Ed Tech Blog
Understanding Media Literacy
In 2013 Andrea Quijada spoke about the importance of media literacy education via a TED Talk, in Albuquerque, New Mexico. In this talk she describes her childhood and the desire to have the power to know the absolute truths of the world (from knowing if someone was telling the truth, to knowing if a widely accepted societal truth was valid). As she grew, she found herself inundated with lessons regarding media literacy education, namely via her parents. Quijada describes key elements of media literacy, which primarily include the understanding of a media’s text, subtext, and the ability to deconstruct media using both. She uses several advertisements to demonstrate the uses of these items. The text is shown to be the literal message that a particular media is giving to the viewer. The subtext is described as the personal connections one has to a particular message, and the many potential ways in which one interprets the message (and hidden message if applicable) based on their perspective. Quijada explains that deconstruction is the process that one undergoes in order to unravel the meaning and hidden meanings of a media and to ultimately evaluate that media’s truth.
Media Literacy and Problem Solving
During Andrea Quijada’s TED Talk regarding media literacy education, she provides several rationales for its use and ultimately the strong need for its inclusion in learning environments at all levels. To begin with, the understanding of media text is a very basic skill that is required by all citizens to function on a daily basis. Understanding the subtext of media becomes essential for those who wish, and/or need, to understand the true message that is being disseminated via the media.
An example provided by Quijada are company advertisements. A credit card company, for example, is shown...
In only a few decades time, cell phones have become a necessity for the everyday lives of students (Maddox, 2012; Obringer & Coffey, 2007). In 2009, The Speak Up National Research Project stated that 98% of high school students had access to a cell phone (Learning in the 21st century, 2011). Given this, the purpose of this paper is to examine cell phone use in secondary education settings and to make a clear decision as to whether or not secondary settings, as they currently exist, are bettered or worsened by student cell phone use.
Perspective 1 will suggest that secondary settings are improved by classroom cell phone use. The following specifics will be evaluated: timely communication in emergency situations, understanding of proper cell phone etiquette as a crucial element for functioning within the educational system, the instructional value of text messaging. Perspective 2 will suggest that secondary education settings are made worse by classroom cell phone use. The following specifics will be evaluated: cell phones as distractions of student and teacher learning, cell phone use policies and their infringement of parental upbringing rights, possible inequalities among students, administrative concerns about student cell phone use.
Perspective 1: Cell Phones Enrich...
Read more: Perspectives on Cell Phone Use in Secondary Education
Introduction
Over the last decade many researchers have devoted their time and effort to examining how Facebook is being used educationally. The logic of this examination stems from the fact that approximately 90% of students in the United States are using a social networking website (Junco 2012; Fogel & Nehmad, 2009), and that the primary social networking website used is Facebook (Junco 2012). In short, this group understands that bringing educational material to students via a medium they visit several times a day will likely lead to enhanced learning.
In an earlier post the highest quality research articles related to Facebook were described. This was done in order to provide a complete overview of how Facebook is used by teachers to enhance instruction and engage in self-driven professional development. The paper also described students’ attitudes toward educational Facebook use, which was positive overall, and made recommendations for appropriate educational Facebook etiquette (for both teachers and students). Another aspect of educational Facebook use that was touched upon, but not discussed extensively, was educational Facebook research ethics. The literature review referenced two articles in particular that “covertly” observed students’ Facebook timelines (i.e., profiles containing general student information and a chronological...
In this post we will examine the Denise Knowles’ web seminar entitled “How to integrate Facebook into your teaching” in terms of how it can applied in the classroom. In the web seminar, Knowles explains a range of ways in which Facebook can be used by teachers on a daily basis. First, the general methods of Facebook integration presented by Knowles will be detailed. Following this, I will discuss which methods can be be applied a world language classroom infused with technology (like my own), and which ones not. It is recommended that readers have a basic understanding of what Facebook is and how it generally functions before continuing on.
Some Background Information
According to Knowles 90% of all students in the United States utilize Facebook (and this statistic remains true), the most used social networking web site. Considering the fact that such a large percentage of students are competent users, Knowles suggests that teachers use Facebook as an educational tool. The idea is that students are already using Facebook competently and often, and that bringing course content to them rather than bringing them to the course content makes sense. Davis (2010) supports this idea as well.
On Facebook...
Read more: Effectively Integrating Facebook into the Classroom
Educational Facebook Use Policies
Appropriate methods of integrating Facebook into educational settings, and into the general lives of educators, are beginning to be introduced via scholarly research. Many educational institutions, however, have not yet established educational Facebook use policies. The majority of the literature impresses upon the reader the delicate nature of educational Facebook use (particularly in basic education settings). Davis’ (2010) article and those before hers collectively describe the entire spectrum of educational Facebook use. In short, some institutions officially encourage appropriate and professional educational Facebook use, some ban it entirely, and others have simply not acknowledged educational Facebook use (Davis, 2010; Maranto & Barton, 2010; Carter, 2008). While many institutions avoid educational Facebook use policy making, Carter (2008) notes The Association of Texas Professional Educators, which provides official recommendations for appropriate educational Facebook use. This guide, for example, describes how educators should proceed if they receive friendship requests from students. In the article, Carter ultimately makes a call to action, which is in essence a recommendation to engage in statistically beneficial educational Facebook use while using common sense to guide all educator actions on Facebook.
Implications & Recommendations
Considering the existing research, there are several implications...
In this two-part post we’ll take a look at the educational applications of Facebook.
Introduction and Rationale for Facebook Use
The use of Facebook as an educational tool appears to be a polarizing topic among many of those within the field of education. A large majority of educators, particularly those serving in basic education (i.e. K-12) capacities, straight-out fear Facebook use, having been scared (and scarred) by the many stories of disciplinary actions taken against educators who used Facebook unprofessionally (whether by accident or knowingly) (Carter, 2008). Others avoid Facebook use out of disinterest, being of the mindset that education likely has little to gain by integrating a media that was designed to be social by nature (Charnigo & Barnett-Ellis, 2007). The targets of this article, however, are educators that acknowledge the works of educational Facebook use researchers. This body of researchers recognizes an opportunity to enhance traditional learning using Facebook (Chou, 2012; Junco, 2012; Ömer 2012; Ranieri et al. 2012; Yunus et al., 2012; Hart & Steinbrecher, 2011; Lampe et al., 2011; Malita 2011; Promnitz-Hayashi, 2011; Teclehaimanot & Hickman, 2011; Davis, 2010; Kabilan & Abidin, 2010; Maranto & Baron 2010; Madge et al., 2009; Muñoz & Towner, 2009;