Where I Am Professionally In Relation to Media Literacy and Technology
Having been evaluated this past year by my principal, the Ontario College of Teachers Standards of Practice is still fresh in my mind. While this educator does not look forward to the evaluation and forced reflection; once it is done, I always feel good about myself and my progress as a professional educator and life-long learner. Because this past year was the first year I choose, with the support of my administration, to change my traditional Computer Technology course to Media Literacy, a great deal of my evaluation, observation, and reflection was around teaching media. Where I am professionally in relation to media right now would be described as heavy on production with just a dash of theory sprinkled here and there. I’m very proud of some of the media products and activities my students in grades 6-8 worked on this past year. The students were interested, motivated and engaged in what they were being asked to create using the technology in our computer lab.
Below are some of my competencies relating to technology and media literacy.
PUPILS AND PUPIL LEARNING
1.1 Demonstrates commitment to the well-being and development of all pupils
4. Effectively motivates students to improve student learning
I find that I motivate students by using technology in my teaching as much as possible. Students enjoy the authentic products they are asked to construct using technology (i.e. designing a media poster using PhotoShop or a P.S.A. using MovieMaker). Most products are assigned in the form of a contest which also motivates the students to do well. Last year I used an interactive white board, for the first time, to further motivate the students.
6. Models and promotes the joy of learning
I am not afraid to learn new software programs with the students as well as new hardware. Last year I learned more about Photoshop from workshops (ECOO conference) but also from a grade 8 student (Kevin) who has taught me and the other students how to use some of the tools. I also learned two exciting programs, “Comic Life” which allowed us to create comic strips and “MovieMaker” which allowed us to edit video. Finally, students saw me learning to use the Smart Board throughout the school year.
PROFESSIONAL KNOWLEDGE
2.1 Knows his/her subject matter, the Ontario curriculum and education-related legislation
42. Teaches the Ontario curriculum by exhibiting an understanding and ability to explain subject areas
When I have to teach a new subject (last year Grade 6 Social Studies and Grades 6-8 Media Literacy) I always start with the Ontario Curriculum documents. For social studies I also used the internet and a social studies professor at Brock University as a resource for my course outline. For Media Literacy, I took a 3 day workshop last summer, a large number of websites, and A Guide to Effective Literacy Instruction Volume 7 Media Literacy
45. Uses a variety of effective resources to enhance learning
-I regularly use E-Workshop and E-Learning Ontario, both are online databases with lessons and activities for students K-12 in all curriculum areas.
-I also visit a number of websites for Media Literacy, including:
TeacherTube and YouTube
Blogger
Center for Media Literacy
Media Awareness Network
Concerned Children’s Advertisers
Ad Busters
In class I use videos, websites, pictures, picture books, textbooks, articles, software and computers
TEACHING PRACTICE
3.2 Communicates effectively with pupils, parents, and colleagues
97. Provides ongoing feedback to parents, for example, through newsletters and bulletins
I have a BLOG for students, parents and teachers to access. In the blog I have current lessons with the resources being used as well as long range plans. I also have polls and feedback forms for students to provide input.
http://stevesmedialiteracy.blogspot.com/
3.5 Uses appropriate technology in his/her teaching practices and related professional responsibilities
119. Uses technology appropriately to improve efficiency and effectiveness in planning, instructional delivery, reporting procedures and decision-making
I use technology to create my long range plans, unit plans and lesson plans. Most of my lessons are posted on my BLOG.
I use technology in most of my lessons. If I am sharing a picture book, I scan the pictures so that I can show the pictures as I read the story.
I use MarkBook to record all assessment and evaluation and using the Online Reporting to create reports.
120. Models and promotes effective use of technology to promote student learning
-use a variety of software with students:
MS Word, Excel, Power Point, Geometer’s Sketchpad, Inspiration, Photoshop, and this year Comic Life and MovieMaker.
-use a data projector to teach lessons, show videos and share projects
-use an interactive whiteboard
LEADERSHIP AND COMMUNITY
4.1 Collaborates with other teachers and school colleagues to create and sustain learning communities in the classroom and in the school
130. Plans worthwhile professional development activities for school-based professional development days
· Train staff on reporting software
· Provide PD for teachers on TEL
· Provide PD on the Smart Board
· Gave E-teacher Workshops at ECOO Conferences in 2003 and 2004
PROFESSIONAL LEARNING COMPETENCIES
5.1 Engages in ongoing professional learning and applies it to improve his/her teaching practice
153. Identifies areas for professional growth, attends workshops, appropriate seminars or courses to respond to changes in education/policies and practices and effectively applies information to enhance teaching practices
I actively participate in and learn from various workshops/AQ:
-Media Literacy Part One
-ECOO Conference on Smart Board and Comic Life Software
-OFIP sessions on literacy (specifically reading)
-OFIP sessions on math
-Summer Institutes on Media Literacy
-Summer Institutes on Elementary Math
-Summer Institutes on Integrating Technology in the Classroom
163. Taps into websites that describe best practices, acquires successful teaching strategies and applies to teaching practices
-I regularly use E-Workshop and E-Learning Ontario, both are online databases with lessons and activities for students K-12 in all curriculum areas.
Wednesday, July 8, 2009
Tuesday, July 7, 2009
Annotated Paragraph: 5 Key Concepts & A Coke!
Below is a lesson I have used to introduce the 5 Key Concepts and the Media Triangle to grade 7 and 8 students. While the "concepts" seem boring, confusing and irrelevant at first; the students begin to understand the importance of the these concepts and are able to make connections to them, once a series of examples are given. The animated coke commercial (see below) is an excellent start to teaching about media's key concepts through the use of commercials. Student watch a lot of tv commercials at home but they rarely think beyond the intended message. The students really enjoy this media rich animated commercial because on the surface it mimics a popular video game (Grand Thief Auto) but it becomes ironic when the "bad guy" chooses to "give a little love" (perhaps because of his choice of beverage).
While all 5 Key Concepts and any of the 3 sides of the Media Triangle can be explored using this Coke commercial, the students and I focused on #2 Media texts contain beliefs and value messages. Specifically we analysed who or what is included, omitted and/or misrepresented? After watching the commercial for the 3rd time, they were able to get past the humour and identify a number of sexual and racial stereotypes. Here is the lesson:
An Introduction to the 5 Key Concepts and the Media Triangle
Two frameworks are used to help you understand media messages.
The first is the 5 Key Concepts of Media Literacy.
5 Key Concepts of Media Literacy Poster
C) Here are Movie Posters.....
While all 5 Key Concepts and any of the 3 sides of the Media Triangle can be explored using this Coke commercial, the students and I focused on #2 Media texts contain beliefs and value messages. Specifically we analysed who or what is included, omitted and/or misrepresented? After watching the commercial for the 3rd time, they were able to get past the humour and identify a number of sexual and racial stereotypes. Here is the lesson:
An Introduction to the 5 Key Concepts and the Media Triangle
Two frameworks are used to help you understand media messages.
The first is the 5 Key Concepts of Media Literacy.
5 Key Concepts of Media Literacy Poster
The second is the Media Studies Triangle which examines 3 different points of view (the Media Text, the Audience, and the Production) in order to gain more meaning. All 3 points of view must be considered to fully understand the media text's meaning.
Use the activity sheet Media Studies Triangle to analyse various media text....
Let's analyse a few media texts together.....
A) Here is a Coke Commercial.....
B) Here is a PSA (Public Service Announcement) About Factory Farming Called "The Meatrix":
C) Here are Movie Posters.....
D) Now, with a partner or on your own, try using the "Media Studies Triangle" to analyse a Magazine....
Lego Club Magazine
Analysis of Media Text #1
Analyse Media Text Using the Five Key Concepts
LEGO Club Magazine
#4 Media texts reflect special interests (commercial, ideological, political).
Lego Club Magazine is not really a “magazine” at all. It is a twenty page, glossy, colourful advertisement for various Lego products created by Lego for young (ages 8-12), upper-middle class, and white males. The contest winners on pages 14-15 are all white males and the price of Lego kits (i.e. Lego Star Wars Death Star II $399.00) would exclude lower income families. The fact that media “intended for an audience is created for profit” is obvious in this “magazine” to critical viewers of media text. Perhaps not too obvious for the middle school students I teach.
My experience with teaching Media Literacy in a middle school for the first time last year has taught me that students enjoy a great deal of media text but have very little experience in deconstructing and analyzing any of it. All 5 Key Concepts, as well as the three sides of the Media Triangle, need to be discussed and taught about through a very large selection of examples (i.e. magazines, posters, video game sleeves, ads, commercials, etc.). Lego Magazine is just one example.
Lego Club Magazine is an excellent example of a media text which reflects commercial interests. Some of the questions students can explore include: Who created this text and why? It will be obvious to the students that LEGO created the text but some deeper analysis will be needed to uncover the reasons why. Students will begin to see that the “magazine” is created to entertain and inform its young audience; however, they will soon realize that the primary goal of the magazine is to sell more Lego kits. It is a catalogue dressed as a magazine.
Who benefits if the message is accepted? I would explain to my students how much my eight year old son loves getting his Lego Club Magazine in the mail. It makes him feel grown-up getting mail sent directly to him. He often visits the website, http://www.legoclub.com/, as well for online games and information about new products. Therefore, he does benefit from the magazine. However, it is the company which benefits, actually profits, if the message in the magazine is accepted. The message being, you need more Lego kits to be happy.
Finally, we must look at Who may be disadvantaged? The disadvantaged are those who are left out. Lego used to be plastic blocks that all children used, with their imagination, to create all kinds of structures. That has changed with the integration of Lego and a large number of commercial movies (i.e. Star Wars, Indiana Jones, and Sponge Bob). Now Lego sells expensive Lego kits which exclude a large group of children whose families cannot afford a $69.99 Lego Ferrari kit. Females are also excluded from this “club” because all of the products are geared towards typical male interests (i.e. Lego Racers, Lego City, and Lego Castle). It is ironic that during my school’s First Lego League Robotics Competition it was the two girls on the team of mostly boys that did the best in the competition because of their problem-solving and communication skills. Lego is missing out by excluding this market of consumers.
Analyse Media Text Using the Five Key Concepts
LEGO Club Magazine
#4 Media texts reflect special interests (commercial, ideological, political).
Lego Club Magazine is not really a “magazine” at all. It is a twenty page, glossy, colourful advertisement for various Lego products created by Lego for young (ages 8-12), upper-middle class, and white males. The contest winners on pages 14-15 are all white males and the price of Lego kits (i.e. Lego Star Wars Death Star II $399.00) would exclude lower income families. The fact that media “intended for an audience is created for profit” is obvious in this “magazine” to critical viewers of media text. Perhaps not too obvious for the middle school students I teach.
My experience with teaching Media Literacy in a middle school for the first time last year has taught me that students enjoy a great deal of media text but have very little experience in deconstructing and analyzing any of it. All 5 Key Concepts, as well as the three sides of the Media Triangle, need to be discussed and taught about through a very large selection of examples (i.e. magazines, posters, video game sleeves, ads, commercials, etc.). Lego Magazine is just one example.
Lego Club Magazine is an excellent example of a media text which reflects commercial interests. Some of the questions students can explore include: Who created this text and why? It will be obvious to the students that LEGO created the text but some deeper analysis will be needed to uncover the reasons why. Students will begin to see that the “magazine” is created to entertain and inform its young audience; however, they will soon realize that the primary goal of the magazine is to sell more Lego kits. It is a catalogue dressed as a magazine.
Who benefits if the message is accepted? I would explain to my students how much my eight year old son loves getting his Lego Club Magazine in the mail. It makes him feel grown-up getting mail sent directly to him. He often visits the website, http://www.legoclub.com/, as well for online games and information about new products. Therefore, he does benefit from the magazine. However, it is the company which benefits, actually profits, if the message in the magazine is accepted. The message being, you need more Lego kits to be happy.
Finally, we must look at Who may be disadvantaged? The disadvantaged are those who are left out. Lego used to be plastic blocks that all children used, with their imagination, to create all kinds of structures. That has changed with the integration of Lego and a large number of commercial movies (i.e. Star Wars, Indiana Jones, and Sponge Bob). Now Lego sells expensive Lego kits which exclude a large group of children whose families cannot afford a $69.99 Lego Ferrari kit. Females are also excluded from this “club” because all of the products are geared towards typical male interests (i.e. Lego Racers, Lego City, and Lego Castle). It is ironic that during my school’s First Lego League Robotics Competition it was the two girls on the team of mostly boys that did the best in the competition because of their problem-solving and communication skills. Lego is missing out by excluding this market of consumers.
Welcome to My Locker.....
Rationale: Next year I'm teaching Media Literacy in a middle school computer lab. I would like my students to create a "virtual locker" with reflections, rants, reviews, analysis, and media products all posted to their Blog or webpage. This paperless pursuit will be a greater challenge in some ways (i.e. uploading, scanning, downloading, etc.) and much easier in other ways (i.e. I'm not an artist or at all creative beyond Photoshop). My plan is to create the virtual locker of a middle school student with a variety of media text including:
Child Soldier Lesson Plan
School Binder (Reflective Journals #1, #2, #3 and even #4; Chapter Review, Annotated Paragraph, the Movie Lesson Plan, etc.)
School Binder (Reflective Journals #1, #2, #3 and even #4; Chapter Review, Annotated Paragraph, the Movie Lesson Plan, etc.)
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