Standards for Week Two:
NETS-C 3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments
You will meet this standard by exploring research concerning digital-aged students and creating a repository of lessons and resources for future use.
NETS-C 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
NETS-C 3c. Coach teachers and model use of online and blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
You wil meet these standards through research relating to the discussion this week, through interaction with your peers on the discussion forum for this course, and through creation of your online module to be presented in Week Eight.
You will meet this standard by exploring research concerning digital-aged students and creating a repository of lessons and resources for future use.
NETS-C 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
NETS-C 3c. Coach teachers and model use of online and blended learning, digital content and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
You wil meet these standards through research relating to the discussion this week, through interaction with your peers on the discussion forum for this course, and through creation of your online module to be presented in Week Eight.
Reading
Please watch the YouTube video from Born Digital below: Creators
Week Two Concept Map
Week Two: Creativity, Choice and New Expectations
A young man named Justin Bieber can sing and has a great personality. His parents decide to post videos of him on YouTube. Then Justin himself gets into the act. He posts videos of himself singing, playing the drums, hamming it up. Ellen DeGeneres plays the videos on her television show. Suddenly, Justin is discovered. He becomes the next teen heart throb.
We could argue as to how unusual it might be that someone is signed to a record contract as a result of their own work on YouTube. Pomplamoose is an example of a lesser known band who came to fame over their YouTube videos as well. Our students, however, may not care about being famous. A year ago, with the popularity of the song "Pumped Up Kicks" (easily played on the guitar or the ukelele) hundreds of teens posted videos of themselves performing the song on YouTube. Simply performing this song yielded some attention and acclaim. If you want to know about any current fad: learning how to Dougie or doing the Soulja Boy, you can do that through a quick YouTube search and see hundreds of school-age kids giving their own rendition.
Our students are performing. Granted, the students who are performing are not the students with limited access. Only students who can access a videocam, a microphone and an internet connection can make themselves known on YouTube or in any other format. They are performing without any guidance from us - often even without their parents' knowledge. Some students may have video diaries. This seems like a good idea at 14; however, what happens when the child turns 25 and an employer happens upon the archive?
My own daughter became very active with online creative activities at the age of 13. She posted (and continues to post) her artwork online, and she has gained quite a following and a large population of online fans. She creates artwork for others' sites. In addition, she wrote fan fiction, participated in role-play sites which resulted in an ongoing fiction project (which eventually played out), and joined communities who celebrate Japanese music (she did grow out of the Anime stage. I'm not sure they all do...so I am grateful). In short, these activities - not required, but participated in because she had access and she was interested - made up an important part of her teen years.
How do we tap into this energy in the classroom? Regardless of whether we believe children should have this opportunity to be in the limelight (even a limited limelight) - they do have the opportunity. How are we helping them manage that opportunity?
This week, focus on comparing and contrasting the two readings, and adding resource ideas that will help us to tap into the desire for choice, change, and creativity exhibited by students with access. In addition, think about those students who do not have access to technology at school whether through issues with behavior (they can't be trusted) or issues with performance (they are limited to knowledge-level games and software). Should we be providing these students with access? How might their future prospects be limited or expanded through access to technology? Should all students (regardless of behavior or skill level) have equal access to technology? Why or why not?
Participation hint: Post your initial response to the reading prior to Tuesday morning. Participate in the Reading Discussion on three days during the week. Build on the responses of others by sharing new resources, asking questions, and sharing personal experiences. The initial response should contain 3-5 resources, and should utilize proper APA citation.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week 1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0 Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.
We could argue as to how unusual it might be that someone is signed to a record contract as a result of their own work on YouTube. Pomplamoose is an example of a lesser known band who came to fame over their YouTube videos as well. Our students, however, may not care about being famous. A year ago, with the popularity of the song "Pumped Up Kicks" (easily played on the guitar or the ukelele) hundreds of teens posted videos of themselves performing the song on YouTube. Simply performing this song yielded some attention and acclaim. If you want to know about any current fad: learning how to Dougie or doing the Soulja Boy, you can do that through a quick YouTube search and see hundreds of school-age kids giving their own rendition.
Our students are performing. Granted, the students who are performing are not the students with limited access. Only students who can access a videocam, a microphone and an internet connection can make themselves known on YouTube or in any other format. They are performing without any guidance from us - often even without their parents' knowledge. Some students may have video diaries. This seems like a good idea at 14; however, what happens when the child turns 25 and an employer happens upon the archive?
My own daughter became very active with online creative activities at the age of 13. She posted (and continues to post) her artwork online, and she has gained quite a following and a large population of online fans. She creates artwork for others' sites. In addition, she wrote fan fiction, participated in role-play sites which resulted in an ongoing fiction project (which eventually played out), and joined communities who celebrate Japanese music (she did grow out of the Anime stage. I'm not sure they all do...so I am grateful). In short, these activities - not required, but participated in because she had access and she was interested - made up an important part of her teen years.
How do we tap into this energy in the classroom? Regardless of whether we believe children should have this opportunity to be in the limelight (even a limited limelight) - they do have the opportunity. How are we helping them manage that opportunity?
This week, focus on comparing and contrasting the two readings, and adding resource ideas that will help us to tap into the desire for choice, change, and creativity exhibited by students with access. In addition, think about those students who do not have access to technology at school whether through issues with behavior (they can't be trusted) or issues with performance (they are limited to knowledge-level games and software). Should we be providing these students with access? How might their future prospects be limited or expanded through access to technology? Should all students (regardless of behavior or skill level) have equal access to technology? Why or why not?
Participation hint: Post your initial response to the reading prior to Tuesday morning. Participate in the Reading Discussion on three days during the week. Build on the responses of others by sharing new resources, asking questions, and sharing personal experiences. The initial response should contain 3-5 resources, and should utilize proper APA citation.
The Weekly Discussion is assessed with the Participation Checklist:
Participation Checklist (10 Points Per Week)
2.0 Points - Candidate makes posts to the class at least three days during each week 1.0 Points - Candidate posts to Reading Group prior to Tuesday, so that the group may respond and interact in a timely manner
1.0 Points - Candidate’s posts accurately reflect reading and/or video materials
2.0 Points - Candidate builds on the responses of classmates in the Reading Group discussion
2.0 Points - The first posting of the week is between 350 and 550 words in length. This posting uses APA formatting to cite information discussed. Three to five in-text citations are provided in each initial posting. References are listed according to APA formatting requirements.
1.0 Points - Candidate was positive and professional during all interactions with classmates
1.0 Points – If an assignment is due, the candidate submits it to the appropriate task in a timely manner.