A What!? Blog!?
Technology is a tool that assists in the facilitation of an idea. That’s what I share with my students in Mass Communications and in Education classes. Mass Communications students need to learn how to move from passive consumers, to active participants in the ‘knowledge economy’.
Students can identify various forms of communication, and can identify their consumption patterns, to a limited extent. However, many of them don’t realize that the some of the same technology that’s available to the large media outlets, is also available to them as individuals.
“Technological innovation has again changed the face of mass media.... Cable, satellites, fiber-optic technologies and especially computers have helped create an explosion in media products and formats,” Croteau and Hoynes suggests in their book Media & Society. The authors also suggest that audience fragmentation is encouraged by these technologies creating a ‘new’ world of ‘narrowcasting’.
This concept of narrowcasting offers an opportunity in the classroom to engage students more effectively. An instructor can direct the students to use familiar tools(email and online communities) to interact in with media. Our Mass Media and Society Class is using blogging as tool.
There was research available to support this way f thinking. According to a report from the Pew internet and American life Project, approximately 21 million of 12-17 year olds, or roughly 87%, use the internet. The report also states 33% of that same age group share their own creative content online including; artwork, photos, stories, or videos.
David Warlick, a noted technology advocate, places the use of technology in the classroom in context by connecting elements of information to literacy skills. Warlick breaks the concept down into three fundamental elements of information; networked, digital, and overwhelming.
Warlick shared some of his insights with me during a visit in 2002. One of the concepts that impacted me initially was “Content is increasingly conversational.” The notion that there were ‘gatekeepers’ that solicited, collected, edited, and distributed content is fading rapidly due to the availability of affordable technology. The new technology also required minimal technical skill.
Writing in the classroom can be intimidating for many students, but, ask them to write about something in their world, or from their point of view, they tend to participate more. I recently discovered this academic year.
I noticed during class that many students would visit ‘online communities’ such as ‘facebook’ during class-time; we meet in a computer lab. The students were sharing pictures, exchanging instant messages, and generally socializing(connecting) while in class. This was an opportunity to connect with the students.
When the students were asked about ‘blogging’ , or how many had websites, or personal webpages, many of them stated that they didn’t have either. When asked how many of them had facebook.com accounts all but two students raised their hand. They didn’t make the connection.
“When students are actively engaged and involved in a task, learning is a likely result.,” according to a 1994 study, Student Engagement Report #24, by the Apple Company. The task was to get the students to engage.
The students to asked to go to blogspot.com , think of a screename and password, then write a brief summary, or feedback about what they had learned in the class so far. Then select the publish button on the page. They had a chance to discuss what they posted. The students were then asked “What is a Blog?”
Many of the students didn’t realize that they had just made the transition from passive consumers of Media, to active participants in the media in less than 20 minutes. They also realized the online communities are allowing them participation on a daily basis.
Technology is a tool that assists in the facilitation of an idea. That’s what I share with my students in Mass Communications and in Education classes. Mass Communications students need to learn how to move from passive consumers, to active participants in the ‘knowledge economy’.
Students can identify various forms of communication, and can identify their consumption patterns, to a limited extent. However, many of them don’t realize that the some of the same technology that’s available to the large media outlets, is also available to them as individuals.
“Technological innovation has again changed the face of mass media.... Cable, satellites, fiber-optic technologies and especially computers have helped create an explosion in media products and formats,” Croteau and Hoynes suggests in their book Media & Society. The authors also suggest that audience fragmentation is encouraged by these technologies creating a ‘new’ world of ‘narrowcasting’.
This concept of narrowcasting offers an opportunity in the classroom to engage students more effectively. An instructor can direct the students to use familiar tools(email and online communities) to interact in with media. Our Mass Media and Society Class is using blogging as tool.
There was research available to support this way f thinking. According to a report from the Pew internet and American life Project, approximately 21 million of 12-17 year olds, or roughly 87%, use the internet. The report also states 33% of that same age group share their own creative content online including; artwork, photos, stories, or videos.
David Warlick, a noted technology advocate, places the use of technology in the classroom in context by connecting elements of information to literacy skills. Warlick breaks the concept down into three fundamental elements of information; networked, digital, and overwhelming.
Warlick shared some of his insights with me during a visit in 2002. One of the concepts that impacted me initially was “Content is increasingly conversational.” The notion that there were ‘gatekeepers’ that solicited, collected, edited, and distributed content is fading rapidly due to the availability of affordable technology. The new technology also required minimal technical skill.
Writing in the classroom can be intimidating for many students, but, ask them to write about something in their world, or from their point of view, they tend to participate more. I recently discovered this academic year.
I noticed during class that many students would visit ‘online communities’ such as ‘facebook’ during class-time; we meet in a computer lab. The students were sharing pictures, exchanging instant messages, and generally socializing(connecting) while in class. This was an opportunity to connect with the students.
When the students were asked about ‘blogging’ , or how many had websites, or personal webpages, many of them stated that they didn’t have either. When asked how many of them had facebook.com accounts all but two students raised their hand. They didn’t make the connection.
“When students are actively engaged and involved in a task, learning is a likely result.,” according to a 1994 study, Student Engagement Report #24, by the Apple Company. The task was to get the students to engage.
The students to asked to go to blogspot.com , think of a screename and password, then write a brief summary, or feedback about what they had learned in the class so far. Then select the publish button on the page. They had a chance to discuss what they posted. The students were then asked “What is a Blog?”
Many of the students didn’t realize that they had just made the transition from passive consumers of Media, to active participants in the media in less than 20 minutes. They also realized the online communities are allowing them participation on a daily basis.
posted by EagleView201 at 3:07 PM
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