The Promise and Peril of Media and Technology for Children and Youth Renee Hobbs Temple University, Philadelphia PA Classroom Technology Celebration New Hampshire Department of Education Local Educational Support Center Network (LESCN) May 29, 2008 Meredith, NH
Renee Hobbs presented the keynote address for the Classroom Technology Celebration, New Hampshire Department of Education, Meredith, New Hampshire, May 29, 2008.
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The Promise and Peril of Media and Technology for Children and Youth
Renee HobbsTemple University, Philadelphia PA
Classroom Technology CelebrationNew Hampshire Department of Education
Local Educational Support Center Network (LESCN)May 29, 2008 Meredith, NH
Citizen
Educator
Parent
Our Love/Hate Relationship with Media & Technology
Self
Instant Message, Instant Girlfriend
By ROGER HOBBS
For several years I had a problem unusual among Internet geeks: I had too much success with women. I used the Internet as a means of communication with women I had already met offline in order to overcome my social awkwardness and forge romantic relationships.
Sounds healthy? It wasn’t.
It started in my sophomore year in high school…
May 25, 2008
I was blinded by the common belief that somehow a relationship forged on the Internet isn’t real. When I saw that fated text message — “I love you” — I realized the truth. The Internet is not a separate place a person can go to from the real world. The Internet is the real world. Only faster.
May 25, 2008
Instant Message, Instant Girlfriend
TECHNOLOGY
TOOL: A resource that helps you do or make
things
TECHNOLOGY
TOOL: A resource that helps you do or make
things
TECHNOLOGY
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
Current EventsEntertainmentScienceWorkFashionPoliticsMathHistoryNatureMoneyLove/RomanceHealthStories about life
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
DISTRIBUTION &PARTICIPATION:
A means of sharing
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
DISTRIBUTION &PARTICIPATION:
A means of sharing
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
MEDIA: Forms of expression and communication
PEDAGOGY: A way of learning and teaching
ACCESS ANALYZE/EVALUATE COMMUNICATE ACT
TOOL: A resource that helps you do or make
things
TECHNOLOGY
CONTENT: The messages that
matter
DISTRIBUTION &PARTICIPATION:
A means of sharing
MEDIA: Forms of expression and communication
Media Literacy is an Expanded
Conceptualization of Literacy
…the ability to access, analyze,
evaluate and communicate messages
in a wide variety of forms.
--Aspen Institute Leadership Forum on Media Literacy, Washington DC (1993)
The purpose of media literacy education is to
help individuals of all ages develop the habits of inquiry andskills of expression that they need
to be critical thinkers, effective communicators and
active citizens in today’s world.
--Core Principles of Media Literacy Education, AMLA, St. Louis (2007)
ACCESS ANALYZE/EVALUATE
COMMUNICATEACT
The Spiral Curriculum
Promoting Habits of Inquiry
Authors &
Audiences
Authorship: Who made this?
Purpose: Why was it made? Who is the target audience?
Economics: Who paid for it?
Impact: Who benefits from this? Why does this matter to me?
Response: What kinds of actions might I take?
Messages & Meanings
Content: What is this about? What values and points of view are expressed? What is omitted?
Techniques: How was this constructed? What tools and techniques were used?
Interpretations: How might different people understand this message? What is my interpretation and what do I learn about myself from my reaction?
Promoting Habits of Inquiry
Representations & Realities
Representation: How does this message represent its subject?
Context: When was this made? Where or how was it shared?
Credibility: What are the sources of information, ideas or assertions? What criteria do I use to evaluate it?
Promoting Habits of Inquiry
Media/Communications meetsLiterature/Language Arts @ Concord High School
Year-long course, “English 11” devoted to Media/Communications Instructional framework based on the habits of critical inquiry Emphasis on analysis of media ‘texts’ including documentary, advertising, news, fiction Seven instructors with different syllabi but sharing some common texts and activities
Students made significant gains in analysis skills as compared with the control group
Reading comprehension and writing skills improved more than control group
Performance on analysis of written news article and video news segment showed the most pronounced differences
Media/Communications meetsLiterature/Language Arts @ Concord High School
VIDEO
Alignment Matters
Teacher Motivations
Approaches to Teacher Education
Instructional Methods
Media Texts, Tools & Technologies
Teacher Education and Media/Technology Integration
Independently initiated by teacher enthusiast who is: comfortable with technology & risk-taking motivated by a passionate interest responsive and respectful of students confident in the recursive process of curriculum development
Teacher Education and Media/Technology Integration
Independently initiated by teacher enthusiast who is: comfortable with technology & risk-taking motivated by a passionate interest responsive and respectful of students confident in the recursive process of curriculum development
Introduced through staff development with teachers who may be: unclear about the purposes and goals of integrating media/technology uncomfortable when feeling loss of expertise or loss of control unfamiliar with or uninterested in technology confused about what can/should be done
RestrictLimitCharge high feesDiscourage useUse scare tactics
The Result: Copyright Confusion
The Result: Copyright Confusion
Quiz Question:
What is the purpose of copyright?
Quiz Question:
What is the purpose of copyright?
To promote creativity and innovation by balancing the rights of owners & users
Fair Use Protects Educators
Fair use gives users the right to use copyrighted materials freely without payment or permission for purposes such as criticism, comment, news reporting, teaching, scholarship, and research.
The Result: Copyright Confusion
VIDEO: The CostOf Copyright Confusion
Tranformative Use is Fair Use
When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in new context.
--Joyce Valenza, School Library Journal
Transformative Use is Fair Use
1. Okay to make copies of newspaper articles, TV shows, and other copyrighted rights and use them and keep them for educational use. For example, teachers can make a copy of a TV news program or use a full-page ad from a magazine and use it as a tool for learning.
2. Okay to create curriculum materials and scholarship with copyrighted materials embedded. For example, teachers can create a series of Powerpoint slides that show how to analyze a scene from a film using embedded clips from the film. A media scholar can use a screen shot of a website in her scholarly article to illustrate the process of identifying authorship of websites.
Transformative Use is Fair Use
3. Okay for learners to use copyrighted works in creating new material. For example, students can use a copyrighted image of a popular icon embedded in their own writing about media and popular culture. They can use copyrighted video materials in the context of learning editing skills, or in the creation of assignments, work products or other materials.
4. Okay to distribute new works digitally if they meet the transformativeness standard. For example, students who make a video that critically analyzes food marketing to children and uses clips from junk-food ads can share this work on public access TV, on the school’s website, or on a public site like You Tube.
Renee HobbsFounder, Media Education LabProfessor, Department of Broadcasting, Telecommunications and Mass MediaSchool of Communications & Theater | College of EducationTemple UniversityPhiladelphia PA 19122Email: [email protected]