1. What findings in
the Media Ecologies: Quantitative Perspectives surprised you the most? How does
the finding change the way you think about young people, technology and
learning?
The number of hours
teenagers spend using computers, TVs and mobile phones is high, but not
surprising. Whether you are at the
doctor’s office, the grocery store, or at a restaurant, teenagers are glued to
their phones and iPods. We know this
epidemic of teenagers spending several hours using digital media is only going
to increase with future generations. As
teachers, we need to incorporate as much educational content in digital media
in the classroom as we can so the knowledge can follow the students out of the
classroom.
2. What are the
benefits to a genre-based approach to understanding
youth engagement with digital media over a categorical-based approach?
The benefits of using
a genre-based approach are that more details are examined and taken into
consideration. For example, the type of
media platform, frequency of media use, gender, age, and socioeconomic status
are examined. As teachers, we know that
every student learns at a different level.
The way students learn media literacy is not any different. They are at various learning levels and
should be taught skills at their level.
3. What aspects of
Michelle's (Box 1.2) computer use at home have implications for computer use at
school?
The first thing to
note about Michelle’s computer use at home is that it is restricted and
limited. This is what most schools
already have in place. I think that
teachers should give assignments at school using the internet, but should keep
an eye on them so they stay on track and not “mess around.” The second thing to note about Michelle’s
computer use is that she is able to help her mom use the computer to connect to
family and pay bills. The skills that
teenagers are learning today should be brought home to teach their parents who
might not be technology savvy.
4. As you read about
Clarissa (Box 1.3) consider the affordances of digital technologies that help Clarissa shape her identity and the role they
play in literacy engagement. Do you think there are positive implications
for these affordance in school-based literacy instruction? If so, what are
they. If not, what are your concerns?
Clarrisa was able to
get a sense of self-identity and connect with others on Faraway Lands, as well
as improve her writing skills. I think
this type of media use could be used in the classroom, but with
limitations. The interactions they have
with each other should be monitored. But
overall, why not use this in the classroom?
This type of social media can incorporate educational content, but in a
way that is relevant and interesting to young teens.
5. In the section
titled Messing Around we read about the sophisticated and creative
technology practices young people are developing on their own outside of
school. Do you think it is important for teachers to know about and understand
these practices? Why?
If teachers were able
to know what students are creating out side the classroom, they could
incorporate it into their curriculum.
This would benefit both the teacher and student—the teacher could cover
educational content while at the same time the students are really engaged and
learn because it is something they do everyday and enjoy it. An easy way to accomplish this would be to
have the students fill out a survey.
6. Should schools
support students' in "geeking out"? What are the educational and
ethical implications of "geeking out"?
I think schools should
not discourage students from “geeking out,” depending on what they are
considered being a geek for. For
example, most people associate “geeks” as people who are hard-core gamers. But what I learned is that maybe we are all “geeks”
in our own way. So if teachers could
learn what students are spending the majority of their time doing, then maybe
they could make the content they are learning more relevant. But
we need to teach our students how to balance their time using media.
7. The young people
studied for this book lived in urban settings in California or New York
City. Do you think young people in West Virginia behave
in similar ways and develop the same kinds of digital literacies?
Provide examples from your own experiences with young people in West
Vriginia.
I would assume that students that
live in urban and suburban areas in West Virginia would have similar
percentages as compared to students in California. Some students are going to spend the majority
of their time using media, if they come from an area where their schools and
parents can afford these media devices.
Unfortunately, students that live in poor rural areas in West Virginia
can not afford these media devices and sometimes do not get a chance to use
them in the classroom because the school cannot afford them. If we want all of our students to be media
literate to stay current with our technology savvy society, then we need to
provide these under-privileged students computer access in their schools.
