In connecting our book to modern day teachers, we want to know how popular culture and media are incorporated into the daily schedule of k-12 education.
How do teachers today incorporate social media into their classroom environments, if they do at all?
Any projects with courses that incorporate current events?
Leniency with technology in classrooms? Are students able to use their technology as resources?
Is there a polling system like poll everywhere that is appropriate for k-12 education?
While we thinking Rethinking Popular Culture and Media provides great insight to the controversies that arise from contemporary popular culture and media, we believe that it is somewhat outdated. Throughout our discussions of the book, we noted that there was a lack of acknowledgement for more recent advancements in pop culture and media. For example, online classes have become a significant part of many students’ high school and college education. The emergence of online classrooms as a means of education was missing throughout the book, and we felt that it merited discussion. Likewise, iPhones and other smart phones have become hugely popular among all generations, especially today’s school-aged generation. We wanted to know how teachers could incorporate iPhones and smart phones into their curriculum, but there was barely any discussion of the effects of cell phones on a classroom setting in the book.
Social media has also become significantly more popular since Rethinking Popular Culture and Media was published. While there was some discussion about MySpace and its effects on the classroom environment, Facebook has since replaced MySpace. We read a couple articles that discussed ways Facebook could be incorporated into classrooms. Facebook groups and pages create excellent online class networking, and several teachers like to use Facebook pages as classroom discussion boards. Some teachers feel that these online discussion pages are an easy and practical way of monitoring student progress. However, many schools block Facebook from their network which prevents students from using this site at school.
Along the same line of online classes, a few teachers across the nation are experimenting with “robot teachers.” These teachers communicate with their students via a mobile robot with the capability of moving around the classroom. This method, although expensive, allows students to feel that the teacher is a part of the class. This can be especially useful in high schools when subjects are beginning to be more specialized. Robot teachers allow a teacher in one are to interact with students in another area, perhaps even in another state. While we certainly believe actual physical interaction is the most effective way of teaching, these robot teachers enhance the idea of an online classroom environment.
We want to continue our discussion of current topics in popular culture and media’s effect on the education system, so we will be searching for a related TedTalk video to discuss in our next meeting.
Our book has an article about myspace… that alone tells you that it’s a little out of date. In this week’s post we’re critiquing the book and creating ideas of how we would structure the book, had it been written in the past year or two.
The text is extremely useful and provides a great outlook on how pop culture is a big impact on student’s lives, but it’s missing the crucial period from 2010 to current times. In this time Facebook has become a crucial aspect of everyday living, all over the world, iPhones and innovative technology, YouTube, Instagram, Snapchat, and so on. Instant media is crucial.
As an example, Twitter is so vital for viral spreading of the latest breaking news, not just in the United States, but worldwide. An article discussing these types of instant media would be helpful and worth mentioning because of the big impact on our everyday lives. Even video games provide a platform for connecting students and the rise in popularity of Call of Duty, and it’s constant stay in the spotlight, has our generation attached to technology, waiting for midnight releases and so on.
The fast rise and fall of social media platforms is also something we would like to include. Myspace was the “hottest” thing during our time in middle school, but it was only in the spotlight for around three years before Facebook stole the show. Technology is always changing and social media websites and platforms come and go before we can even realize what it is. Prime examples include AOL and aim chat. These were the best and most convenient ways to communicate with our friends without hogging the landline phone, but now we’ve all got phones in our pockets and a lot of people don’t even have landlines!
These innovations have completely transformed the way we communicate with our peers and even with the world outside of our surroundings. They are changing so much so that our primary sources and documentation of our histories are “in the clouds” and can be recovered from somewhere deep within the internet.
The exclusion of these crucial innovations misses out on how current technology is impacting students and their relationships between teachers, administrators, friends, and even family members. In hopes of including the current times of technology and popular culture we are on the search for current articles and postings on the internet that describe how current-day technology and social media platforms affect students while in the classroom. We want to show how the technological revolution has transformed the classroom environment!
Part 4 – View and Analyze Representations of Teachers, Youth, and Schools in Popular Culture and Media
Group 5 – Popular Media and Culture
Facilitator: Martha-Scott Benson
Notetaker: Coby Isley
May, Kate Torgovnick. (2014). What Pop Culture Can Teach Us About Japanese Internment Camps. TED Ideas. http://ideas.ted.com/what-pop-culture-can-teach-us-about-japanese-internment/
This week our readings concerned how effects of gender, race, sexuality, competition, and film depictions of teachers and children (from different cultures) in schools reflect a range of fictional, sensationalized, and relatively accurate characterizations. From educational institutions failing to address damaging homophobia and bullying of LGBTIQ students (Glee), a short-lived child-driven reality television show mirroring societal issues with capitalism (Kid Nation), to overgeneralized and thought-provoking movies like Freedom Riders, The First Year, School of Rock, Half Nelson, The Perfect Score, and Mad Hot Ballroom, critical analyses highlight ways in which popular culture and media perpetuate, uphold, and combat stereotype interactions among educators, youth, and school bureaucracies. Connections between these articles and social justice in education apply where education can serve to empower or marginalize groups, based on how/what they learn and internalize from peers, adults, school cultures, and society as a whole. Some takeaway messages our group found were that larger school/societal establishments and standards demonstrate levels of inflexibility and indifference which is harmful to children, especially historically underserved or disadvantaged persons. Through intrinsic qualities (e.g. creativity, perseverance) or with supports from motivational teacher, family, and peer networks, students were shown to develop resilience and ability to critique systems of power but these experiences, of course, vary considerably depending on a number of complex circumstances (SES, school/educator quality, available opportunity, etc.) and unfortunately, probably represent more of an exception than reality for a majority of communities with unequal access to excellent or adequate education services.
We selected the TED Ideas media source What Pop Culture Can Teach Us About Japanese Internment Camps to study because it involves another topic that is either “brushed over” or not often mentioned or comprehensively examined in traditional US media and history accounts. Facing discrimination, displacement, and enduring stigmas and legacy, much of what people learn about the history of US federal government-sanctioned internment policies and Japanese-Americans is derived from popular media and texts. The author, Kate T. May, provides a list of visual, literary, live-performance, and film portrayals, positive and negative, of Japanese-American citizens experience and conditions in US internment camps towards (and after) the end of WWII. These sources seek to give insights into the complex and deeply personal lives of groups who were persecuted due to their identity and ethnicity and explain how these sources can be interpreted, to separate facts, plausible evidence, and fantasy.
Questions to Pose:
What other applications and practices can exposition of media representations of teachers, youth, and schools serve? How do educators learn and assist diverse people to critique popular media and culture representations (like films) in order to derive meanings that are relevant and naturalistic to everyday life with problem-based learning?
How can we discuss and purvey social justice in technologically-literate world to students while being limited as teachers in using certain types of popular communication platforms (i.e. social media) and technology extensively in schools?
Our mission statement remained the same as we continue to progress through readings and synthesizing main concepts and themes of the chapter pieces.
Next Week’s Reading:
Part 5: Take Action for a Just Society