Another big cheer for social media! I was nominated for the Winter Challenge! What is the Winter Challenge you ask? The Winter Challenge was started by two First Nations teens from Vancouver Island and works through a series of nominations. It has since gone viral across North America. Those nominated must demonstrate their "appreciation" for winter, usually by rolling around in fresh snow or jumping into a cold river, lake or ocean. Once completed, they too get to nominate another person or group, and so on and so forth. The Winter Challenge was started as a positive and healthier response to a recent social media drinking game called Neknomination which is responsible for at least five alcohol-related youth deaths. Many have used the Winter Challenge as a platform to talk about current issues and to spread change.
This is just one more reason why social media can be so powerful in connecting people. This challenge and it's message has spread across the continent, and thousands have participated. Just think of the potential for this kind of human connection - it's no longer just a technology thing - people are getting out and loving nature and talking about what's important to them. While we all know that social media can have potential negative effects, it's moments like this that my hope is renewed. The Winter Challenge brought me closer to my cohort, and pushed my boundaries - and it was pretty fun too! Let's figure out how to use this platform to spread more good in the world!
Wednesday, April 2, 2014
Saturday, March 8, 2014
“Shake it Baby”: Review of a Dutch study on adolescents’ relationship with media.
The
incorporation of technology in education had been my personal inquiry project
for almost a year now. Throughout this time, I have certainly fielded some
hard-hitting questions and concerns from many sceptics. I have found that the
biggest worry seems to revolve around the impact that technology, namely the
internet, has on adolescents and their developing lifestyles. In pursuit of
more information on this concern, I came across an interesting study based in
the Netherlands called “Shake it Baby,
Shake it”: Media Preferences, Sexual
Attitudes and Gender Stereotypes Among Adolescents written by Tom F. M. ter
Bogt, Rutger C. M. Engels, Sanne Bogers, and Monique Kloosterman. Theirs is one
of the many studies investigating the relationship between media and, as some
would say, the apparent over-sexualisation of teenagers. This study sets out to
discover the link between the adolescent media exposure and preferences and corresponding
sexual attitudes and gender stereotypes. As I am reviewing this study for my
adolescent psychology course, I will not go into too much detail; however, I
found the need to share the somewhat unanticipated research results.
As it turns out,
the study surprisingly did not find a strong enough correlation between the
amount of media exposure adolescents were getting and an increase in permissive
sexual attitudes and gender stereotypes. So the hours they seem to spend on the
internet and their smart phones does not, in this study, seem to impact them a
great deal in this regard. Another result did find a link between hip-hop and
hard-house music and adolescent ideas that women should be sexy and that men
should be tough and cool – big surprise there. Preferences for these types of
music also correlated with permissive sexual attitudes in adolescents. This comes
as no surprise to anyone who has actually listened to the lyrics of some of
these genres.
There was one
result, however, that was quite concerning. The study showed that there was a significant
correlation between adolescent preferences for explicit erotic internet content
and potentially harmful attitudes about sex and gender stereotypes. The link itself
is not so surprising, but more so the fact that the study isolated this media
marker as being the single most important indicator of these attitudes. Now we
all know, and have experienced once, the period of sexual curiosity that all
adolescents navigate. However; the prevalence and ease of access to pornography
via the internet could be fundamentally throwing a wrench into the natural
sexual development of teens. The image of sex being endorsed by this content is
often highly idealized and contains possible violent or sexist undertones, all
of which can be accessed with a smartphone anytime anywhere. Fifteen years ago
most families only had one computer, which was often placed in a public area of
the house. Now, most youth have their own computers AND their own smartphones,
giving them complete and total access to whatever curiosity they might follow,
including sexual curiosity.
Now as I’ve
stated inexhaustibly in other blog posts, the only solution to this issue is
more youth education about the internet, pornography and sex. It may be an
uncomfortable subject, but if we don’t address it, we will be faced with an
entire generation of youth who have skewed views of healthy sexual
relationships and lifestyles.
Ter Bogt, Tom, Rutger C. M. Engels, Sanne Bogers, & Monique Kloosterman. "'Shake it Baby, Shake it': Media
Preferences, Sexual Attitudes and Gender Stereotypes Among Adolescents." Sex Roles 63.11 (2010): 844-859. EBSCO. Web. 15 Feb. 2014.
Thursday, February 27, 2014
Why QR Code Technology is Awesome!
One of the major benefits of using QR
(Quick Response) codes in education is that it is one of the quickest and
easiest ways to promote mobile and open learning outside of the traditional
brick and mortar classroom. Most students will carry their smartphone with them
where ever they go; therefore allowing the opportunity for learning to expand
far past the constraints of the “institution” – plus your students will
probably think you’re really cool!. Here are a few ideas on the various ways
that QR codes can be incorporated into any classroom:
1)
On printed worksheets to
provides students extra help and
resources
2)
In a language class to allow
students to access videos and media files in the target language on the go or
at home
3)
Posting around the school
during a parent-teacher night to give parents information about the school and
its departments/facilities as they tour it (could even have the students create
the videos!)
4)
Filming science experiments and
posted the QR codes on a bulletin board so others can scan and enjoy
5)
Having students create book
reviews and sticking the qr code to the copy of the book in the library so that
other students can scan it for information.
6)
Playing the “envelope” game but
with qr codes showing videos, posing questions, or presenting problems to be
solved.
7)
Students go on a fact-finding
mission at the museum (many of which use qr codes in their exhibits) and return
with their findings or complete a questionnaire
8)
QR codes that will take
students to quizzes while in the “field”
9)
Posted on bulletin boards and
flyers to give teachers and students more information about school events.
10)
Linking to private screen cast
projects URLs (such as Show Me) – and posting around the school or sending home
to parents.
11)
Many nature trails now have QR
codes places along them explaining various aspects of the ecosystem and
identifying plant and animal species – an excellent excursion for a biology
class!
Ideas from the BBC Active, Edudemic, and
Online QR Lab sites
The list could go on and on! Get away from
the traditional antiquated textbook every once in a while and give your
students a fun way to interact with the content – here, there, everywhere!
Other Resources and Tips:
BBC Active: QR Codes in Education
The
QR code generator that I recommend:
The
scanner for Androids that works well : QR Droid:
Sunday, February 16, 2014
The “Art” of Incorporating Technology in Education
I recently had the opportunity to attend an
event at the newly opened Robert Bateman Centre, located in Victoria, B.C., for
their first “Educator’s Night”. At first I had my reservations and, honestly, I
only agreed to go for the free food and to be able to get close and personal
with the work of the legendary Robert Bateman without having to pay a bloated
admission fee. I walked in expecting the
usual promotion of student/school tours and the advocating of the particular
academic draws of the facility; however, I was pleasantly surprised to discover
that all my preconceived notions were promptly dashed upon entering. Not only was the centre beautiful, it was
unpretentious, welcoming, and accessible. But perhaps the most notable feature
of this centre is its seamless blend of art, education, nature and …
technology, the last feature being an unusual surprise.
Robert Bateman has long been known for both his
art, and his promotion for the inclusion of nature as a fundamental element in both
education and learning. Throughout his career he has strived to call our
attention to the plight of the natural world, and the benefits of protecting
and preserving it. As guests at his Educator’s Night, we were also privileged
by a talk from Mr. Bateman himself – in fact it was the same talk that he was
using for his upcoming Ted Talk. One of the topics he addressed happened to be the
effect of modern media consumption by adolescents and its impact on the
integrity and sense of social responsibility of this “coming-of-age”
generation. He went on to condemn TV shows and movies featuring vampires,
werewolves, walking-dead and other fantastical elements which he claimed have
no grounding in reality and which succeed only in alienating youth from “real”
nature and the existing social environment. Mr. Bateman also called attention
to the increasing reliance on smart phones and the “addiction” that adolescents
appear to have to such devices – simultaneously pulling up a cartoon
depiction of the teenage couch-potato surrounded by junk food glued to his TV, his
smart phone firmly cemented in his hand. I’ll admit, at this point in the
evening I may have been rolling my eyes. It appeared to be another “the trouble
with kids these days” rant from the senior generation clinging to technology’s
downfalls rather than grasping the educational potential of mobile devices and
social media. However, to believe that Mr. Bateman is firmly rooted in this
stance would be a glaring misconception. In fact, just as quickly as I had
jumped to this assumption, I was pleasantly surprised when the conversation
turned in a new direction which, to my delight, including discussing the many
opportunities that technology affords us – making lemonade from lemons.
I was impressed, given my initial opinion, with the open-minded spirit
of Mr. Bateman as he conceded that technology can and should be used to promote
learning, and, surprisingly, to promote the integration of the natural world within
educational institutions where it is not easily accessible – such as inner-city
schools. The Robert Bateman Centre reflects its namesake’s stance by placing QR
codes under each painting that, once scanned, will bring visitors to online videos
where Mr. Bateman explains in depth the story and natural elements behind the
particular artwork. He also discussed another project where QR codes are being
placed along nature paths to identify specific vegetation and its role within
the eco-system, bringing meaning and education to a simple walk in the forest. It
is this use of technology, he stresses, which will promote learning in a mobile
and modern way. He discussed the Centre’s promotional plan of action which will
rely heavily on social media and the internet, providing access to students and
patrons who may be unable to see the Centre in person, but will still be able
to reap the benefits of Mr. Bateman’s message which he discusses in depth in
his essay Reasons for Hope (also
available on the Centre’s website):
The frightening thing in the
cacophony of narcissism that our electronic revolution has produced is that the
great mass of population is engaged with amusing itself to death. As Aldous
Huxley predicted in Brave New World we are being controlled by pleasure, and
truth is being drowned in a sea of irrelevance. It is hard to compete for public
attention in this cacophony […] I hope that the role of the Robert Bateman
Foundation will be to sound a clarion call about the seriousness of this issue
and to make known all of the exciting efforts that are actually underway. The
hope is that a critical mass of people will become engaged and join the
movement to change our ways for the good of humanity and all the other living
things.
I will
finish by saying that I was truly inspired by Mr. Bateman’s talk and his contemporary
insights on the issue of youth’s addiction to technology the overload of social
media: let’s harness this potential and turn a negative into a positive.
Through the use of technology, our students are now able to digitally explore
the Amazon rainforest, or the Gobi desert, or the Himalayas. Youth restricted
to a concrete jungle can search different species of plants and animals, studying
ecosystems both close to home and abroad. Technology affords us possibility –
the possibility for change and the ability to spread a message faster than ever
before. What matters most? It’s all in the content
of the message.
Monday, January 20, 2014
The Digital Divide - Fact or Fiction?
Despite its long standing status as a
buzzword and one of the primary arguments against the incorporation of
technology in education, it may finally be time to re-evaluate the
applicableness of the “Digital Divide” within the context of modern society. This
term, describing the gap between those who have regular access to technology
and the internet and those who do not, has long been a source of contention
between educators advocating for and against Internet use to promote mobile
learning – the idea being that not all students have access to mobile devices
due to lower socio-economic status and/or the lack of infrastructure to support
these devices.
The question inherently becomes: How much
of the “Digital Divide” is based on antiquated assumptions and how much is
based in actual fact? Is the severity of this issue in fact less then what we
perceive it to be? Lloyd Morrisett, the man responsible for coining the term,
writes: “[the] perceived gaps are closing among various ethnic, racial and
geographical groups in access to the Internet” in his forward for The Digital Divide: Facing a Crisis Or
Creating a Myth? He goes on to list the “two factors [that] account for the
rapid diffusion of Internet technology: steadily decreasing costs of use, and
steadily increasing ease of use.” In addition to Morrisett’s argument, our very
own BC ED Plan states that “B.C. leads the country on internet connectivity –
85% of British Columbians use the internet on a regular basis” (7).
As
internet access and mobile devices become cheaper and more pervasive, we are
likely to see widespread integration of technology in almost all aspects of
daily life. What was once unattainable for some is now becoming accessible to
all. Ben Compaine, in the preface to the book mentioned above, reflects on the past
evolution of technology: “when it came to gaps related to technology, they
tended to be relatively transient. Television sets went from zero to
universality in about a decade. VCRs likewise, as their prices went from thousands
of dollars to a few hundred.”
Programs such as BYOD (Bring Your Own
Device) have long been criticized for their exclusion of students without the means
of purchasing these products. However, some schools in the U.S. have been effectively
implementing new BYOD (Buy Your Own
Device) programs with great success. Schools purchase large quantities of devices,
receiving both large order and educational discounts which are then passed on
to students. Students pay a low monthly fee in order to use the devices which
they will then own by the end of the school year.
It is becoming increasingly evident that
internet and mobile device use will play a substantial role in our immediate
future. Furthermore, as the Digital Divide is rapidly shrinking, the arguments
against mobile learning and the integration of technology in education are beginning
to lose steam. It is for this reason that perhaps as responsible educators we
should be looking at what our students need
and how to accomplish that, rather than focusing our energy on road blocks that
may or may not stand in their way.
The Digital Divide: Facing a Crisis Or Creating a Myth?
Monday, January 13, 2014
Is Facebook the new Bathroom Wall?
In light of
the recent events surrounding a hallmark case involving teenage sexting and cyber
bullying, I feel it pertinent to focus this blog on addressing a serious
question: Is Facebook the new bathroom wall?
If so, then
we have a lot to think about when it comes to how we decide to educate our
youth on the appropriate and responsible use of social media and mobile
devices. It is my humble opinion that the avoidance rule and scare tactics commonly
used in the past are not the answer. This incident, ultimately ending with a
teen being charged with distribution of child pornography for posting an
intimate photo of another teen on Facebook, has rattled many of us in the
education system and perhaps forced us re-evaluate some of our approaches to
media education.
We can all
remember a time when we too were in the passionate throes of youth, seemingly
without consequence or repercussion. Love triangles, gossip, drama and bullying
were present, as they always are, but never seemed to go past the bathroom wall
or hallway. I remember stumbling upon a note written by a girl, who I thought
was my friend, and discovering that her and some others were secretly mocking
me. This was devastating. Now, the notes that were being passed in the good ol’
days are taking the form of text messages, and the “bathroom wall” is now the
wall on Facebook. So the question remains: How have we adapted our methods in
light of these advances in technology and youth communication?
What was
once a nearly invisible offence, lurking in the background of every elementary,
middle and high school, is now an act that has become extremely visible, not to
mention permanent. Unfortunately, the word “permanent” is not a concept that many
adolescents can easily grasp. Combined with the fact that they are biologically
inclined towards risk-taking behavior and lacking in empathy, logic and
reasoning skills, teenagers can seem like ticking time bombs. So what do we do?
Do we take away the devices? Do we ban Facebook in schools?
I believe
that there are other solutions out there, even if I am not 100% certain what
they are. Currently, there seems to be a vacuum where digital education should
be – let’s fill it with positivity and opportunity. As I have stated in past
blog posts, I think that we should start with holistic, integrated and vigorous
education in social media use and the responsibility of digital citizenship. I
think that we should be instructing our youth in ways they can empower themselves
by building positive online brands. I also think that we need to recognize that
incidents such as the one mentioned above will continue to happen and it is up
to us to find new and appropriate ways of dealing with them. Mobile technology
has incredible connective and collaborative potential with in new and exciting implications
for education – we just need to teach it.
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