learning. 

Images

Ostrich mentality by tropicalpete.  http://www.flickr.com/photos/12023825@N04/2898021822/

Video - Springfield School Library Annual report 2010 - 2011.

http://springfieldlibrary.wikispaces.com/

References

Marcoux, E. (2011a) Encourage Buy-in Using Technology for Learning. Teacher Librarian; Apr 2011; 38, 4; pg. 69-70.  http://www.teacherlibrarian.com/

Marcoux, E. (2011b) Technology and YOU. Teacher Librarian; Jun 2011; 38, 5; pg. 66. http://www.teacherlibrarian.com/

Todd, R. J. (2008). Youth and their Virtual Networked Words: Research Findings and Implications for School Libraries. School Libraries Worldwide , 14 (2), 19‐34. http://www.iasl-online.org/pubs/slw/

Vasudevan, L. (2010) Literacies in a Participatory, Multimodal World: The Arts and Aesthetics of Web 2.0  Language Arts . Vol. 88. No. 1. September 2010. http://www.ncte.org/journals/la

It will rot their brains (won't it?)

Television and film have been used in schools since the 1960s. One of my earliest school memories is squeezing into a classroom with my excited peers and our equally excited teachers to watch the astronauts of Apollo 11 land on the moon. Technology has certainly come a long way since those grainy, black and white images were broadcast around the world in 1969 but has our use of television and film in schools kept pace?

Increasingly, schools use popular media culture such as the internet, social media and hand-held devices in innovative and creative ways as educators become aware that this helps young people feel more connection between school and their home and social lives. Larger schools invest considerable financial resources in digital video systems such as Clickview and DVC to record, share and broadcast television programs and films into classrooms. However, unlike other digital media, television and film are often still used in schools in traditional, passive ways. This may be as consumers of informative and worthwhile programs or simply as a treat at the end of term or when sport is cancelled (Harrett & Benjamin, 2009).

In this blog, I will first share some ways which innovative educators suggest television and film can be used in the classroom to stimulate creativity and to provide a further connection between children’s social practices and their educational experiences. I will then discuss how reflective literacy activities using television can develop students’ general capabilities as outlined in the Australian Curriculum.

Children from a very early age are exposed to popular culture in multi-textual formats. Leonie Arthur (2001) gives the example of Winnie the Pooh which is available in traditional print form but which is just as likely to be experienced by young children on television, in computer games, board games, play dough or Lego. By interacting with these text types children can develop a range of literacy practices such as following instructions for games, consulting diagrams, and creating backgrounds for stories (Arthur, 2001). At the same time, children’s prior knowledge is being acknowledged and valued.

Children can be encouraged to use television and other popular culture characters creatively to “innovate, improvise, subvert and reinterpret characters and plots” (Arthur, 2001, p. 303). The development of critical and creative thinking skills is one of the Australian Curriculum’s seven general capabilities. Over the course of their schooling, students should develop the skills which “support them in becoming successful learners, confident and creative individuals and active and informed citizens” (Australian Curriculum, Assessment and Reporting Authority, n.d.). Linking literacy activities to children’s prior knowledge of popular culture characters seems an excellent way of beginning their creative journey.

In British nursery schools, a research program engaged children in literacy experiences through the use of the Teletubbies (Arthur, 2001). The children in this program, mostly boys from low socio-economic and bilingual backgrounds, had not previously engaged with their educators, but showed a positive response to literacy activities when they were linked to the Teletubbies. Perhaps this program would not even have been attempted following the Teletubbies controversy discussed in the Blog TV Villians: Media Panics!

A program to enhance literacy of older children was trialled in Wales using the theme of the television series “Doctor Who” (Harrett & Benjamin, 2009). The aim was to improve the standard of creative writing although some episodes provided cross-curricular links to history, science, music and geography. Even using a short video like the following BBC trailer for Doctor Who could be a motivating creative writing stimulus.

Some classes in the Doctor Who trial then went on to use media to create their own digital stories which is becoming an increasingly popular way for children to publish their work. My experience as a teacher is that children love to see their work published on a screen. They also love to see themselves on screen and combining the two could be a motivating way to encourage children to create and share their writing.

As already discussed in the Blog “Combatting Stereotypes” there is also a role for television and film to be used in schools to discuss and critique cultural values. Through television and film, whether intentionally or not, we are often exposed to dominant values at the expense of the ethnic or gendered “other” and it is important for young people to be aware of this and reflect upon it (Pohan & Mathison, 2007). Developing ethical behaviour, including an understanding of ethical principles, values and virtues and developing intercultural understanding are also two of the Australian Curriculum’s seven general capabilities (Australian Curriculum, Assessment and Reporting Authority, n.d.).

Well selected television and film (including popular cartoons) can provide a context for discussion about cultural diversity, working together, resolving conflicts and compromise. These are personal and social competencies which is another of the Australian Curriculum’s seven general capabilities (Australian Curriculum, Assessment and Reporting Authority, n.d.). For younger children, positive films about team work include A Bug’s Life and Toy Story and for older students, The Lord of the Rings trilogy. Films and television programs which send negative messages could be changed by students re-writing a part of the script or adapting character descriptions or roles to give positive messages.

Selecting appropriate resources will be critical and will of course depend on the teacher’s knowledge of students’ existing knowledge, beliefs and experiences (Pohan & Mathison, 2007). Here are some guidelines from Berry for teachers who are planning reflective literacy activities using television (in Pohan & Mathison, 2007, p. 24):

• Be aware of the role and instructional power of television in our culture;
• Understand how to design meaningful assignments;
• Possess the ability to teach students how to evaluate program content; and
• Educate and inform parents/caregivers about the use of television in school, as well as strategies to monitor television viewing at home.

“It rots your brain,” claimed Grandma, talking about television in an episode of Doctor Who set in 1953 (in Harrett & Benjamin, 2009). In the hands of innovative educators, it certainly won’t!

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). General capabilities. [Web log post]. Retrieved October 21, 2011 from http://www.australiancurriculum.edu.au/English/General-capabilities#Critical-and-creative-thinking

Arthur, L. (2001). Popular culture and early learning literacy. Contemporary Issues in Early Childhood 2(3), 295-308. Retrieved from http://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=2&issue=3&year=2001&article=Arthur_CIEC_2_3

BBC. (2010, February 20). New Doctor Who trailer featuring the Doctor and Amy! - BBC One. [Video file]. Retrieved from http://www.youtube.com/watch?v=EpbmMhNe6aA

ClickView. (2011). The digital video solution for schools [Web log post]. Retrieved from http://www.clickview.com.au/

Command Systems. (2011). About DVC [Web log post]. Retrieved from http://www.commandsystems.com.au/dvc/about-dvc

Harrett, J. & Benjamin, T. (2009). Travel with a time lord: using media to enhance literacy. Literacy 43(3), 134-142. DOI: 10.1111/j.1741-4369.2009.00510.x

Pohan, C. & Mathison, C. (2007). Television: Providing powerful multicultural lessons inside and outside of school. Multicultural Perspectives 9(1), 19-25. DOI: 10.1080/1520960701333757.

The Lord of the Rings: Fellowship of the ring official theatrical trailer. (2001). [Video file]. Retrieved from http://www.youtube.com/watch?v=Pki6jbSbXIY