Showing posts with label YouTube. Show all posts
Showing posts with label YouTube. Show all posts

Thursday, January 7, 2016

Module 3 Rhymes of History Social Sharing Media

  • Family ties are precious threads, no matter where we roam,
    They draw us close to those we love, and pull our hearts toward home. Author Unknown
Rhymes of history are those things which rekindle something from the distant past.  For young people the rhyme that has been created is a sense of standing around the waterhole and sharing stories or catching up on the lives of those in your community.(Laureate Education, 2014)

I propose that Social Media sharing sites have a greater impact on the older generation of family members. Social media sharing sites such as FaceTime, YouTube and Instagram bring back a sense of togetherness and a time when the nuclear family lived in relatively close proximity to each other.   Family was historically very insular, localized, and connected. Families didn't unless they were pioneers creating new settlements move more than a few miles from each other.The lines of sharing and communication previously blurred by distance are now inconsequential.

 With a simple web camera and a social media account you can still share baby’s first steps with grandmom in another state or read a story to your child while on a business trip thousands of miles away. With sites such as Skype and FaceTime you can even live chat with grandpa. This allows for the sense of community that we seem to have lost. This also allows for in the case of children them to see their family members as live people. One of the running jokes when I was a little girl growing up in Philadelphia was that my grandmother lived in the telephone.   You see my grandparents lived in rural Maryland, and we didn’t have a car at the time so I spoke with my grandmother initially as a child predominantly by phone ergo the 2-3 year old kid logic my grandmother lived in the telephone. But now I watch as my great niece is able to FaceTime with my sister-in-law and get to know her in ways that a simple picture or story would not allow.


Another example of this was the family environment in which my mother grew up . She  only had to walk 100ft or so to see her aunts , cousins, or grandparents. To be perfectly honest until the day that my grandfather died his nieces, nephews, great nieces,  the great great nephews and one of his sons were simply a driveway away. This meant that if someone needed to check on him they could or when the family wanted/needed to join together there was a village. His being able to see the third and fourth generation of immediate and extended family grow up around him was something that he took pride in.

Now with all of us spread all over the country from Pennslyvania to Florida and west to Colorado social media sites allow us to continue to share the important moments in life with family and not feel like we are missing everything. Yes being there is better but now knowing at all is worse. 
Periscope
Instagram
YouTube
Skype
Laureate Education (Producer). (2014). David Thornburg: Rhymes of history [Video file]. Baltimore, MD: Author.

Thursday, December 10, 2015

Module 1 Assignment Identifying an Emergent Technology

16mm Filmstrip Reels to YouTube

Is Youtube a learning tool?
When many of us were in school if we needed to learn new content or even share an instructional video with a friend or family member it was a little complicated.  It tended to require expensive equipment, 16 mm filmstrips with their reels and postage. We now live in a time where content can be shared instantly.

Problems/Challenges
 YouTube's greatest challenge is also its strength. Anyone is able to create an account and post content allows for sharing literally all over the world. But this also makes it easy for radicals to proselytize and amateurs to present themselves as credible sources. If anyone can post anything it means that students are sometimes exposed to content created by people who are passionate but not always objective and not necessarily experts.
Societal Needs and Benefits 
 In our global society we benefit from being able to share content globally instantaneously. This has created a smaller world and allows people who were previously disenfranchised by location to access anything. In terms of the population of students with which I work YouTube has allowed Deaf people living in rural locations to stay in contact with family and friends all over the world. This has opened up the possibility for more community development and lessened the need for the Deaf to stay confined to one locale their entire life. 

The plethora of resources available on YouTube also allows for new information and content to be learned. Prior to the invention and implementation of YouTube the only place other than school, or a mentor to learn new ideas was the library. Now experts are able to share new ideas and new techniques instantaneously and the videos can be rewound and paused as many times as needed to get a quality understanding of the information.  Parents can now go to a teacher’s YouTube channel and learn the lesson that their child is struggling with in order to help with homework. Professionals working in remote areas have access to cutting edge information as long as they have internet access thereby providing better service to clients.

Digital natives as those students who prefer
 receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite. They prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to “serious” work.” (Prensky, 2001 p 2)
These digital natives are the students who we are currently teaching and the ones who are currently coming out of teacher preparation program. By studying preservice teachers in educational technology courses Dreon, Kerper, & Landis (2011) proposed that digital storytelling connects to todays generation of learners through the methods that they access information. Students are able to access, share, and comment on both their personal work and the work of others as they engage in learning tasks that correlate to them as digital natives.
Pitfalls
 One approach to dealing with the plethora of questionable content is doing serious lessons with students about reliability and accountability and what that means when using a resource. Years ago in one of my educational journals and I now can’t find the article there was reference to an elderly Auschwitz survivor who was told by the teenager living next to her that the Holocaust never happened. His argument supporting his opinion was based on an online resource posted by an English teacher who claimed that it was all a hoax. This survivor was understandably upset by being told that something for which she still carried not only the memories but the number printed on her arm didn’t happen. She lobbied for internet usage to be banned. While this is an extreme case of inappropriate content and response to it, it does highlight the need for teaching students about reliable sources. Last year middle school students were given a critical thinking assignment in which they were to argue if the Holocaust ever happened based on the beliefs of some that it was a political propaganda tool. (Yarborough & Wong, 2014) Many students completing this assignment came away denying a historical event that affected millions of Jewish people. 

An additional approach to dealing with the pitfall YouTube and easily accessible questionable content was the creation of TeacherTube. TeacherTube and an education channel on Youtube's regular site.


Works Cited

Burke, S., Snyder, S., & Rager, R. (2009). An assessment of faculty usage of YouTube as a teaching resource. The Internet Journal of Allied Health Sciences and Practice, 7(1), 1-8.
Dreon, O., Kerper, R., & Landis, J. (2011). Digital storytelling: A tool for teaching and learning in the Youtube generation. Middle School Journal, 42(5), 4-9.
Fleck, B. K., Beckman, L., Sterns, J. L., & Hussey, H. D. (2014). YouTube in the classroom: Helpful tips and student perceptions. The Journal of Effective Teaching, 14(3), 21-37.

Prensky, M. (2001). Digital natives digital immigrants. On the Horizon, 9(5), 1-6.