Your SlideShare is downloading. ×
0
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
IRA  2012 presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

IRA 2012 presentation

423

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
423
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Situating Who WE Are http://journalofmedialiteracy.orgMelda Yildiz Belinha De Abreu
  • 2. Workshop Objectives:In this participatory workshop, members will be:1. Introduced to basic strategies of persuasive writing such as making claims,ethos, pathos, logos, and kairas. Also included will be how to use a persuasion map withmedia literacy activities and using persuasive writing rubrics to evaluate media literacyactivities.PRE-PRODUCTION: Focusing on reading, media literacy skils- de-construction skills2. Engage in a wide range of media literacy activities through storyboarding: logo making,,creating fliers, webpage making (front page of a blog or a wiki), and creating “tweets.”PRODUCTION: Focusing on persuasive writing skills3. Working in groups creating media literacy projects which will then be presented to thewhole group as well as a mock panel of “State Board of Education Members” (who areactually workshop participants). These projects will attempt to persuade the Board ofEducation to allow the districts schools to utilize cell phones in the classroom.POST-PRODUCTION: Focusing on speaking-presentation skills.
  • 3. Directive:• During this workshop participants will be introduced to a wide range of media literacy activities which can be utilized to further advance students persuasive writing skills. Participants will be provided with a wide range of articles on the topic of mobile technologies such as cell phone usage in the classroom. They will then engage in various groups activities that will allow them to create and develop persuasive pieces engaging in innovative and replicable activities to promote cell phone use in the classroom. The goal of this workshop is to produce numerous persuasive writing strategies through media literacy projects.
  • 4. Media Literacy:Key Concepts & Core Questions All media messages are "constructed." Who created this message and why are they sending it? Media messages are constructed using a creative language with its own rules.  What techniques are being used to attract my attention? Different people experience the same media message differently. How might different people understand this message differently from me? Media have embedded values and points of view. What lifestyles, values and points of view are represented in; or omitted from, this message? Media are primarily businesses driven by a profit/power motive. Why is this message being sent?
  • 5. Agenda•Welcome to the Company (10 – 15 minutes)•Name Your Division – Create Your Vision (10 – 15 minutes)•Read and Summarize Articles Using Alpha Boxes(Individually) (25 – 35 minutes)•Writing a Thesis Statement and Supporting Reasons / Facts(Whole Division Activity Using Persuasion Map) (15 – 25minutes)•Create Poster and Presentation (Whole Division Activity) (20– 30 minutes)•Present Posters (Whole Division Activity) (30 – 40 minutes)•Board of Education Selects Best Project (10 minutes)•Wrap –Up (10 minutes)
  • 6. Welcome to “The Company” During this whole workshop you will be engaging in replicable project-based learning activities. For the purpose of these activities, you are no longer YOU…you are NOW a new hire at“The Company.” WELCOME TO THE COMPANY!!!!
  • 7. Overall Objective• You have been newly hired to work for a cell phone company that is starting a new division which needs to develop a persuasive poster that promotes mobile technologies in education.• You will work with this team to design a research-based poster which will be presented to a Board of Education in order to promote cell phone use in K12 for the school districts.
  • 8. The “Problem”• The “Problem”: This company is “in trouble.” Competing with other cell phone providers are getting difficult. This “last ditch” effort to start this division may be the only way for this company to become solvent again.
  • 9. “Dream Team”• A so-called “Dream Team” has now been put together and YOU are on it. You have been chosen to be on this team because of a special skill or knowledge you possess. It’s crunch time…you only have a short amount of time to put together this presentation and it has to be a winner!!
  • 10. Good Luck!!!• Look around the room….the competition is tough! The State Commission on Education has the reputation of only adding a few new vendors to the list every year! Good luck!
  • 11. Naming Your Division – Group Task• Name Your Division – Create Your Vision (10 – 15 minutes)• Choose a Team leader.• Read all the directions through before beginning this task.• Your objective is to create, on one side of the poster, an image / visual with your Division’s name and vision.• Assign roles, as needed (graphic designer(s), time keeper, writer(s),etc…).• Begin this task.• REMEMBER: USE ONLY ONE SIDE OF THE POSTER!!!!!!
  • 12. Read and Summarize Articles Using Alpha Boxes (Individually) (25 – 35 minutes)• The purpose of this task is to read and summarize periodicals about mobile technologies particularly cell phones in the classroom.• First: Assign a group leader• Second: Have the group leader read the directions before breaking up individually to do this task.• Note: Be mindful of time as sharing your summaries is a key part of this task.
  • 13. Writing a Thesis Statement and SupportingReasons / Facts (Whole Team Activity Using Persuasion Map) (15 – 25 minutes)• The purpose of this activity is for the group to create a thesis statement with supporting reasons and facts. This statement should be generated based on the articles read in Task 1.• First: Assign a group leader (someone different than the last group leader).• Second: Read all directions before beginning.• Use the Persuasion Map to keep track of your notes / ideas (on the Persuasion Map Goal = Thesis).
  • 14. Create Poster and Presentation (Whole Division Activity) (20 – 30 minutes)• The purpose of this task is to create your actual poster and presentation to be given to the State Commission on Education.• Choose a new group leader.• Read all directions before beginning.• Note: Be mindful of the recommendations for creating a poster presentation.
  • 15. Present Posters(Whole Division Activity) (30 – 40 minutes)
  • 16. State Education CommissionSelects Vendor (10 minutes)
  • 17. Wrap Up: Please Discuss the Following Objective with Regard to this Workshop Today• Objective: During this workshop participants will be introduced to a wide range of periodicals on mobile technologies in education. Participants will work in groups; each group will utilize different media and engage in specific strategic and replicable activities that support the development of basic research skills. Each group will create and present a research-based poster, including both visuals and text, on their topic.
  • 18. Media Literacy:
  • 19. "One World - One Web" by PSD, Creative Commons License on Flickr.comhttp://www.flickr.com/photos/psd/2731067095/in/set-72157604703336122/
  • 20. Mobile Technologies: CISCO: http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns 827/white_paper_c11-520862.pdf
  • 21. Mobile Technologies:Smartphones represent only 12 percent of total global handsets in use today, butthey represent over 82 percent of total global handset traffic. In 2011, the typicalsmartphone generated 35 times more mobile data traffic (150 MB per month) thanthe typical basic-feature cell phone (which generated only 4.3 MB per month ofmobile data traffic). There were 175 million laptops on the mobile network in 2011, and each laptop generated 22 times more traffic than the average smartphone. Mobile data traffic per laptop was 2.1 GB per month, up 46 percent from 1.5 GB per month in 2010. CISCO: http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns827/whi te_paper_c11-520862.pdf
  • 22. Mobile Technologies: CISCO: http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns827/whi te_paper_c11-520862.pdf
  • 23. Digital Divide:NASA- The World at Night
  • 24. MELDA YILDIZFulbright Scholar/Kean University www.medialit.org
  • 25. Resources:Center for Media Literacy-www.medialit.org
  • 26. Resources: Peter Lang Publishers, 2011 Neal-Schumann, 2007
  • 27. References:Buckingham, D. (1998). "English and media Studies: Making the difference."English Quarterly, 25(2-3), 8-13.Common Core State Standards Initiative (2010). The standards. Retrieved fromhttp://www.corestandards.org/the-standardsDeVoogd, G.L. and M. McLaughlin. (2005). Critical literacy: Enhancing studentscomprehension of text. New York: Scholastic Publisher, 5-10.International Reading Association. (2010). Standards for reading professionals-Revised. Retrievedfrom http://www.reading.org/resources/issues/reports/professional_standards.htmlMoore, D.W., Bean, T.W., Birdyshaw, D., & Rycik, J.A. (1999). Adolescent literacy: A positionstatement for the commission on adolescent literacy of the International Reading Association.Newark, DE: International Reading Association.Read Write Think-http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-techniques-advertising-1166html.Tyner, K. (1998). Literacy in a digital world: Teaching and learning in the age of information.Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers.
  • 28. HANDOUT• http://ukean.wikispaces.com/mobile• Twitter: @belmedia• Twitter: @myildiz

×