Njtesol 09: Maps Math Music Media

• American (3)
• Malaysia (2)
• Italian (2)
• English
• Chinese
• German
• Scotish
• Indian
• Japanese
• Persian

Case Studies• Rosa Parks
• Arab Americans/ Iraqi People Visual Imagery
• Expending our Learning Spaces
• Why Vote
• Slavery across cultures throughout history
• Native Americans
• Scientist
• Map
• Solar System
• Who is Woodrow Wilson?
• Thanksgiving- God in Public School
• Elections

Expansion of the Learning Spaces
School/ Classroom
Computer Lab
Library
Museums/ Zoos/ Aquariums
Hallways/ Informal meeting areas
Virtual Learning Environment
Internet- Cyber café
Media (Books, Videos, TV)
Dinning Halls
Athletic Fields/ Playground
Multi-use spaces
Project rooms
Field Trips/ Outdoors
My Room

MAKE A DIFFERENCE VIDEO
 http://www.makeadifferencemovie.com/

MULTICULTURAL EDUCATION:
LEVELS OF TRANSFORMATION
 Transformation of self (What am I contributing
to the inequities, consciously or unconsciously?)
 Transformation of schools and schooling
(Pedagogy, curriculum, classroom climate,
counseling practices, testing, etc.)
 Transformation of society

MULTICULTURAL INTERNET
1. Inclusive teaching and learning
2. Interactive teaching and learning
3. Collaborative teaching and learning

 “Other” voices
 Excerpts from Slave Narratives
 Native American Documents Project
 Student Voices
 Multicultural Graffiti
 Voices of Women
 Redefining “interactive”
 Eye Witness: A North Korean Remembers
 Sidney Finkel’s Page
 DiversityWeb Discussion Forums
 Collaboration among educators
 DiversityWeb Leader’s Guide
 PedagoNet
 Collaborative Projects
 Multicultural Song Index
 Multicultural Passport

TEACHER’S ROLE
Education must begin with the solution
of the teacher-student contradiction, by
reconciling the poles of the
contradiction so that both are
simultaneously teachers and students.
Paulo Freire

 http://www.rootsweb.com/~sdbrule/contract.jpg
 http://www.rootsweb.com/~wishawan/powell.html
 http://instruct.uwo.ca/edu/500-001/french/contrac2.htm
 http://www.schenectadyhistory.org/education/teachercontract

TEACHER’S ROLE
• Education must begin with the
solution of the teacher-student
contradiction, by reconciling the
poles of the contradiction so that
both are simultaneously teachers
and students.
Paulo Freire

E-IDENTITIES
mnyildiz@gmail.com
Skype: MeldaYildiz
MSN Mnyildiz@hotmail.com
yildizm@wpunj.edu
yildizmny@yahoo.com
myildiz@lesley.edu
Second Life: Melda Torok
Facebook: Melda Yildiz
Digg: http://digg.com/users/mnyildiz
NING: http://mnyildiz.ning.com/
WIKI: http://mny.wikispaces.com/
Twitter: http://twitter.com/myildiz

03/31/15
Willi
am
Pate
rson
Univ
ersit
y
38
http://www.ncrel.org/

WHAT IS SECOND LIFE?
 The life you live after you die
 Life you experience online
 No idea!

I
w to use Wikipedia for academia

• The first Wiki, WikiWikiWeb, was
created by Ward Cunningham in 1995
• Named after Hawaiian bus service,
Wiki Wiki
• Allows users to easily create and
edit Web pages using any Web
browser
• Encourages democratic use of Web
Source: http://wiki.org/wiki.cgi?WhatIsWiki
WHAT IS A WIKI?

“Wikipedia is a
great place to
start, not end,
your research”
Dr. Alex Halavais
http://alex.halavais.net

TEEN SECOND LIFE-
SOCIAL SOFTWARE-

 http://mny.wikispaces.com/Web2.0
 What is Voicethread-
http://voicethread.com/#u76341.b409.i848804
What does a networked teacher mean to you?
http://voicethread.com/#q.b67978.i350123
Please feel free to add your voice using the
Record Button
WEB 2.0

FOLLOW THE DRINKING GUARD
 http://www.youtube.com/watch?v=cn4DtlZ8FSc
 http://www.youtube.com/watch?v=2c4dSY5ZWn8&feature=related
 http://www.youtube.com/watch?v=KTd29tLQ3h0
Lyrics
 http://www.followthedrinkinggourd.org/What_The_Lyrics_Mean.htm
 http://www.songsforteaching.com/folk/followthedrinkinggourd.htm
 http://www.classicsforkids.com/shows/freedom.asp
Children Books-
http://www.followthedrinkinggourd.org/Appendix_Childrens_Books.htm

 Videos to watch and (optional- extended activity) post reactions on
this blog page. http://yaz2008.blogspot.com/
Power of Digital Storytelling-
http://mnyildiz.googlepages.com/digitalstorytelling
There are some students projects on youtube-
http://mnyildiz.googlepages.com/
Teddy Stallard Story- http://www.makeadifferencemovie.com/
Blue Ribbon Story http://www.blueribbonmovie.com/
on you tube-
http://www.youtube.com/watch?v=sN_LPTNQEqM&eurl=http://www.bl
background video on you tube-
http://www.youtube.com/watch?v=ytmv9awy-H8&feature=related
text version- http://www.blueribbons.org/blue_ribbon_story.shtml
Google Earth- http://earth.google.com/
Second Life- online virtual world - http://secondlife.com/ / Teen Life
(open to 13-18 years old)- http://teen.secondlife.com/
http://www.slideshare.net/mnyildiz/nj-tesol2008/
http://voicethread.com/share/95370/

LEARN ONE THING!Language Arts Literacy
 STANDARD 3.5 (VIEWING AND MEDIA
LITERACY) ALL STUDENTS WILL ACCESS,
VIEW, EVALUATE, AND RESPOND TO PRINT,
NONPRINT, AND ELECTRONIC TEXTS AND
RESOURCES.
 http://www.state.nj.us/njded/cccs/s3_lal.htm#35

REASONS USING NEW MEDIA
Provides:
 Access-- Liberate teachers and students from
textbook format. Provide alternative
resources- Teachers and students will be able
to research through online resources.
 Global Point of View-- Students and teachers
will participate online discussion groups,
weblogs, wikis, and listservs.
 New tools for classrooms– Students and
teachers will be able to produce media
presentations, learning objects, interactive
teaching material.

COURSE HAS THREE MAIN PARTS
 De-construct: (Read Media) Media Literacy
Activities (deconstructing webpages, news,
advertisement, and newspapers; POV (point of
view) exercise, etc.)
 Research: (Use Media) Information Literacy
(Library Skills, researching internet
resources, etc.)
 Construct: (Write Media) Media Production
(Create an oral history project, video
documentary, website, webquest, weblog, and
multimedia presentation)

WHAT IS A
“CLICKER”?
 Personal Response System (PRS)
 Audience Response System (ARS)
 Classroom Performance System (PRS)
 Small, handheld gadget that allows
audiences and students to participate in
presentations or lectures by submitting
responses to interactive questions &
viewing the responses as a graph
www.turningtechnologies.com

IS IT?
0%
0%
0%
0%
0% 1. A- Front
2. B- Back
3. C- Side
4. D-Window
5. E- Middle

 See the link
http://www.youtube.com/watch?v=HqK7fOA56bc&search=
 watch and identify and respond
 what they sell?
 a) Pepsi b) God c) Beauty d) Youth e) all
 who is their target audience?
 a) you b) hispanic c) global d) young people

WHAT ARE THEY SELLING
Youth
Beauty
Pepsi
God
All
0% 0% 0%0%0%
1. Youth
2. Beauty
3. Pepsi
4. God
5. All

YEH- SHEN: A
CINDERELLA STORY
FROM CHINA

LOW SELF-ESTEEM
“92% of girls want to
change at least one aspect
of their appearance.Dove
believes all girls deserve
to see how beautiful they
really are and is
committed to raising self-
esteem in girls
everywhere. That's why
we created the Dove Self-
Esteem Fund.”
(www.campaignforrealbeauty.com)

HTTP://WWW.THRIVEONCREATIVE.COM/CLIENTS/SEEJANE.ORG/PDFS/WHERE.THE.GIRLS.AR
‘
 The study
examined 101
animated and
live-action films
made from 1990
to 2004. It found
only 28 per cent
of speaking
characters were
female and, in
crowd scenes,
only 17 per cent
were female.
• Among the films studied were
Finding Nemo, The Lion King,
Monsters, Inc., Chicken Run, The
Princess Diaries, Babe, The Santa
Clause 2 and Toy Story.

THE STUDY,
WHERE THE
GIRLS AREN'T
 Children's films
devalue women
by making most
characters
male, says
Geena Davis
 http://enjoyment.independent.co.uk/film/news/article345283.ece

 Half the Population, a Fifth of the News
    By Sanjay Suri
    Inter Press Service
     Wednesday 15 February 2006
     London - More and more women are now
reporting the news, but still only about a fifth of
the subjects are women, a new survey shows.
     "What we see in news subjects is that whilst
women make up 52 percent of the world's
population, they make up only 21 percent of news
subjects," Anna Turley from the World Association
for Christian Communication (WACC) told IPS.
WACC is a non-governmental organisation that
promotes communication for social change.
 http://www.truthout.org/issues_06/021506WA.shtml

As we enter the twenty first century, it is
essential that the schools be places that help
students better understand the complex,
symbol-rich culture in which they live in.
A new vision of literacy is essential if educators
are serious about the broad goals of
education: preparing students to function as
informed and effective citizens in a
democratic society; preparing students to
realize personal fulfillment; and preparing
students to function effectively in a rapidly
changing world that demands new, multiple
literacies.
Renee Hobbs, 1997

It is no longer enough to simply
read and write. Students must
also become literate in the
understanding of visual images.
Our children must learn how to
spot a stereotype, isolate a social
cliché and distinguish facts from
propaganda, analysis from banter,
important news from coverage.
Ernest Boyer

Media Education is both essential
to the exercising of our
democratic rights and a
necessary safeguard against the
worst excesses of media
manipulation for political
purposes.
Len
Masterman

The aim is to develop an awareness about print and the
newer technologies of communications so that we can
orchestrate them, …. And get the best out of each in the
educational process.
Without understanding of media languages and
grammars, we cannot hope to achieve a contemporary
awareness of the world in which we live.
Marshall McLuhan

A democratic civilization will save
itself only if it makes the
language of the image into a
stimulus for critical reflection,
not an invitation to hypnosis.
Umberto Eco
(l979)

TEACHER’S ROLE
Education must begin with the
solution of the teacher-student
contradiction, by reconciling the
poles of the contradiction so that
both are simultaneously teachers
and students.
Paulo Freire

STATISTICS
 In political Washington, Statistics are weapons of
war. That’s why they get manipulated, massaged,
and twisted until any connection to reality is
strictly coincidental.
Peter Carlson

 CNN.com posted misleading graph showing poll
results on Schiavo case
 http://mediamatters.org/items/200503220005

THE TRUTH
BUT NOT THE WHOLE TRUTH

WHICH GRAPHIC SHOWS
POPULATION GROWTH IN
3RD
QTR ON THE EAST?

WHICH ONE?
1stgraph
2nd
graph
No
difference
100%
0%0%
1. 1st
graph
2. 2nd
graph
3. No difference

V FOR VICTORY
Winston Churchill
gives the victory sign
at a political rally,
Liverpool, 1951

The "V" for victory that Winston Churchill used (with the
palm facing outward, same as the American sign for
"peace"), when the palm is reversed, it means something
else...
If a person used two fingers to order two beers in a
British pub.. it has insulting connotations…

# 2
the two fingers in a 1st grade math class may
refer to the number "two"

OK (OKAY) VS. 0K (ZERO KILOBYTE)

THIS SIGN MIGHT MEAN
 "OK" in the United States
 "money" in Japan
 "sex" in Mexico
 "homosexual" in Ethiopia
 an obscenity in Brazil
 “Zero” in Southern France

VOCABULARY AVERAGE OF A 14-
YEAR-OLD DROPPED FROM
25,000 WORDS IN 1950S TO ONLY
10,000 WORDS IN 1999.
“Numbers.” Time Magazine 155, no 6 (Feb 14, 2000);
25
Vocabulary Average for 14-Year-Old
25,000
10,000
0
5,000
10,000
15,000
20,000
25,000
30,000
Year
NumberofVocabulary
Vocabulary
Rate
Vocabulary
Rate
25,000 10,000
1950 1999

WHAT THIS RESULTS TELL US?
BLAME somebody or something
 No parent involvement?
 Too much TV/ New media
 No enough reading
Or question the data?
 Who did the research?
 Who sponsored it?
 Who were the participants?

 We may simply say language evolves?
 Today, we cannot read and understand old
English ?
 We may also argue that our students are not
learning another language…

PRESIDENT BUSH'S CABINET
 http://www.whitehouse.gov/government/cabinet.html

MEDIA LITERACY QUIZ FROM
 http://www.griid.org/pdfs/medialit-exercise-01.pdf
 http://www.griid.org/pdfs/medialit-exercise-04.pdf

The trouble…is that we have taken our
democracy for granted; we have
thought and acted as if our forefathers
had founded it once and for all. We
have forgotten that it has to be
enacted anew in every generation.
John Dewey

What do they have
in common?

They are Arab-
Americans
http://www.aaiusa.org/famous_arab_americans.htm
http://www.aaiusa.org/PDF/Cas.Broch.(AAIF-V).pdf
Test your knowledge-
http://www.aaiusa.org/resources/421/test-your-knowledge

Oh I come from a land, from a faraway place
Where the caravan camels roam
Where it's flat and immense
And the heat is intense
It's barbaric, but hey, it's home
{ Original first verse (1992-93):
Oh I come from a land, from a faraway place
Where the caravan camels roam
Where they cut off your ear
If they don't like your face It's barbaric, but hey,
it's home }

 Watch Full Circle
 http://homepage.mac.com/hbarrett/eportfolio
s/iMovieTheater63.html
View the clips provided on the links and write
what do they sell? who is the target
audience?
 Truth About
http://youtube.com/watch?v=ShDoxve85jI
 I am Canadian:
http://youtube.com/watch?v=E4Nw3qlXOJo

"I learned how to deconstruct commercials, how to use
the camera equipment, and how to create a public service
announcement. Most importantly, I experienced that
every message can be interpreted differently. Depending
on the era, personal experience, each sign makes
different meaning to different people.
Prior to taking this course, I simply watched a
commercial at face value. I never really looked at the
details or asked myself what target audience the
advertising company was aiming for. Since class, I have
been a commercial-analyzing junkie. I look at the color
scheme, the logo, the endorser (if there is one), choice of
music, and the intended target audience.”

“I am happy to have met
you, because you have
given me much more to
think about than just the
content of this class.
… More than learning video
production, this course
gave me the chance to
reflect on my own viewing
habits and I learned
something about myself.”

Web 2.0:
Imagine the
Possibilities

THE PRESENTATION WAS BENEFICIAL TO MY
UNDERSTANDING OF THE MILLENNIALS AND
THEIR NEEDS.
True
False
A
bstain
0% 0%0%
1. True
2. False
3. Abstain

I HAVE ENJOYED THIS
PRESENTATION.
Yes
N
o
A
bstain
0% 0%0%
1. Yes
2. No
3. Abstain

 School Room in Wagner, Oklahoma, circa 1920.

NINE DOTS AND FOUR LINES
THE PROBLEM: WITHOUT TAKING YOUR PEN OFF THE PAPER,
DRAW FOUR STRAIGHT LINES SUCH THAT ALL NINE DOTS ARE
INTERSECTED.

 Remember to THINK outside of the BOX
 To solve this problem, think outside of the dots.

MIDDLE SCHOOL STUDENTS READING VARIOUS GEOGRAPHY TEXT
BOOKS DURING CASS IN 1927, AT THE UNIVERSITY OF CHICAGO
LABORATORY SCHOOL. EMPHASIS ON MEMORIZATION. DIFFICULT
TO LAYER DATA

DATABASE
“NOT EASY TO INTERPRET”

VISUALIZATION
“WORTH A THOUSAND
WORDS”

IN NEW YORK CITY:
 GIS is used to enable policy
makers to more easily detect
patterns pertaining to:
 Census demographics
 Public health concerns
 Crime
 Tax rates
 Transportation routes
 Pollution levels
 Real estate development
 Weather patterns
 Gas/electric power
consumption
 The impact of various types of
natural and human made
disasters

2004 PRESIDENTIAL ELECTION
 Example of a
cartogram map in
which the size of
the states have
been rescaled
according to their
population. That is,
states are drawn
with a size
proportional not to
their sheer
topographic acreage

HOW IS GIS BEING USED IN
CLASSROOMS?
 Learning about GIS:
Focus on learning the software
Teacher is “sage at the stage”
Focus on procedural tasks
vs
 Learning with GIS:
Focus on learning subject matter
Project based learning
Problem solving
Community based interaction
Authentic assessment

JOHN DEWEY:
“I believe that….much of present education fails
because it neglects the fundamental principle of
the school as a form of community life.” (Dewey,
1929)

NEW WAYS TO THINK ABOUT
DATA COLLECTION:
 Who collected the data?
 What was collected and what was neglected?
 Where was the data collected?
 When was the data collected?
 Why was it collected?
 How was the data collected?

TODAY’S
OBJECTIVES/ASSUMPTIONS
 Journalists:
 Take in Data Analyze Data  Communicate
Findings
 GIS is a tool for
 Analyzing data pertaining to most any phenomena
 Communicating the results of that analysis
154

TODAY’S
OBJECTIVES/ASSUMPTIONSDigital Revolution triggers major power
shift from authorities/institutions to
citizens
Shift means journalists and social scientists
have to be better at using the data and tools
to…
Make sense out of various phenomena
Tell the stories reflecting our analysis and
interpretation in a manner better than
citizens can do on their own.
155

KEY POINTS
 GIS is a rich, challenging tool that must
be employed throughout the media
organization and in a cooperative way.
- Demands/promotes shared learning and
insights.
 A terrific “I didn’t know that!” device for
managers, journos and readers
156

PROTO-GIS: NAPOLEON'S MARCH TO MOSCOW
157
Drawn by Charles Joseph Minard in 1861; reputed to
be the best statistical graphic ever drawn.

PROTO-GIS: BOOTH’S LONDON 1898
 Charles Booth’s
Map of London
(c. 1886-1903)
http://booth.lse.ac.uk/
158

MAPPING WAR AND WAR COVERAGE
 Iraq War Resources
(From GIS Development online magazine)
http://www.gisdevelopment.net/iraq.htm
 CNN Maps
http://www.cnn.com/SPECIALS/1998/iraq/iraq.maps/
Early form (c. 1998) Marginally helpful: no scale, no
date, no sources
Today improved:
http://www.cnn.com/SPECIALS/2003/iraq/maps/
 BBC - http://www.esgeo.com/baghdad/baghdad.html
161

TRENDS: ANIMATED MAPPING
 Maps and images that can be controlled,
on the WWW, by the user.
 Emphasis is on controlled layering
e.g. EPA Interactive Web Mapping
 Note, the graphics are tied, in a
fundamental way, to the database. Any
map is only as good as the database used
to create it. (Problems with “sex offender” dB)
 Manhattan Timeformations:
http://www.skyscraper.org/timeformations/animation.
html
162

3DTAXICRIMEMAPVIEW2
163
Rotated 3D view of Taxi Crime

3DTAXICRIMEMAPVIEW1
164
3D view of Taxi Crime

TRENDS: CONCEPT MAPPING Intellectual – or conceptual space -- geography
How are ideas related?
How are people or places with or tied to
ideas/concepts related?
 Where is cyberspace? How to map it?
Atlas of Cyberspace
Web Mapping
http://www.cybergeography.org/atlas/web_sites.html
 Mapping how people use a web site
http://mappa.mundi.net/maps/maps_022/
 Show me the Power Players in a society?
http://theyrule.orgo.org/
165

TRENDS: WEB SITE CONTENT MAP
166

TRENDS: FRY’S WEB SITE MAP
167
Ben Fry's anemone
visualization of website
usage

TRENDS: POWERPLAYERS1
168
http://theyrule.orgo.org/

MAPPING CONCEPTS
 They Rule: http://www.theyrule.net/
 Valdis: http://www.orgnet.com/leftright.html
 TouchGraph:
http://www.blogstreet.com/visualneighborhood.html
 Historical Maps:
http://www.cybergeography.org/atlas/historical.html
AlphaWorld: http://www.activeworlds.com/
 AlphaWorld Map:
http://www.cybergeography.org/atlas/muds_vw.html
 AlphaWorld B&W
http://mapper.activeworlds.com/aw/densmap-anim.html
 AlphaWorld Animation
http://fargo.itp.tsoa.nyu.edu/~cs97/tan2002/map.html
169

HOW REPORTERS USE GIS
 Weather
Hurricane Andrew
 Census analysis/story telling
USAToday
http://www.usatoday.com/news/census/index.htm
 Crime mapping
Crime Mapping Research Center
http://www.ojp.usdoj.gov/nij/maps/
Crime mapping tutorial
http://www.icpsr.umich.edu/NACJD/cmtutorial.html
 Story telling, economics, education, urban
development, taxation, voting patterns, environment,
traffic
170

THE PRESENTATION TODAY WAS BENEFICIAL
TO MY UNDERSTANDING OF HOW TO USE
CLICKERS IN TEACHING.
True
False
A
bstain
0% 0%0%
1. True
2. False
3. Abstain

I HAVE ENJOYED THIS PRESENTATION.
1. Yes
2. No
3. Abstain

HOW DO YOU RATE THISHOW DO YOU RATE THIS
PRESENTATION?PRESENTATION?
1. A
2. B
3. C

CONCEPT MAPS
Concept mapping is a technique for visualizing the relationships
among different concepts. A concept map is a diagram showing
the relationships among concepts.
Use Graphic Organizers/ Concepts Maps For:
• Brainstorming
• Organizing
• Prewriting
• Concept Mapping
• Planning
• Outlining
• Diagramming
• Webbing
• Project Development
• Administrative Tasks
• Charting

ANOTHER EXAMPLE- ONLINE CM
Source:
http://trumpet.sdsu.edu/m345/Knowledge_Webs/2Arab_MusicY/Arab_music.h
tm#text

Njtesol 09: Maps Math Music Media

Njtesol 09: Maps Math Music Media

More Related Content

What's hot

Viewers also liked

Similar to Njtesol 09: Maps Math Music Media

More from Melda Yildiz

Recently uploaded

Njtesol 09: Maps Math Music Media

Editor's Notes