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NAGC 2008 Election 2.0
 

NAGC 2008 Election 2.0

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PowerPoint for NAGC 2008 presentation by Angela and Brian Housand

PowerPoint for NAGC 2008 presentation by Angela and Brian Housand

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NAGC 2008 Election 2.0 NAGC 2008 Election 2.0 Presentation Transcript

  • Election 2.0
    • Angela Housand
    • [email_address]
    • University of North Carolina
    • Brian Housand
    • [email_address]
    • East Carolina University
  • Looking for Handouts? Everything is online http://sites.google.com/site/nagcelection20
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  • http://www.nationalmockelection.org/
  • http:// wordle.net
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  • This Is What Web 2.0 Means www.thisisindexed.com
  • 21 st Century Skills Map
  • 21 st Century Skills
    • Creativity & Innovation
    • Communication
    • Critical Thinking & Problem Solving
    • Information Literacy
    • Media Literacy
    • Internet Communication Technologies (ICT) Literacy
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    • # of people receiving Obama text message
    2,900,000
    • Obama
    • Obama’s Campaign changed the way presidential candidates connect with their audience by utilizing modern media outlets: text messaging, advertising in video games, blogs, Facebook, MySpace, and more.
    • Eisenhower beat Adlai E. Stevens, by utilizing 1952’s modern media, television. With short messages, catchy slogans, and a polished image, Eisenhower surpassed Stevens who gave long speeches to educate and inform.
    • Eisenhower
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    • 21 st Century Skill: Media Literacy
    • OUTCOME: Analyze how media format influences media messages. Analyze how the meaning of a message is influenced by the specific media and the historic context in which the message is conveyed.
    • EXAMPLE: Using the recent presidential campaigns, identify similarities and differences between campaign media. Make inferences about which was more successful and provide supporting evidence.
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    • 21 st Century Skill: Media Literacy
    • OUTCOME: Describe how various forms of visual media are designed to influence beliefs and behaviors. Evaluate specific visual media with the following criteria: source, objectivity, and technical accuracy.
    • EXAMPLE: Research a variety of campaign advertisements. Identify the purpose and message of the content
    • 21 st Century Skill: Information Literacy
    • OUTCOME: Access and critique sources of information from various types of media, which discuss an historic event. Students analyze the difference between public and private sources of information.
    • EXAMPLE: Students view various campaign propaganda to make decisions about purpose and intended audience to critically evaluate the content of the message.
    • 21 st Century Skill: Media Literacy
    • OUTCOME: Describe how various forms of visual media (e.g. graphics, design, composition) are designed to influence beliefs and behaviors.
    • EXAMPLE: Students view various campaign propaganda to identify the objective, purpose, audience, and intended message. Compare and contrast across campaigns.
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  • Google Trends Data for VP Debate
    • 21 st Century Skill: Information Literacy
    • OUTCOME: Access, reference, and present information using multiple sources that offer diverse perspectives.
    • EXAMPLE: Students compare presidential debate content with Google search data. Utilize discrepancies in data sources (Google Trends and Presidential Debate) to inform candidates about issues for focus.
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  • http://www.mibazaar.com/mccain_igoogle.html
  • http://www.mibazaar.com/obama_igoogle.html
  • http://www.mibazaar.com/biden_igoogle.html
  • http://www.mibazaar.com/palin_igoogle.html
    • 21 st Century Skill: Creativity and Innovation
    • OUTCOME: Students evidence original thought and inventiveness in response to an assignment, issue or problem.
    • EXAMPLE: Students create an interactive timeline. The life of a historic figure is mapped sequentially and integrated with historic events presented in images, story, or poem.
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    • 21 st Century Skill: Critical Thinking and Problem Solving
    • OUTCOME: Use technology to graphically display data about community or state public issue and ask questions about and pose possible solutions to the issue
    • EXAMPLE: Students research important community issues and collect date to defend a position a mock town hall meeting. Students present convincing arguments about how they plan to address community concerns as president.
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  • As of 10/26/2008 MySpace FaceBook McCain 198,690 599,979 Obama 777,376 2,268,778
  • http:// www.mydebates.org
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  • http:// www.ning.com
    • 21 st Century Skill: Critical Thinking and Problem Solving
    • OUTCOME: Use technology to research and graphically display a reasonable analysis of and prediction about a public issue. Working through a student-safe social networking site, groups of students post a podcast that presents their analysis of a current public issue and prediction about a preferred candidate.
    • EXAMPLE: Students use voting patterns, demographic data and socio-economic data from online resources to predict the outcome of elections. Students present their election projection, with supporting evidence. Position discussions continue throughout the election campaign.
    • 21 st Century Skill: Critical Thinking and Problem Solving
    • OUTCOME: Access information to discover the interconnections between government services and their location in the community.
    • EXAMPLE: Students use online resources to better understand the issues important to the community, region, or state of residence and select a candidate based on priority issues.
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  • http://tinyurl.com/685vko
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  • http://labs.google.com/inquotes/
  • http://labs.google.com/inquotes/
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    • 21 st Century Skill: Information Literacy
    • OUTCOME: Gather original data from various information sources and create graphs or charts to display the information.
    • EXAMPLE: Students use online data (e.g. # of supporters) and create spreadsheets to evaluate the data and make predictions about election outcomes.
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    • 21 st Century Skill: Critical Thinking and Problem Solving
    • OUTCOME: Students use a variety of electronic media to research and present an historic event that impacted the community.
    • EXAMPLE: Students make predictions, based on research on the campaign, about what the resolution of the election will mean for their family, community, and state.
  • Election 2.0
    • Angela Housand
    • [email_address]
    • University of North Carolina
    • Brian Housand
    • [email_address]
    • East Carolina University