Shared August 7, 2012, in Missoula, Montana: Interested in helping students become better readers, writers, and critical thinkers? We need to “play with media” to become more effective communicators and improve our media literacy skills as both learners and citizens. As you learn to play with digital text, images, audio and video, you will communicate more creatively and flexibly with a wider variety of options. Author and educator Wesley Fryer will inspire and empower you, as a creative person, to expand your personal senses of digital literacy and digital agency as a multimedia communicator! Learn more, order Wesley’s eBook, and access session resources on www.playingwithmedia.com.
http://wfryer.me/improve
6. Outline: http://instagr.am/p/LvKmkxugG6/
truth about
edtech
why create with
media?
what’s on the Clark Fork River, Missoula, Montana - August 4, 2012
http://instagram.com/p/N-JdGEugCM/
menu?
14. truth about
<1> educational
technology?
www.spacepub.com/wp-content/uploads/2011/06/The-Truth-Is-Out-There.jpg
15. “If you just
buy this...”
“your test
scores will
look like this:”
http://4.bp.blogspot.com/_f8pXcUqZgA8/TG7TCB1j4cI/AAAAAAAAAos/nIbsPJ_g2ys/s1600/iwanttobelieveel4.jpg
16. larrycuban.wordpress.com
Dr. Larry Cuban
(2003) www.tc.columbia.edu/news.htm?articleID=3911&pub=6&issue=56
17. “As for enhanced efficiency in learning and teaching,
there have been no advances (measured by higher
academic achievement of urban, suburban, or rural
students) over the last decade that can be confidently
attributed to broader access to computers. No
surprise here, as the debate over whether new
technologies have increased overall American
economic productivity also has had no clear answers.
The link between test score improvements and
computer availability and use is even more contested.”
Dr Larry Cuban. Oversold and Underused: Computers in the
Classroom. Harvard University Press. 2003. ISBN: 0674011090. pages
178-179.
18. Michael
Horn
(2008) www.flickr.com/photos/wfryer/3349773813/
19. “…the billions schools have spent on computers have
had little effect on how teachers and students learn…
The reason for this disappointing result is that the way
schools have employed computers has been perfectly
predictable, perfectly logical– and perfectly wrong. As we
show in this chapter, schools have crammed them into
classrooms to sustain and marginally improve the way
they already teach and run their schools, just as most
organizations do when they attempt to implement
innovations, including computers. Using computers this
way will never allow schools to migrate to a student-
centric classroom.”
Christensen, Horn & Johnson. Disrupting Class: How Disruptive
Innovation Will Change the Way the World Learns. McGraw Hill.
2008. Pages 72-73.
23. im
“as digital pioneers we need to play with media”
x t ag
t e es
audio vide o
maps.playingwithmedia.com
www.flickr.com/photos/ncsphotography/4247856340
24. t im
t e x bl
ve k
og
st
ag
es
ti o
ac Bo o
er e ry
nt a
,i i ph con in
ed ed
at m ot ce 5
o pt ph
mashups
er ti
d l 18 m o
o u
m m 0 ap to
pr s
oj
ec
o
t
Scratch Projects
e
Google Earth/Maps Tour
d
ow
au
h
i
e s
id st
v
‘n it
sl ca eo eo
di
o ed
d n id id
ed
ed p
te ee t v v
it’ od
ra scr pe it
o
po ca
a r p ed
dc st
n u -
p k
as
t
u ic
q
25. “But Wes: Does educational research show this
“increased media menu” will improve test scores?!
www.flickr.com/photos/wfryer/6190432919
28. research on improving literacy skills?
www.marzanoresearch.com
Identifying Similarities & Differences
Summarizing & Note-Taking
Reinforcing Effort & Providing Recognition
Homework & Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Questions, Cues, & Advance Organizers
time on task parent involvement
http://web2thatworks.com by Stephanie Sandifer @ssandifer
29. ...when assigning a project, teachers look for
mastery of content and allow students to take
ownership of how they present that content. A
teacher may ask students to demonstrate their
knowledge of photosynthesis, but rather than
give them a specific means of doing so, will allow
the students to use any available resources to do
so. This not only gets the students innovating
more as they navigate through this task, but
more importantly makes each student’s
experience unique and gives them ownership
over the product they produce. Some students 15 March
may make posters, some a voicethread, some a 2012
powerpoint or prezi, but this should be no
problem for the educator as they are assessing
on mastery learning objectives and not actual
means of presenting them.
http://theoffbeatmaestro.wordpress.com/2012/03/15/new-england-11-summit-2/
32. Are you going to
let your students
CREATE stuff?
If not, why not?
33. why should we play with media?
creativity brains
play2learn stories
hands-on engage
windows fun
standards history
www.slideshare.net/wfryer/why-play-with-media
49. end
PowerPoint
abuse
in
your
classroom
www.presentationzen.com
50. by jasoneppink
Alan Kay: “The predominant technology in the
classroom determines the predominant
learning task”
51. BYOD?!
What will we do differently when students bring devices?
www.flickr.com/photos/ivyfield/4486938191
52. the menu for demonstrating
www.flickr.com/photos/familymwr/5322734002 www.flickr.com/photos/torres21/6048960035
understanding & mastery
in your classroom
has exploded
63. The Fire
There was a fire ban that year
But the carless campers left
Leaving smoldering remains behind
The fire that ate the forest
Wind whispered wordlessly in the trees
The fire was given new life
Like a new small heartbeat
The fire that ate the forest
64. ...continued...
The fire lit the dry grass
It was gathering in strength
Like a lion preparing to strike
The fire that ate the forest
The fire now reached the trees
It was a wild beast let free
Grey smoke billowed up to the sky
The fire that ate the forest