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    Foss_894 Foss_894 Presentation Transcript

    • Learning It From the Streets: Moving New Media into the Classroom Cristina Foss Old Dominion University Eng 894: Seminar in New Media Dr. Kathie Gossett
    • Classroom Convergence
      • “ As conceived by these canons, the body was first of all
      • a strictly completed, finished product. Furthermore, it
      • was isolated, alone, fenced off from all other bodies…
      • The individual body was presented apart from its
      • relation to the ancestral body of the people”
      • (Bakhtin, 1984, p. 29).
    • Digital Natives
      • Children age 13 to 17 use digital media 3.5 hours a day
      • Use more than one digital text at a time
    • Shifting Access
      • “ The rapid response, multimedia, anytime-anywhere networked world that these students inhabit has shaped their worldview, their reaction times, and how they learn” (Oblinger & Hawkins, 2005 p. 12).
    • Lack of Engagement
      • “ In fact, they find school much less interesting than the myriad devices they carry in their pockets and backpacks” (Prensky, 2005, p. 64).
    • Convergence Culture
    • Habits of Mind
      • Persisting
      • Creating, imagining, innovating
      • Thinking flexibly
      • Responding with wonderment and awe
      • Taking responsible risks
      • Striving for accuracy
      • Listening with empathy
      • Applying past knowledge to new situations
      • Remaining open to continuous learning
      • Thinking interdependently
      • (Costa & Kallick 2000)
    • Affinity Spaces
      • “More and more, educators are coming to value
      • the learning that occurs in these informal and
      • recreational spaces” (Jenkins, 2006, p. 185).
    • Classroom Convergence
      • How can we put new media
      • to work
      • in our classrooms?
    • New Media Response
      • “ On the one hand these new media are seen to have enormous positive potential, particularly for learning; while on the other, they are frequently seen to be harmful to those perceived to be at most risk” (Buckingham, 2002, p. 77).
    • Magical Technology
      • “ Never trust anything that can think for itself, if you can’t see where it keeps its brain” (Rowling, 1999, 194).
    • Unknowable Danger
      • “ That invisible meeting spot where the impressionable encounter the unknowable“
      • (Buechner, 2000, p. 38).
    • Invisible Stranger
      • "I suppose the real reason Ginny Weasley's like this is because she opened her heart and spilled all her secrets to an invisible stranger“
      • (Rowling, 1999, p. 309).
    • Invisible Stranger
    • Protectionism
      • “ A traditional ‘protectionist’ approach [that]
      • would attempt to `inoculate’ young people
      • against the effects of media addiction and
      • manipulation by cultivating a taste for book
      • literacy and high culture… by denigrating all
      • forms of media and computer culture”
      • (Kellner, 2002, p. 93)
    • Grotesque Body
      • The grotesque body “is not a closed, completed
      • unit; it is unfinished, outgrows itself,
      • transgresses its own limits” (Bakhtin, 1984, p.
      • 26).
    • Bodily Canons
      • Grotesque
      • Unfinished
      • Growing
      • Limitless
      • Active
      • Collective
      • Classical
      • Finished
      • Static
      • Contained
      • Passive
      • Individual
    • Grotesque Media
      • How can we control this body?
      • How can we contain it?
    • Renewal
      • “ Electric technology is reshaping and restructuring patters of social interdependence and every aspect of our personal life. It is forcing us to reconsider and re-evaluate practically every thought, every action, and every institution formerly taken for granted” (McLuhan, 2001, p. 8).
    • Expansive
      • “In the age of media convergence, consumer participation has emerged as the central conceptual problem: traditional gatekeepers seek to hold on to their control of culture content” (Jenkins, 2006, 215).
    • Anti-Convergence
      • “ There is a world of difference between the modern home environment of the integrated electric information and the classroom. Today’s television child… is bewildered when he enters the nineteenth-century environment that still characterizes the educational establishment where information is scarce but ordered and structured by fragmented, classified patterns, subjects, and schedules” (McLuhan, 2001, p. 18).
    • Transition
      • How then can we incorporate new media into the school institution?
      • How can we meet the needs of students
    • Technological Determinism
      • “ Physical access to technology should not necessarily be equated with levels of use” (Buckingham, 2002, p. 79).
    • Opening Space
      • “ It is not clear that the success of affinity spaces can be duplicated by simply incorporating similar activities into the classroom. Schools impose a fixed leadership hierarchy (including very different roles for adults and teens)” (Jenkins, 2006, p. 193).
      • rev⋅o⋅lu⋅tion
      • an overthrow or repudiation and the thorough replacement of an established government or political system by the people governed.
    • Revolution
      • “ The technological revolution of the present era makes possible the radical reconstruction and restructuring of education and society argued for in the progressive era by Dewey and in the 1960s and 1970s by Ivan Illich, Paolo Freire and others who sought radical educational and social reform” (Kellner, 2002, p. 91).
    • New Media Literacy
      • “Simply providing children with information is not enough: we have to enable them to develop the intellectual and cultural competencies that are required to select, interpret, and utilize it” (Buckner, 2002, p. 86).
    • Works Cited
      • Bakhtin, M. (1984). Rabelais and his world. (H. Iswolsky, Trans.). IN: Indiana University Press.
      • Buechner, M., Christian, N., and Cole, W. (1999, May 10). Raising Kids
      • Online: What Can Parents Do? Time, p. 38.
      • Buckingham, D. (2002). Electronic generation? Children and new media. In L. Lievrouw & S.
      • Livingstone (Eds.), Handbook of New Media : Social shaping and consequences of ICTs . London: SAGE
      • Publications.
      • Costa, A. & Kallick, B. (2000). Discovering the habits of mind. Alexandria, VA: Association for
      • Supervision and Curriculum Development.
      • Jenkins, H. (2006). Convergence culture . New York: University of New York Press.
      • Kellner, D. (2000). New media and new literacies: Reconstructing education for the new
      • millennium. In L. Lievrouw & S. Livingstone (Eds.), Handbook of New Media : Social
      • shaping and consequences of ICTs . London: SAGE Publications.
      • McLuahn, M. & Fiore, Q. (2001). The medium is the massage . Berkeley, CA: Gingko Press.
      • Oblinger, D., & Hawkins, B. (2005). IT myths: The myths about students. Educause
      • Review , 40 (5), 12-13.
      • Oblinger, D., & Oblinger, J. (2005). Is it age or IT: First steps toward understanding the net
      • generation. In D. Oblinger & J. Oblinger (Eds.), Educating the Net Generation: An
      • eBook . Boulder, CO : Educause . Retrieved December 2, 2008, from
      • http://www.educause.edu/educatingthenetgen/.
      • Prensky, M. (2001). Digital natives digital immigrants. On the Horizon , 9 (5), 1-6.
      • Prensky, M. (2005). “Engage me or enrage me”: What today’s learners demand. Educause
      • Review , 40 (5), 60-64.
      • Rowling, J.K. (1997). Harry Potter and the Sorcerer's Stone . New York: Scholastic, Inc.