At the 2014 NWP Annual Meeting, a group of us participated in a "messing around and geeking out" session on Playing with Open Designs for Professional Learning.
The idea of this session was to think about how connected learning meets professional learning through open play experiences.
This collection of resources demonstrates the ways that middle school teachers at a high needs middle school in Eastern North Carolina are transforming their professional learning and teaching practices with Connected Learning frameworks.
As eBooks and immersive, web-based texts continue to proliferate, many of us still wonder how to approach this type of reading, both for ourselves and our students. Even as librarians, teachers, and readers debate the quality, availability, and just plain fun of ebooks, we know that more and more of our students are experiencing them. In this collection, we explore a variety of formats for and questions about ebooks and immersive texts.
What does it look like when young people are writing on their own terms, in spaces outside of school? What new ways of composing do digital media tools open up for us, and what does that mean as it relates to literacy pedagogy and writing instruction inside of schools? This collection features resources written by Hip-hop & spoken word artists & entrepreneurs who work first-hand with youth on initiatives that center youth production and literacy.
Popular culture has changed. No longer just television and movie franchises created by large Hollywood conglomerates, popular culture can be formed by the students in our classrooms. Our students are now both consumers and producers. Sure, they watch the latest blockbuster, but they also spend time making Youtube videos and mashups. This shift is an important one for educators to recognize when incorporating popular culture into their pedagogical practice.
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YOUmedia is a teen learning space in various libraries, museums, and afterschool spaces throughout the country. This Case Study focuses on the flagship in the Chicago Public Library’s downtown Harold Washington Library Center. YOUmedia is...
Quest2Learn is a pioneering public school in New York City that offers a promising new model for student engagement. Designed from the ground up by a team of teachers and game designers, and firmly grounded in over 30 years of learning research,...
They wondered: Why it was that in every school, in every city, kids couldn’t wait until the bell rang at 3 o’clock.
Why everyone -- teachers and students alike -- couldn’t wait until the weekend, or summer, or vacation, or graduation....
- personal story
- connected learning
- case study
- professional development
- Student Inquiry
- American History
- teacher inquiry
- public spaces
- Maker Movement
- turtle art
- middle school
- computer science
- computational thinking
- computer programming
- Codecraft Lab
- LRNG Grant
- flat classroom
- Walk Our World
- Harry Potter
- literature circles
- young adult literature
- multimodal composing
- technology tools
- spoken word
- College Ready Writers Program
Background= wooden frame covered with the cheapest white sheets you can find.
Overhead Projector Cart= turned into a studio quickly and easily by simply setting an iMac on it and mounting a lighting rig to it.
Clamp Lights= with a simple cover of wax paper (the kind you use in the kitchen) harsh light is made soft.
Super Cool Coats= a quick trip to the local thrift store and we have uniforms for our anchors.
Blue Snowball Microphone= A fantastic USB mic. Viewers will tolerate poor video quality (to an extent), but not poor audio quality.
In my personal opinion, there is nothing better than a Mac when it comes to working with video. But Apple products were hard to come by in our PC-dominated district. Once the principal was onboard with the idea of the project, he called in the district technology director to help work out some of the logistics. Being in a small county suddenly played to my advantage, and I was asked questions that I never expected to hear: "What do you need to do this? If you had your realistic dream setup, what would it be?"
"Four Macs, Blue Snowball microphones, and a hard drive camcorder."
"Done." As a bonus, they even tossed in two copies of Final Cut Studio, a delightfully complicated software toolset.
I also needed a converter to run the lines from the computer into standard AV lines so it could be plugged into our school's networked television system for broadcast.
Like so many projects I start with my students, this one began with my own desire to play with and explore digital video production. As a result, the Williamston Digital Broadcasting Project was launched.
Announcements at Williamston High School
Gathered and typed by vice principal
Gathered and typed by students
Read by SGA volunteer participants
Read by Mass Media class members
Shot and aired live
After my first year at Williamston High School, I was labeled as one of the writing teachers within the English department. I was given some degree of freedom with how I wanted to explore and develop new ways of teaching writing. There were two significant struggles I constantly faced with what seemed to be little reward: motivation and voice. All too often, my students shot strange looks my way as I grew increasingly excited about assignments and they grew more and more disengaged with what was going on in class.
A student, Harris, talks about her experience as part of the Williamston Digital Broadcasting Project. Harris explores topics of audience awareness, feedback, creating voice, and the recursive nature of the production process.
The Center for Media Literacy (CML) is an educational organization that provides leadership, public education, professional development and educational resources nationally.
A digital story by Adrian, Bhavesh and LaMar in response to the My Generation assignment.
A digital story created by Louis and Rodolfo in response to the Characterizing the Neighborhood assignment.
Inquiry is the component that underlies everything in this project: my initial question, supporting curriculum design, and reflection as well as my students’ inquiry process culminating in their reflective essays. As I discussed earlier, when I introduced the digital story project to my students, I told them about my Summer Institute experience and my inquiry and encouraged them to be part of the inquiry, too. Like me, reflecting on my practice, they would be reflecting on their experience. Their reflections while helping me with my inquiry could help them to become metacognitive writers and more proficient critical thinkers. We would all be researchers together—recording and analyzing our data. At first they weren’t sure what all this would mean, but delighted with the computers and making digital stories, they were willing to participate.
I continued my inquiry the next school year. No more quandary. I now was convinced that the digital story project was not a frivolous waste of time. On the contrary, it was rigorous academic work with so many added benefits.
We begin with materials from Pearson Foundation's Digital Arts Alliance Project, the essay assignment, and a class schedule for preparing for the Pearson residency. Students form groups, choosing partners or trios to work with, workable numbers for sharing computers. Then collaboration begins as each group brainstorms, talks, compromises to decide on their topic. As usual, I break down the process into workable segments to help students at each step and to keep them on schedule. I use the same process I always do for this composition assignment, but work on modifying for the digital component.
During the 2008-2009 school year, my class was involved in a service learning project. The project utilized various technologies and digital media to complete the task. These tools proved to be invaluable for the English language learners who comprised the majority of my classroom.
Project New Media Literacies (NML) is a research initiative that explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.
The Digital Youth Project brought together 28 researchers over the course of 22 research studies and three years, in an effort to better understand the ways in which youth integrate new media into contemporary youth culture.
The Stanford Study of Writing tracked the development of writing practices of Stanford students during their undergraduate and early post-graduate years in a longitudinal study that took place over the course of a five-year period.