Literacy Blog 1- Media Strand

     The learning objective for EDBE8P24 states that the teacher candidate must demonstrate a working knowledge of New Literacies: Digital, Media, Global, and approach the teaching of language from a new perspective of what it means to be literate in the 21st century. Quite frankly, similar outcomes are proposed in many of our classes this semester. The emphasis is to prepare teacher candidates for technology-enhancement in the classroom, an approach that is beyond the traditional view of teaching.

     There are many changes in the role of the teacher, school, and classroom practices to encourage strong student media skills. As a future teacher, I embrace the educational changes for a 21st century world. The learning environment is evolving to allow students to use digital technology to help them think collaboratively, creatively, and critically. These changes are creating vibrant school cultures and media literacy has contributed significantly.

Woodleywonderworks. (October 12, 2015). Student interaction in middle school

     Spanish [Online image]Retrieved from https://www.flickr.com/photos/wwworks/22285865741


     In the media strand, we have critiqued educational blogs and an online article about learning goals associated with mobile learning. Today, teachers must meet children on the same technological level. In order to align activities with the language curriculum, I would link media to what is happening in the world. One resource that would be engaging and interactive for the media strand in language for Grade 8 students is the free Pokemon Go app game which is produced by Niantic. This phenomenon has captured the nation’s imagination since July 2016. Pokemon Go is an augmented reality, a GPS based mobile device game which invites players to real geographic locations in search of virtual items or creatures to capture.

Elizabeth, A. (August 4, 2016). Pokemon go [Online image] Retrieved from
     https://www.flickr.com/photos/scoobie1993/28656598642


     Today, students can use a variety of selected apps instead of hard copy resources to access similar information. Students are on their phones all the time and the Pokemon Go app can be used in the classroom in many ways. Students could examine advertisements in magazines and design a Pokemon Go ad for a desired target audience. Another activity could be creating a motivational poster or one that advertises Pokemon Go with instructions on how to play the game. Students can generate video tutorials about their Pokemon Go activities or take screen shots of their gameplay and create blogs about them for other players. This opportunity could introduce students to the idea of Creative Commons licensing so images can be used properly and respectfully. Now that this virtual application is encouraging children to be physically active in new locations, there are potential risks. Students can create a set of safety guidelines and tips to teach people how to stay safe when using the game. This can include road safety, stranger-danger, (always play with a friend, do not go out alone) and privacy. There are endless possibilities for educational potential.

Cyclonebiskit. (July 17, 2016). A variable-message sign in Fontainebleau, Florida, warning drivers
     to not play Pokémon Go while driving [Online image] Retrieved
     from https://en.wikipedia.org/wiki/Pok%C3%A9mon_Go#/media/File:Pok%C3%
     A9mon_Go_traffic_advisory_(day-crop).png

     Looking at the curriculum guidelines for Grade 8 students, I think that the Pokemon Go app is an exciting source for learning in the media strand. For overall expectations, the app provides opportunities for students to create a variety of media texts (posters, ads, video tutorials, blogs) for different purposes and audiences. Students could review the conventions and techniques used in the different texts. In terms of specific expectations, the Pokemon Go app could help students explain why they have chosen the topic for a media text they plan to create (poster advertising safety guidelines). As students engage in new experiences of this app, it helps them demonstrate an understanding that different media texts reflect different points of view (Curriculum, 2006). Soon after the game’s release, distracted gamers crashed into trees while driving or vandalized property. For others, it meant opportunities to promote existing products, physical activity, getting outside, and bringing people together.

     I saw how this app can be used for other subjects; geography (map reading), history (landmarks), math (calculations, metric system), and physical education (students are walking). I think that teachers must be open to using media forms that children are interested in. Years ago, it was another media text (Angry Birds, Clash of Clans, and Harry Potter books) that got the attention of students. I will take advantage of this popular trend while I can. I even read an article where libraries are figuring out ways to use the Pokemon Go game to engage visitors. Teachers should implement this app in their lessons to spark student interest, excitement, and deeper learning.




Reference:


Ministry of Education. (2006). The Ontario curriculum grades 1-8 language. Retrieved from
     http://www.edu.gov.on.ca