Blog Response 4

Often times when it comes to my personal understanding of technology, the image above explains every conversation I have ever had with my computer.  It seems like I finally figure something out and then the computer stops and asks "can't you do anything right" to which I yell back "can't YOU do anything right".  According to Hobbs the definition for access in terms of a public school setting is "Finding and sharing appropriate and relevant information using media texts and technology tools well" (pg 12).  As I read the definition I feel fairly confident with the statement until the word well is tacked on at the end.  "Using media texts and technology tools well", it not really one of my strengths but that just means that I have a lot of room for improvement.  What I cannot do is walk into a classroom pretending that I know everything about everything, when in actuality, at home I am yelling at the computer "can't you do anything right?"

         If you don't know how to do something, go figure it out!  If you can't figure it out then ask for help.  How many students would love to show their teacher a thing or two about technology and media!  My siblings, who are ten and twelve years old, love teaching me all sorts of new ways to use the media and I am grateful for their knowledge, understanding and explanations.  In the reading, Hobbs suggests we use encourage use of media in our classrooms through "using technology tools", "gathering information", and "comprehending" (pg 13).

          First and foremost if we want our students to be open to using technology and media we have to be willing to use it in the classroom and on individual assignments. In class I came up with the idea of first allowing students to anonymously (from each other, you get the papers!) self-evaluate on various media and technology such as writing a blog, creating a website, using photo shop, etc.  After reviewing the evaluations, divide the students into groups where students who don’t know how to use particular programs are grouped together. The assignment that follows will require them to look at a basic outline/instruction given by you, for example "create a website that advertises the school's upcoming performance season" and work together in a group to fulfill the assignment.  You can be used a resource, but encourage them to use online tutorials.  Once the projects are completed, the students will have to present their work using a media of their choosing to the class, providing their process and the final product.  Doing projects such as this one allow the students to gain hands on experience using media for a purpose as well as learning how to use media working with other opinions and people.  

             In gathering information, the book suggests that we "model effective strategies for finding information" (pg 13).  Assign a research paper for the students to complete where they can write on anything that interests them in regards to theatre.  But give them the paper in steps - first require them to turn in a proposal of what they want to write on with three sources attached so they know they can find sources. Then in class model various ways they can find sources, through Google book, the school library, etc.  Show students websites that help them site sources, such as easybib.com, and require them to send you at least one draft of the paper for suggestions and comments.  This allows students to see examples as well as have hands on experience.

          To assess that students comprehend, I love that the book suggests for you to check to make sure that whether or not students are challenged.  In Mr. Fisher’s class he took the play The Crucible and instead of having students read the play and watch the film, he chose to relate it to the reality show 16 and Pregnant.  By relating to what students are familiar with, Mr. Fisher was able to assess that the students comprehended the main ideas of the Crucible through making connections to how reality shows are affecting our every day media.  He outlined how the students needed to find credible sources as well as had them search for sources to show to the rest of the class.  The Crucible can be challenging for students to understand and by relating it to students interests, Mr. Fisher was able to really access students’ comprehension while challenging them. 

          The complications that still occur with having students access media goes back to the participation gap.  Not everyone will have easy access to media.  But everywhere I have been there are public libraries fairly accessible.  Always be open to your students’ needs and if someone is struggling obtaining access to media you can always allow them more time, but each incident will be a case by case call.  You want your students to learn to persevere even when it is difficult.  Another struggle, I mentioned earlier, was my ability and knowledge of media.  But that is going to be up to me.  I want students to have access to media in my classroom and see me using and incorporating it into lessons and activities.  I don’t have to necessarily know about the newest technology the day it comes out, but I have to be willing to research, learn and find ways to utilize media in my classroom. For example, by using Facebook for character work, playing music off of Pandora while they are working, and helping them design advertisements in Photoshop, etc, I hope to help them become comfortable with media access in the classroom.