Discover. Learn. Teach.

SUMMER SANDBOX

Recruitment

• Mailboxes: RFK Community Schools (School of Visual Arts and Humanities, Los Angeles High School of the Arts, NOW Academy, Academy of Global Leadership)

• Posters: RFK Community Schools

• Online: LAUSD Salary Point website

• Email: Facing History and Ourselves listserv, Reilly’s professional networks

• Presentations: Jenkins at Los Angeles library, Vartabedian to SVAH Board, Felt to RFK Building Council

Interested Teachers

• Signed up: 41• Filled out applications: 35• Participated: 21• Week One (August 8-12): 9• Week Two (August 15-19): 12

• Playing Outside the Box extension: 11– Week One: 5– Week Two: 6

Pre-survey

• Began: 38• Finished: 28• Average # of responses per question: 25• Questions:

– Access and time– NML proficiency (frequency, enjoyment, self-efficacy)– Conceptual familiarity and professional comfort– Professional practice, Cost-benefit, Professional needs– Priorities– Students’ traits

Participants’ professional profiles

• Average number of years in education profession: 11

• Summer Sandbox– Schools represented: 17

• Playing Outside the Box– Schools represented: 12– Subjects: World History; Social Studies; AP US History; Government &

Economics; Language Arts; Yearbook Production; SPED; Math; Science; Biology; Physical Education

Pre-survey participants’ demographics

• Sex– Females: 63%– Males: 37%

• Race/ethnicity:– Pacific Islander: 0%– Native American: 0%– Asian: 10%– African American: 10%– Hispanic: 25% + Other

• Mexican: 5%• American with Mexican roots: 5%• Salvadoran American: 5%

– White/Caucasian: 40%

• Mean age: 28.45

Access and time

• Consistent home access to computer: 100%• Consistent home access to internet: 100%

• Yesterday’s activities (fewest to greatest hours):– Teaching, – Collaborating, – Writing, – Reading, – Playing, – “Other,”– Watching, – Learning, – Conversing

NML Frequency

• Frequency of NML practice (least to most):

– Never or almost never (0-3 times per year): { }

– Rarely (about once every two months): Simulation, Performance

– Sometimes (about once a month): Appropriation: Negotiation

– Often (about twice a month): Collective Intelligence, Networking, Play

– Constantly (about once a week): Judgment, Distributed Cognition, Transmedia Navigation, Visualization, Multitasking

– Constantly (daily): { }

NML Enjoyment

• Enjoyment of NML practice (least to most):– Performance– Play– Multitasking– Networking– Appropriation– Simulation– Collective Intelligence– Negotiation– Judgment– Transmedia Navigation– Visualization– Distributed Cognition

NML Self-efficacy

• Self-efficacy of NML practice (least to most):– Performance– Appropriation– Simulation– Multitasking– Visualization– Play– Distributed Cognition– Collective Intelligence– Networking– Negotiation– Judgment– Transmedia Navigation

Self-efficacy vis-à-vis community impact

• Self-efficacy of community impact (least to most):– Make a difference in the LAUSD school system– Make a difference in my teaching team & make a difference in

the wider community in which my school is embedded– Make a difference in my school community

Conceptual familiarity

• How familiar are you with… (0: Not at all – 10: Extremely)

– the New Media Literacies framework: 5.29– The concept of media literacy: 7.88– The concept of learning through play: 8.17– The concept of participatory learning: 8.25

Participants’ definitions

Digital Media Media Literacy

Learning through play

Participatory learning

NML Framework

Electronic versions of visual, auditory, and print information that can be manipulated and shared, if desired, via internet or developed remotely and ready for sharing

Being able to interact with media, understand the information, identify bias

Experimentation/process/less traditional direct instruction

Student centered, teacher as facilitator

A framework that guides standards to support learning through media

Technology Any literacy that is offered online

Accidental learning

??? idk

Professional comfort

• As a teacher, how comfortable are you with… (0: Not at all – 10: Extremely)

– Allowing students to use digital media to address curriculum: 8.75

– Using digital media to implement curriculum: 8.83– Using digital media to develop curriculum: 8.92– Using digital media to enhance learning: 9.04– Using digital media to encourage engagement: 9.17

Professional practice

Digital Media Media Literacy

Learning through play

Participatory learning

“Powerpoint presentations” “Do not incorporate media literacy into classroom”

“…Math skill-based computer games online”

“Simulations, mock trials, debates, Socratic seminars”

“I have my students keep blogs, make podcasts, create videos, use Facebook and Twitter for class-related assignments”

“I do HotLists to help students explore topics using the internet-monthly”

“Throughout lesson”

“Classroom participation”

Costs vs. benefits

Digital Media Media Literacy Learning thru play P.L.

“It is exciting for students to use digital media. The cost might be that there is a learning curve for some students, as well as potential distractions. Digital media keeps the curriculum fresh and relevant.”

“I think I could easily incorporate media literacy into my lessons, if I had computers for the students to use.”

“More learning going on; students make deeper connections & solve more problems independently.”

More engaged

“It is extremely beneficial to include as much digital media in a classroom. It does not matter what the cost is.”

“Very important for students to understand the wonders and dangers of the internet”

“It might take time out of the curriculum but it’s worth it”

Real/true learning

Professional needs

Digital Media Media Literacy

Learning through play

Participatory learning

NML Framework

“An online support community, links that show how other teachers are doing it”

“Sample lesson plans”

“Models and resources”

“Examples of methods”

“Practical application”

“I would love to have computers in my class or access to a laptop cart.”

$ “Financial support”

“Hmmmmm. Well, again, monies for supplies.”

$

“Administrator support, staff development in teaching us educators how to get familiarized with technology.”

“More education as a teacher”

“Continued support on activities that will enhance classroom interaction.”

“Gaining the support from other teachers.”

"…support in navigating through the framework to help implement…”

Priorities

• Please indicate how important each function of your curriculum is to you (least to most):– Other– Use the same books and/or activities as

fellow teachers– Models the format of standardized tests– Complements students’ work in other subjects– Requires modest resources, both inside and

outside of the classroom

Priorities

• Please indicate how important each function of your curriculum is to you (least to most):– Allows students and teachers to join in the tasks of

teaching and learning– Enables and encourages connections between home,

school, community, and world– Extends opportunities for creating and solving

problems using a variety of media, tools, and practices

– Incorporates meaningful play and experimentation– Address students’ identities and interests

Students’ traits

• Gifted and Talented: 18%• Special Education: 32%• Technologically Advanced: 46%• Standard English Learners: 50%• Culturally Diverse Students: 65%• English Learners: 66%• Low Income: 84%

Thank You!

For more information, contact:Laurel FeltPLAY! Research Assistantfelt@usc.edu