Transmedia portfolio presentation russell

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  • The virtual world as a portable community with all the ease of access, convenience, and anonymity (Chayko, 2008) expected by teachers is the perfect place to let the movement begin. Change will happen; it happens in education everyday. It is just a matter of letting the issues be known, and the frustrations be voiced. This is what Teacher Trending is all about.
  • With wall posting, this is a great starting point to introduce the movement and the issue through Active Audience Theory by doing away with an audience or text (Giles, 2010) and allowing the audience to take part in understanding the movement through comments, likes, and messaging or reposting on their own wall.
  • With links to Teacher Trending on Twitter, audiences are able to shift their own understanding from informal active audience to a text-based audience with news and features from around the education world. This is an outlet for both old and young audience since the Internet has changed the landscape of news “flitting between different media with less loyalty” (Giles, 2010, p. 22). This lack of focus allows one to go from a personal community to a news source with compiled stories available through someone else’s work and not their own. The stories have been weeded out from the mass influx of news available on the Internet to only the most pertinent stories available.
  • Teacher Trending has with it a humanization effect of personalizing a profession. This is the key strength of the social movement. It allows for a prescribed revelation based upon the emotional pull or display of the author and audience (Giles, 2010). This emotional pull allows the audience to verify their own identity (Burke & Stets, 2009) as a consumer of information regarding education and teaching as a profession. Much of this is done through the concept of voyeurism (Giles, 2010) utilizing participant reaction without the need to participate themselves in the collective discussion of education and teacher trends.
  • As strength for a movement, this allows the audience to take part through the guise of anonymity without having to rely on social cues or physical interaction, which could be seen as negative (Baym, 2010).  Although the process of participant voyeurism humanizes the social movement for myself, it does little to keep engagement on the part of the consumer or audience. This is where personalization and propagation (Smith & Wollan, 2011) can come in to play with the movement. By personalizing the process of information sharing to a targeted group or groups, the propagation of this targeted audience could stream throughout all social networking for Teacher Trending. This means that if the specific target is to be the community of parents and students, social networking needs to be personalized to this specific group.
  • Facebook allows commenting, but it is often up to the Facebook profile to check for trolling as a method of flaming (Joinson, 2007; Giles, 2010). The newspaper constricts comments and opinions to well-written well-approached pieces that evoke though and debate without the need to censor for insults. This is a great method for taking a more traditional community forum and incites interest among the community to get involved with their own messages and opinions.
  • If I am first able to personalize social media, using the strategies of access, engagement, and appeal (Smith & Wollan, 2011) keeps the consumer or audience in mind throughout the process. One issue with a social movement is the passion an author may feel can hinder the relationship with the audience by taking away audience power. If I can utilize those social consumers who can aid in recruiting and passing information along, it would make it easier to engage the advocates (Smith & Wollan, 2011). A social movement is much like a business. If there is no buy-in from the consumer, there is no movement – only the rant of the author. This relationship is the most important humanization effect of social media. It needs to spread.
  • If there is a lack of respect for the teaching profession, education cannot work the way it needs to. Too many times in American culture, teachers are vilified or seen as less than perfect, which translates to fault on the part of the American teacher for the downfall in education. Educational reform has become a process of fixing the gap in American student knowledge, and the competitive global marketplace. The problem, however, is in reform; teachers become the scapegoats for fixing the issues in education. The United Stated Department of Education recently released a program with the acronym R.E.S.P.E.C.T. This acronym stands for Recognizing Educational Success, Professional Excellence and Collaborative Teaching (Duncun, 2012). The aim of this new program develops the teaching profession as a place where individuals wish to stay. It does not focus on testing, curriculum, or the treatment of teachers as professionals, but rather the focus is on teaching methodology and ineffective teaching practice (Johnson, 2012). The focus of the current administration dives into making good teachers stay, and bad teachers go. This will not work.
  • How one sees their role as teacher impacts they way they see him or herself as a person. If their role constantly lack verification (Burke & Stets, 2009) it is difficult to remain in the profession or see the profession as worthy. Being part of both the role identity of teacher and social identity as school this could lead to lack of verification in two different identity strands. Much of this comes down to how a teacher is viewed. A prime example of this lack in verification is reform in the evaluation process of teachers. One such reform in Denver, Colorado is LEAP (Leading Effective Academic Practice). This is one program being paid for through government assistance and grants from the Department of Education. Within the program, teachers are evaluated on a variety of methods including: formal observation, student perception surveys, and student data ("LEAP - Leading Effective Academic Practice," 2011).
  • In the future, the more attention a movement like this could receive, the better able teachers will be to do their jobs. This movement could move from the virtual world to a creation of teachers in a community that voice and stand up against political shifts virtually. This prosocial activism (Giles, 2010) can make the changes that are need in education. It is not about throwing money at the problem, it is about viewing those involved in a different light. This brand could become an “Ask a Teacher” forum for ideas about how to help children outside of the classroom, so instead of vilifying a teacher parents and community can help a teacher to make education and our American children better prepared for the future.
  • Transmedia portfolio presentation russell

    1. 1. Teacher TrendingChad RussellFielding Graduate UniversityMSC 561
    2. 2. •Content Layout A Presentation of Teacher Trending – Online Advocacy Part 1 FaceBook – Social Media Platform Explanation of Use, Justification, and Effectiveness Part II Twitter – Social Media News Source Explanation of Use, Justification, and Effectiveness Part III Blogster – Social Media Personal Blog Explanation of Use, Justification, and Effectiveness Part IV The Denver Post – Traditional Media Explanation of Use, Justification, and Effectiveness Part V Concerns, Issues, and Closing Thoughts
    3. 3. •FaceBook Use of FaceBook • Teacher Trending Profile In order to aid in the • Identify the Purpose professionalism of teaches, a teaching role needs to be verified through the use of social • Purpose of Teacher Trending networking (Burke & Stets, 2009). • Professionalize Teaching Careers • Create more respect and voice for Teachers • Role Verification for Teachers • Community Involvement • Parents An accent, click to edit the text • Students inside. • Other Teachers Contents
    4. 4. Justification and Effectiveness• The convenience of accessing something like Facebook allows supporters to access the brand Teacher Trending from anywhere, at anytime, in any place with the ease of access being portable (Chayko, 2008).• FaceBook as a social media method is a great starting point for users who may feel less inhibited to speak out and challenge or question the status quo (Chayko, 2008). Contents
    5. 5. •Twitter Use – Compare and Contrast methodsUSE OF TWITTER USE OF TRADITIONAL INTERNET SEARCH• Teacher Trending uses Twitter for • Instead of Twitter, the use of the purpose of compiling news and traditional Internet news searches sharing news stories with the can be used, but it is clear Twitter community regarding education: is a much better way to increase • Using Twitter consumer interaction: • All stories in one place • Using Traditional Search • Consumer ease of access • Stories are found on multiple • Work has been completed websites for the consumer • Consumer must search and • Aids in consumer confidence critically analyze use of story of Teacher Trending because on their own before reading. it specifies information specific to education (Smith • It could double the time to & Wollan, 2011). find information relevant to education Contents
    6. 6. Justification and Effectiveness• FaceBook is just a starting point for the platform. Twitter is a space to utilize for news and information that is able to quickly reach consumers. This helps: • Reach the greatest number in the fastest way • Link to FaceBook as a method for integrating media • Offer consumers ease and portability in media sharing Contents
    7. 7. •Blogster Informal rant of an anonymous teacher • The use of Blogster is to highlight the opinion of an anonymous teacher • The use is to have comments about classroom procedures and education from the teacher’s perspective. • Who is it meant for? What is the purpose? • Parents • Students • Community • To humanize Teachers Contents
    8. 8. •Humanization• FaceBook is the • Twitter highlights news • Blogster highlights education central platform that both local and national in from a teacher’s perspective introduces the topic reference to education adding a humanizing effect that consumers can relate to• It leads and links to • Twitter connects to Twitter and Blogster FaceBook and Blogster in • Blogster links to both Twitter as more in-depth order for several layers of and FaceBook to complete the approaches to Teacher humanization to take place circular pattern of general, Trending community, and personal. Contents
    9. 9. •The Denver Post Why Traditional Media Can Work TooIdeally a column that would provide Column Produced with Comments andsubmitted questions and comments Search for Questionsfrom the community with an answer • Questions can be directly related tofrom an educator regarding methods teaching or general education questionsin education and issues from withinthe school/district levels. Publish Opinion PiecesIt brings Teacher Trending full circle • From Teachers or Community Membersin terms of a social movement about Educationallowing for several ways to gaininformation and participate. Flexible and Civil Debate Forum • Debate about issues in EducationThe chart represents the possiblemovement of using traditionalmedia from process through This all leads to communityeventual product (communityinvolvement). involvement and yields a closeness to community and teaching professionals Contents
    10. 10. •Spreading a Movement The engaged consumerThis chart demonstrates the processof engaging a consumer into a socialmovement. It is important to utilizeall available media in the movement Passingin order to create a but-in, and in Information along to other FaceBook -turn more prospective interest in the interested Access consumersmovement. It takes an interestedconsumer to spread a messagethrough their own medium in orderfor complete verification of the Consumer Twitter – Access Confidence and Engagementmovement (Smith & Wollan, 2011).The chart resembles the cyclicalprocess of engaging the consumer ofa social movement. The Denver Post - Blogster – Appeal Engagement Contents
    11. 11. •Why is this movement needed? Purpose Is this really the opinion we should give of teachers who“Those who cannot do, teach.” This cliché absorbs choose the profession tothe incompetence and lack of intelligence in help society?teachers today. How many times has this thoughtcrossed the minds of students, parents,administrators, and lawmakers? The issue of a lackin professional attitude and respect for the averageteacher today has become a source of anxiety anddiscontent in teachers.There must be a voice for the teacher to stand upand fight against the cliché attitude many have ofthe profession. The best place to begin this dialogueand start advocating for teachers in in a virtualenvironment. The virtual world as a portablecommunity with all the ease of access, convenience,and anonymity (Chayko, 2008) expected by teachersis the perfect place to let the movement begin.Change will happen; it happens in educationeveryday. Contents
    12. 12. •Problems and Concerns Issues with the transmedia portfolio Class Time DividedOne of the central issues in thistransmedia portfolio is the time Portfolio Readingneeded to have a full socialmovement. Writing Response PostsThis chart is by no means scientificdata; it is a rough estimate used to 52%discuss the time spent setting uppages, inviting friends, marketing,and finding information to populatethe websites. 28%Because this is only a rough 12%estimate, and only intended to 8%prove a point, it is non-scientific.The point being – to start a socialmovement takes an amazing amountof time, and this is part of thedifficulty in managing a transmediaportfolio. Contents
    13. 13. •Possibilities in the futureAlthough time is an issue in creatinga trend, movement, or businessonline, the payoff comes isbeneficial to not only theteacher, but the community as well. • Verified as a Teacher • Verified as a Student • Verified as a Community Member • Professionalism in Teaching • Communication between community and teachers • Positive environment for teachers in a district • Changes in education being impacted just as much by teachers as by community and government. Contents
    14. 14. The Future of EducationThe Impact of a socialmovement must be done instages. It needs the supportand time of the creator andconsumer as a joint venture ifit is to be successful.The social advocacy for ateacher’s voice to be heardcan be misunderstood. Theissue is not about the ideathat all teachers are perfect.There are bad teachers, justas there are bad doctors,professors, lawyers,politicians, salespersons, andthe list can go on. Theadvocacy is simply revolvingaround how we as a societylook at educators. When onebad educator is seen as thecommonality between alleducators, it leads to a lack ofrespect and need for reform. Contents
    15. 15. ReferencesBaym, N. (2010). Personal connections in the digital age. Chichester: Polity Press.Burke, P. J., & Stets, J. E. (2009). Identity theory. Oxford: Oxford University Press.Chayko, M. (2008). Portable communities: The social dynamics of online and mobile connectedness. Albany: SUNY Press.Duncan, A. (2012, February 15). Teachers Get R-E-S-P-E-C-T. U.S. Department of Education. Retrieved June 21, 2012, from http://www.ed.gov/news/speeches/teachers-get-r-e-s-p-e-c-tEngdahl, T. (2010, May 12). SB10-191: Before Midnight, Teacher Bill Narrowly Clears House | State Bill Colorado. State Bill Colorado. Retrieved June 22, 2012, from http://statebillnews.com/2010/05/sb10-191-just-before-midnight-teacher-bill- narrowly-clears-house/Gackenbach, J. (2007). Psychology and the internet: Intrapersonal, interpersonal, and transpersonal implications (2nd ed.). Amsterdam: Elsevier/Academic Press.Giles, D. (2010). History of the Mass Media. In Psychology of the media (p. 12). Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
    16. 16. ReferencesIngersoll, R. M. (2003). Who controls teachers work?: Power and accountability in Americas schools. Cambridge, MA: Harvard University Press.Johnson, F. (2012, March 26). A little RESPECT for teachers. National Journal. Retrieved June 22, 2012, from http://education.nationaljournal.com/2012/03/a- little-respect-for-teachers.phpJoinson, A. N. (2007). Disinhibition and the internet. In J. Gackenbach (Ed.), Psychology and the internet (2nd ed., pp. 75-91). Amsterdam: Elsevier.LEAP - Leading Effective Academic Practice. (2011). LEAP. Retrieved June 22, 2012, from http://leap.dpsk12.org/Smith, N., Wollan, R., & Zhou, C. (2011). The social media management handbook: Everything you need to know to get social media working in your business. Hoboken, NJ: Wiley

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