Media Ecology Case Study Final

10 Years Old & Tech Savvy

The online habits of the 10 year old interviewed for this particular study indicate she can, and does, wear many digital hats.  Please click the link to learn more about her, her online habits, digital media access and potential incorporation of them in the classroom.

Case Study Reviews

I chose the following two case studies to review and reflect upon.
  

1. Imagine All that Stuff Really Happening: narrative and identity in children’s on-screen writing
   
2.  Kids Closer Up:Playing, Learning, and Growing with Digital Media 

  

Summary of Case Study 1

In reading "Imagine All that Stuff Really Happening: narrative and identity in children's on-screen writing, I felt a bit lost at times. Admittedly, my university undergraduate background is not in education, and I think that may have played a factor in deciphering the information and how it applies to the early findings and summaries of my own Media Ecology Case Study: 10 Years Old & Tech Savvy.

However, I believe the study makes a case for the educational value that can be placed on children being digitally inclined and technologically aware.  The author, in his final statement, indicates, "Digital media and the new forms of communication provide rich possibilities for redefining interaction, and establishing participation and production that

reach out beyond classroom spaces."  It is clear he sees a valuable connection between what kids can do online and the impact it has on higher thinking, critical assessment and in depth communication.

It appears what many of the students pick up through digital sources (movies, music, television shows, online games), they can and do utilize in writing typical of writing assignment.  The author found, "Many of the texts that these projects generated show children recruiting different parts of their multi-layered identities into the texts they produce.

Whilst some aspects of their narrative writing are characteristic of the enclosures of bookspace, the electronic communication is far more diverse,often showing fluid movement between different facets of the authors’ experience."

In one student's writing, a girl named Kavita, the author notes that she includes phrases like "there once was", "formally known as" and "the hit film Disney's Beauty and the  Beast".  I'm going out on a limb to say that some of those phrases weren't likely learned in the classroom, but she can certainly incorporate them into her assignment for this study.  I'd venture to say then, students are learning from digital technologies and can successfully incorporate those lessons into their creativity and critical thinking.

For example, a student named Kavita, spends much of her time personalizing the writings she shares with the study's author - from developing her own sort of signature in emails to coming up with designs and digital artwork to go with her the stories she shares.  Simply changing the text color to red and background to green when she describes a single rose that is growing in her story is part of her storytelling and communicating.

In this case study, I found information to support my own theory that multimodal and multigenre ideas adapted from technology can better a classroom experience.

Summary of Case Study 2  

In beginning to read "Kids Closer Up: Playing, Learning and Growing with Digital Media", I was initially excited to see how two 8 year old girls (with similar online and digital interests as the 10 year old in my case study) were using technology to engage in creativity and entertainment. The study considered the socioeconomic backgrounds of the two young girls, influences of adults and other children in their lives and access to games, movies, Internet browsers and more.  They were the mirror image of the student in my own case study.

Similarities in Case Study 2 and my Case Study

• The girls enjoy music via iPods or other devices with earbuds.  
• They enjoy gaming systems, especially if they can engage in play with others.
• They play fashion games.
• They enjoy cooking games. 
•  They have regular access to digital media and the Internet.

Differences in Case Study 2 and my Case Study

•  The younger girls have not created their own digital works (videos, edited pictures)
• There was no indication the younger girls have had to write research papers and use the Internet as a source for information.
• The younger girls had not yet sought out sites that allowed them to better manage their own creativity (for example Tikatock - as mentioned in the initial draft of my own case study.)

Because of fewer examples of those self created multimodal products, I believe the author of Kids Closer Up: Playing, Learning and Growing with Digital Media, did not necessarily find educational value in what kids are doing with digital media.  She wrote, "Even as new technologies captivate young users in ever-faster cycles, the developmental capacities and predilections of children remain, for the most part, stable." 

It could be I misunderstood the purpose of the case study, but I disagree that online digital media use doesn't impact development.

She does acknowledge that the age of her case study students may limit the educational value they get from digital media and indicates future use of digital media could be valuable in learning: "Eight-year-olds are still too young to effectively appropriate many of the digital tools and resources available for creative expression and computation. Trajectories toward future participation are not determined by age 8, but how Katie and Victoria use digital media to pursue topics of interest to them now will shape what they know, what they can do, and how they see themselves by age 13."

For that last argument, I feel that the entire 23 page study was not a waste in the terms of trying to analyze my own case study.

Instant Messaging: A Literacy Event

 

 In Instant Messaging: A Literacy Event, the author shares the following:

"This kind of technology is referred by many as "invisible technology". When technology becomes "normal" in this way, it is no longer complicated nor is it notable to users. It is a fact of life, a being in the world, a producer of social subjects that find it unremarkable-so unremarkable that it seems everybody does it."

 

It concerns me that something that is such common practice outside of the classroom has no place in the classroom. Our students are instant messaging (or texting) each other, their coaches, club leaders and ultimately their parents to receive or share information. The quote from the article goes so far as to call it "a being in the world". I tend to believe some parents may receive more communication from their children behind the veil of instant messaging than they do face to face. Parents work: children have activities. I think instant messaging provides an outlet for children (and adults for that matter) to freely ask questions or share ideas. Given the proper planning and expectations, I think it would be feasible for educators to allow students to take advantage of instant messaging to work on projects, research information and even interview subjects. For instance, a recent social studies project on the United State Secret Service created by three 4th grade girls would have given the girls immediate answers to questions as they interviewed a former agent. Email slowed the process and the chance to ask immediate questions and get immediate answers.

 

In the article Tapping Instant Messaging, there's mention of a Canadian instructor answering instant messaged questions outside of class time. While I think that would be convenient for students, I can see issues with liability (a student-instructor relationship is and must be different from a guardian-child relationship) and children tending to wait until after instruction time to inquire about anything. 

 

However, the article also references the site www.readwritethink.org. 

Within seconds, I found two lesson plans that could incorporate instant (or text) messaging in the curriculum in very different ways.

Audience, Purpose, and Language Use in Electronic Messages

In the lesson plan, students learn that instant messaging can be a valuable source for communication and learning. But, they are also tasked to determine how to properly participate in instant messaging based on the audience (a friend, an employer, a teacher), the purpose (casual chat, requesting a meeting, questioning an assignment) determines the language that should be used.  I think it's a very real application of technology in the classroom. Students are guaranteed to use many tools in communication during school and well after graduation.

If a Body Texts a Body: Texting in The Catcher in the Rye

In the lesson plan, students are forced into critical thinking and predicting. Sometimes sparking discussion on a reading is not easy among a classroom. It seems students tend to worry about their response because they aren't sure if they are giving the "expected" answer. I think an assignment like this that has them re-writing a text with today's technologies forces them to recall what they've read. It also instigates easier discussion.

Media Ecology Case Study Analysis

This is the review and analysis of answers provided in 10 Years Old & Tech Savvy - Media Ecology Case Study Interview.

The online habits of the 10 year old interviewed for this particular study indicate she can and does wear many digital hats.

The Creator 

 

Our interviewee described creating characters with fashionable outfits through the digital game JoJo's Fashion Show. It is apparent it is one of her favorites by her comments regarding playing it often in a short period of time and running out of tokens to continue play. Because it is a favorite and one of the games she was first introduced to that allowed her to interject her own creativity, she may have failed to note the other digital outlets she taps into to display her own creativity. From background knowledge, we know that she also uses her iPod applications to create virtual desserts/food and clothing/outfits. Applications found through social media sites have also inspired her to create unique images for herself and friends and family. 
(Pictures courtesy of child's facebook page.  Address not included because of student's age.)

 

The Researcher

As a fourth grader, our interviewee was required to complete her first research paper. In our interview she indicated she uses computers at school to do " research for stuff like projects.  Things like that.  We mainly use it for research."  Her first paper required her to be resourceful online. "Anything I'm doing if I need to know something, I use Google," she said.  Inadvertent research has encouraged her to produce her own digital stories. She is a frequent visitor of YouTube. That has inspired her to create her own videos. (Links can be provided if necessary.) When our interviewee expressed interest in writing, an adult and our student researched ways to convert her traditional writing to an online, digital activity. Through that research, together, they discovered Tikatok.

The Gamer 

Our student indicated her favorite use of a computer is to play games. That's true at home, with friends and in spare time in the classroom. Because of early exposure to online games, the 10 year old indicated few issues in learning to play new games. In fact, it was difficult to explain how she learned to play games initially. "When you get a computer, it has the games thing on it and you automatically have games.  I click on them and I just learn how to play them," she explained. Upon further thought, she shared that she has received help from an older sibling and recalled using the help features that most online games provide. Narrowing down her favorite games was difficult. It took much thought to indicate a single favorite. From prior knowledge, we know she plays countless games online and many of them reiterate skills she should be learning:

• reading text
• spelling games
• memory games
• number games/games of chance

The Bonder

Despite the interviewee often being the only child in the household, the tech savvy student uses online and digital resources to keep in touch and bond with others. Initially she remembers her older half sister teaching her how to navigate digital texts and games. "When I got my regular computer, my sister (16 years old), she was helping me with the games that I didn't understand," she said. Our student is a frequent facebook user. She plays a number of games online competing with family and friends who do not live close in proximity. Her activity log indicates recent interactions with:

• Papa Pear Saga
• Village Life
• Farm Heroes Saga
• Candy Crush Saga

These games often require interaction with other facebook friends.

The Learner

The use of technology in school is limited for our interviewee. With that said, when asked how computers could be used more often in the classroom, she indicated for research purposes. Although she spends much of her extracurricular time gaming, bonding, researching and creating online, she saw little ways to better implement online techniques in her classroom."I think they should let us use them more often for research because sometimes we have to do projects, like we do projects on West Virginia our home state and she let only a few people on the computers at a time so it was more difficult for us to get enough research because we only got about 15 minutes on the computer," she said. Because of answers to other questions and for the reasons indicated above, it appears she may not have ideas on how to implement technology into classroom curriculum, it's clear that she would be up for the challenge and would adapt to the changes quickly.

10 Years Old & Tech Savvy - Media Ecology Case Study Interview

The following is a phone interview with a 10 year old girl preparing for 5th grade.  She has a 16 year old sister to whom she refers in the script.  

She has been fortunate to have access to many types of digital technologies from a young age.

The interview lasted 7:25.

Q: Do you have a computer /iPod/MPC playerWii/ ect....? 

A: Yes (computer-laptop).  Yes (iPod). Yes (Wii). An XBOX 360.  A DSI. A phone.  A regular computer.  And a Playstation. 

Q: What is your favorite thing to do on the computer?

A: Usually I'm playing computer games.  I'm on facebook, watching YouTube videos.  Either that, or if it's for school work, I'm doing research or if I need to know something - like anything I'm doing if I need to know something, I use Google.

Q: What is your favorite thing to do on the computer?

A: Play games.

Q: How did you learn to do that?

A: When you get a computer, it has the games thing on it and you automatically have games.  I click on them and I just learn how to play them.  But, when I got my regular computer, my sister (16 years old), she was helping me with the games that I didn't understand.  Plus, I've had a computer all my life so I just know how to play games.  And you know how to play games because on most of the games they'll help you on the first few levels or whatever, they'll tell you how to do it.

Q: What are some other things you use the computer for?

A: I watch videos and do things on facebook.

Q: What is your favorite game? Why?

A: Tough one.  A computer game?  From any site? (Yes.) I'd have to say JoJo's Fashion Show - the game that was actually already on my computer.  I ran out of free coins so I play it online now.  I like doing it because they give you different styles and you have to dress the girls up like that with the right kind of clothes and it tells you the kinds of clothes to use and stuff like that.  So, I like that game.

  

Q: Do you know other people who do this?

A: My sister and I loved that game when we first got it - when we first got our computers that had that game on it.  We loved it.  I ran out of my free coins on like the first week because I played it like every day - at least the first month. But (my sister) liked to save hers and I would beg her to let me play it on hers.  I'm not really sure who else likes the game that I know.  She's the one I could first think of.

Q: How do you use the computer at school?

A: At school, in our free time, we're allowed to play games if the teacher lets us.  Like, at recess, we play computer games if the teacher will let you.  In fourth grade, when we switch math classes, sometimes we have a computer day, so we play on the computer.  And, we use them for research for stuff like projects.  Things like that.  We mainly use it for research.

Q: How would you like to use the computer at school?

A: (The way we use them now.) Like if we were allowed to do that whenever we wanted, that would be nice.  The teachers would never let us do that.  They let us do that when it's like our free time like when we have recess or when we finish doing research.

Q:  Do you think teachers should let you use the computer to do those things? Why? Why not? 

A: I think they should let us use them more often for research because sometimes we have to do projects, like we do projects on West Virginia our home state and she let only a few people on the computers at a time so it was more difficult for us to get enough research because we only got about 15 minutes on the computer.

Reading by Design

"Reading content online requires a repertoire of skills, from interpreting visual clues, to mastering the nuances of subtext, to following ideas in a nonlinear fashion, to decoding of simple reading. Furthermore, adolescents need a critical awareness of

the semiotics of language, (i.e., language as design), 

http://efunlist.com/best-useage-of-computer/

 which is essential to the critical understanding of the composition and production of digital texts."

 

-Reading by Design: Two Case Studies

of Digital Reading Practices

 

Where youngsters are reading and why they are reading, in my opinion, are less important than THAT they are reading.  It's clear in the case studies that Peter and Patty are comprehending what they run across in terms of texts.  For instance, Patty says, 

"These are new items. Probably once a month they get a new item, like for new room themes or something. Like, you theme your rooms and there is a sale on items."  I expect a young girl to know the word them but not theme.  It's clear from the reading, she knows how to say it and what it means. Digital, online or multimodal texts provide more context clues from which students can learn.  If they are playing a game that engrosses them, they have to learn quickly what they are reading to reach a goal.  It puts a personal pressure on students to achieve, learn more and learn quickly.  The authors of the case studies indicate,

"The reading skills used by students to bring meaning into their digital practices are much more intricate than might be thought and often include both a comprehension of design and a personal engagement with the sites."  A perfect example is Peter can decode and he understands plot, setting, and characterization. Also, he has an extensive vocabulary when faced with familiar texts."  I find it more impressive that children who are learning through digital means may also be retaining more information than those who are exposed to traditional text and teaching methods.  The authors wrote, "He (Peter) builds on prior knowledge to understand other, related texts and uses design principles to understand the plot."  Sometimes, as an adult, it's easy to read it and forget it.  I wonder if this generation of digital learners, as opposed to my generation of learners, have more long term benefits from exposure to online learning.

 

http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/186

Glencoe/McGraw-Hill is a textbook publisher that values the importance of integrated learning between texts and online sources. Critics may say that a focus on non-traditional learning tools could be distracting to the learner as opposed to helpful.  The text publisher has developed Teaching Today weekly tips to help educators best prepare students for a digital world.  In the weekly tip "Integrating the Internet into the Classroom", I think the techniques offered to make online learning productive are ideal.  It requires lesson planning as any curriculum would.  Teachers must research the types of online sources they want students to use.  But, tips like these keep students from straying, wasting time online and introduces them to multimodal sources they wouldn't think of searching for on their own:

• (Pre-plan) Find a Web site with the information needed for one component of the unit.
• (Save time) Before class, bookmark the sites that should be used with the lesson.
•  (Avoid web straying) A graphic organizer helps learners choose concepts and facts that fit the assigned topic. 
•  (Encourage searches) Have students create a database of organized information.
• (Don't Copy) Require the citation of Internet sources

Digital texts vs. Print texts

Digital texts open readers up to a chance to stray from intended study material.  A print text allows students only to stray with their own imagination or thought process.  However, some of text, audio, and visual elements introduced in digital texts can offer context clues for young readers to develop a better understanding of concepts, words and ideas.

Digital Text Complexity

In my opinion, digital texts have more leeway to be brief.  For instance, a new word in a text may not be defined.  But, online, readers and learners have easy access to continue research.  Defining a new word or getting background on a topic is a quick Google browse away.  On the surface, a digital reading may appear more complex, but digging deeper to understand it is easier than if the idea is introduced in a traditional text form.

  

Digital Texts in School 

Not introducing students to digital texts in school is setting them up for a non-digital world.  We don't live in that type of world anymore.  Many students have access to multimodal resources at home.  But, for those don't, educators need to make sure they are aware of what they will face upon graduation and prepare them for success.
 

Connecting Online and Academic Reading

Start simple and let students choose their topics.  Let Peter create a survey online about Naruto, with complete sentences and detail.  That assignment will allow him to share his interests and knowledge with the class.  Make him use spelling words from the week or incorporate concepts learned in science or geography.  When he's allowed to share knowledge, he may be just as interested in what his classmates have to share which could encourage more reading in class.

Improving Academic Reading

Peter's academic reading could be improved through the example above.  It seems he may not be connecting how today's classroom lessons can coincide with his interests.  With guidelines on what words, ideas, concepts to use he may start to relate academic reading with his favored online reading.

Preacher, Don't Send Me - Final Illuminated Text

Preacher, Don't Send Me - Final Illuminated Text

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