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Principles of New Media Trainee Guide

Course Objectives:

The short course is designed to provide trainees with the opportunity to analyze the

effectiveness of current digital technology and new media usage in the classroom.

Critical reflection will be used to determine how new media technology can benefit

students both practically and academically. This strategy will be explored through

discussions and practical applications. Trainees will be able to evaluate the overall

impact and ethical challenges of a new media integrated curriculum. In addition,

trainees will have the knowledge to integrate new media into lesson planning and

curriculum.

Course Syllabus:

1. Introduction

2. New Media and Traditional Teaching Gap

a. The New Media Gap

b. What is New Media

3. Meaningful and Practical Uses of New Media Teachers and Technology

a. Applied and Integrated Curriculum

b. Increasing Effectiveness of Traditional Teaching

c. Creating a New Media Learning Environment.

d. Social Media and Activism

e. Economics of Social Media and Open Source

4. Integrating New Media into Current Curriculum

a. New Media Curriculum

b. New Media Collaborative Projects

c. Pitfalls of New Media in Classrooms

5. Criteria for Choosing New Media Projects and Tools

a. Essential Questions

b. New Media Assessments

6. New Media Project Presentation

7. Resources and Further Reading

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Introduction

Computers and other educational technologies are integral tools in today’s

learning environment. New media literacy is not only an essential skill for

students entering the twenty-first century workplace; it is also an

indispensable skill in today’s classroom. No other media provides such

potential for access to information and continued learning. Technology is

the only means of integrating and constructing meaning from the wealth of

new resources and digital information available to us. Familiarity with the

techniques of multimedia computing, distance learning technologies, and the

Internet is a priority not only for tomorrow’s employees but also for today’s

students and, therefore, today’s teachers.

Before we begin discussing how to better integrate this technology in the

classroom to improve student learning, it’s important to note that today’s

Student’s have grown up in very different environments and possess very

different skills than we may have had when we went through school. The

majority of the students are familiar with applications for mobile devices,

programing languages, social networks and emerging digital technology.

Some of us may be slow to incorporate the skills it takes to utilizing these

powerful tools. Moreover, academic institution may be even slower to

incorporate them into a viable curriculum.

According the Business Week Asia, the average students spend over 23

hours a week engaged on a new Media Device. 75% of that time made up

time spent on social media networks or checking email via a smart phone.

This amount of time is staggering when compared to the time spent in a

physical classroom. The current generation lacks the moniker of the previous

generations X and Y. Our current students could be called Generation N,

Generation New Media.

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Directions: Before we begin lets test your knowledge with a Pre-Course Self-Evaluation to

measure your knowledge of the concepts and ideas discussed. Rate yourself again to measure

how well you now understand these concepts and ideas.

Rating Choices: 1. I have never heard of this. 2. I have heard of this but need to learn more. 3. I can implement this on my own. 4. I can teach or consult with someone else to help them implement this.

1. Today’s 21st century learners, or digital natives, have distinct skills and learning styles wthat schools must address if they are to engage them in meaningful learning.

2. Teachers must differentiate between “learning with” and “learning from” technology and engage students in meaningful learning with technology.

3. Engaging students in authentic, real-world tasks includes providing a rich context for interdisciplinary learning, encouraging self-directed learning, and providing opportunities for students to express themselves creatively.

4. New Media inspires student to create powerful colloborations that reflect real world experiences.

5. As teachers increase their competency in integrating technology into their classrooms, they move through five stages of innovation adoption.

6. A technologically integrated curriculum must align with definitions of both applied and integrated curriculum.

7. Social Media, collaborative technology projects, and simulations are examples of tools that can be incorporated into a technology-integrated curriculum.

8. Effective, new media-centered professional development is a key catalyst in transforming teacher beliefs regarding technology integration in their classrooms.

TOTAL RATING SCORE

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I. New Media, 21st

Century Learners, and

Traditional Teachers

The New Media Gap: 21st Century Learners vs Traditional Teachers:

Author and educational software designer Marc Prensky believes that

the single biggest problem facing education today is that our digital

immigrant instructors, who speak the outdated language of the pre-digital

age, are struggling to teach a population that speaks an entirely new

language. 21st century students are used to receiving information very quickly.

They like to parallel process and multi-task. They function best when

networked. They thrive on instant gratification and frequent rewards. They

prefer games to “serious” work. Does any of this sound familiar?

Traditional teachers may have very little appreciation for these new skills that

the natives have perfected through years of interaction and practice. These

skills are almost totally foreign to the previous generations who themselves

learned – and so choose to teach – slowly, step-by-step, individually, and

above all, seriously. 21st Century Learner Skills recommend that to prepare

students for success in the digital age, schools must shift focus away from

core subjects and toward more real-world topics.

For more on this 21st century learners vs traditional teachers.

http://www.marcprensky.com/writing/Prensky%20-

%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

What is New Media and New Media Devices:

New media is a term that encompassing a wide spectrum of technologies that

allow for greater communication and sharing of data and information using

the internet as the primary vehicle. However the definition changes constantly

due the newness of the term and category. Therefore, it would best to use a

constantly edible source to define the term.

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Wikipedia is an edible online encyclopedia that defines New Media as a

broad term in media studies that emerged in the latter part of the 20th

century. For example, new media holds out a possibility of on-demand access

to content anytime, anywhere, on any digital device, as well as interactive

user feedback, creative participation and community formation around the

media content.

New media devices are just as diverse as the content that they can display.

New media set themselves apart from other media devices is their ability to

access the information via the internet. Here are a list of devices in which new

media can be accessed:

Smart phones

Streaming audio and video devices

DVD and CD-ROM players

virtual reality machines

digital cameras

mobile computing

tablet PCs

Another important promise of new media is the "democratization" of the

creation, publishing, distribution and consumption of media content. What

distinguishes new media from traditional media is the digitizing of content into

bits. There is also a dynamic aspect of content production which can be done

in real time, but these offerings lack standards and have yet to gain traction.

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Brainstorm with your group members or partners. Come up with as

many examples of new media that you can.

Digital Video Youtube.com

Websites Wikipedia

Internet Telephony

SKYPE

Social Media Facebook

Mobile Apps Apple’s Siri

Software Rosetta Stone

Video Games The Sims

Blogs

How fluent are you in new media? Share your thoughts and opinions

with your classmates. Be open and honest about your experiences and

knowledge.

.

1. What forms of new media have you used to benefit your

students or your own studies in the past?

2. Elaborate on new media projects that you are currently using in your class?

3. How did you learn about new media and technologies?

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II. Meaningful and Practical Uses of New

Media Teachers and Technology

Applied Curriculum and Integrated curriculum:

Most instructional activities that are applied are also integrated. Although

educators historically have divided knowledge into discrete disciplines, this

fragmentation is dysfunctional for students seeking to make sense of the

bits and pieces of information they memorize and manipulate. An applied and

integrated curriculum can transform disjointed courses into a meaningful and

practical experience.

A new-integrated curriculum requires that technology be used as an

innovative and instructional tool to enhance the teaching and learning of

students throughout the curriculum. The focus of a new media-integrated

curriculum should be on student outcomes, improvement of student

performance, promoting problem solving, and lifelong learning through the

construction of their own knowledge.

A new media-integrated curriculum may include a variety of technologies

needed to guide learning in the most appropriate and efficient manner. An

applied new media- integrated curriculum usually results in powerful

collaborations between students, students and experts, and powerful

collaborations between teachers. The technology-integrated curriculum

requires innovation because technology and information are constantly

changing and students need to become active researchers and problem

solvers. When all elements come together this curriculum connects diverse

areas of study by cutting across subject-matter lines and emphasizing

unifying concepts

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Let’s take a moment to brainstorm how we can use the previous listed

examples of new media in our classes. Here is an example for you to

review.

Use the mind map below or create your own. Choose four of the new

media examples and brainstorm ways in which new media can be used

in innovate ways in your classroom.

FACEBOOK

Video games Wikipedia

Connect with experts. Foreign

language students can interact

with native speakers.

Students post book reviews for

students to read and share with

others. The teacher can also

grade these reports online

NEW MEDIA

IN THE

CLASSROOM

Teachers use

simulations to teach

physics and math.

Students become social

activist by creating a

Wikipedia page on a

local environmental

issue.

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Websites Smart

Phones

Social

Media

Digital

Video

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Now that you have brainstormed different ways in which new media can

be can be used in your classroom, use the information that you gained

to further fill out the chart below.

Let’s take a deeper look into how lessons can be transformed using new

media.

Using New Media to create a meaningful learning environment:

Meaningful learning environments are active, constructive, goal directed,

authentic, and collaborative. While these characteristics can be accomplished

to some degree without the integration of technology, it is not

likely that our students in the 21st century will think that learning without

technology is authentic and reflective of the real world as they know it.

Meaningful learning with technology not only affords the opportunity to

increase student outcomes; it also affords teachers the ability to

New Media Potential Uses Smart Phones Web sites streaming audio and video chat rooms e-mail online communities Web advertising DVD and CD-ROM media virtual reality environments integration of digital data with the telephone, such as Internet telephony digital cameras mobile computing Flash Video Infographics

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simultaneously address curricular goals and teaching methods that are

currently being emphasized classroom learning.

Increasing the Effectiveness of Traditional Teaching with New Media .

One of the leading innovators in new media is Apple Inc. Not only are they

current leader in new media devices such as smart phones and other new

media technologies. The corporation also deeply involved in creating 21st

century learning strategies and a researcher in curriculum evolution.

Apple Classrooms of Tomorrow—Today (ACOT2) is a collaborative effort

with the education community to identify the essential design principles for the

21st century high school by focusing on the relationships that matter most:

those between students, teachers, and curriculum. This organization provides

easy to follow steps on how to transform traditional lesson into inspiring new

media integrated lessons. Let’s explore how new media can be used to

transform traditional lessons. http://education.apple.com

Book Reports – Students all over the world are required to read and review

books. 21st century students have a plethora of tools and information that can

be accessed with the click of a mouse. Social media sites, such as Facebook,

can be used throughout the reading of a book. Open online discussion

engage students, stirs debate and allows collaboration. This will provide

students with greater depth and allow them to produce deeper and richer

reports. This is a proven classroom strategy that provide excitement to an

often hated assignment. See more about the effectiveness of this strategy

http://www.readwritethink.org/classroom-resources/lesson-plans/book-report-alternative-

getting-30874.html.

Infographics- According to Mashable.com, information graphics or

infographics are graphic visual representations of information, data or

knowledge. These graphics present complex information quickly and clearly,

such as in signs, maps, journalism, technical writing, and education. With an

information graphic, computer scientists, mathematicians, and statisticians

develop and communicate concepts using a single symbol to process

information. These are fast and easy ways to compile information for

presentation. Infographics are also a new media strategy that can serve

as an alternative instead of paper and pen essays.

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Infographic Examples

Collage of Student Infographics

The Hobbit: An Unexpected Journey

What Kind of Learner Am I?

What Kind of Learner Am I?

Kid Tech (According to Apple)

Ten Facts About PBS Kids

Infographic Tools:

http://www.easel.ly/

http://piktochart.com/

http://infogr.am/

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Persuasive Essays -- Students can use info-graphics to help them with both

structure and organization prior to writing a full essay. Today’s students are

used to quick bite sized information. Having students create an info-graphic

prior to writing gives them a simple structure and forces them to delve into

the facts and details.

Virtual Scavenger Hunts --- Economically strapped teachers have learned

that money can be saved using Google maps to do a virtual global scavenger

hunt. Students can use new media devices to access this website or simply

use a cell phone app to install the application. The teacher gives the student a

list of geographical sites or famous landmarks then student must identify the

location.

Research and Analysis --- Gone are the days of students thumbing through

volumes of encyclopedias for antiquated data that may be irrelevant. Google

Public Data Explorer has amassed current data sources to allow users to

simply provide a topic, such as fertility rates, and receive a plethora of

pertinent data. Students will not only be able to provide this data in support of

their view points or field of study. They will also have the ability to easily

analyze data in a graphical format and share this it with their classmates.

http://www.google.com.sg/publicdata/directory

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Assessment Via Video Games and Virtual Simulations: Video games and

simulations are powerful and additive learning tools. This form of new media

has the greatest potential for cross subject assessment. The military has long

embraced the value of video games to test skills and knowledge. Games and

simulation are easily downloaded and can be selected as a form of

assessment for students. Banish your thoughts of students mindlessly

mashing buttons to kill a zombie. New educational games and simulations

allow students to test everything from gene splicing to language skills. The

Noble association has a list of certified games and simulations that can be

used to develop and assess knowledge.

http://www.nobelprize.org/educational/

Social Media and Activism

Social media websites have leveled the playing field. These modified

websites allow student free unprecedented access to tools, experts and

peers. Social media gives student sthe ability to become social activist and

raise awareness for an unknown cause.

Facebook, Twitter and Youtube are the top social media sites. However,

these powerful networks also have the potential to distract and put younger

students in dangerous or inappropriate situation.. Academic access to social

media must be supervised and directed. . For more on how social media can

be used for student to promote a cause:

http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell

Economics of New Media and Open Source:

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Teachers work on limited budgets and implementing technology can be

expensive. Therefore, it is vital that new media and new media devices must

be available to all students. Inequitable access to technology is an element

that often impedes the implementation of successful technology projects.

To solve this economic dilemma, using open source materials are almost a

must. Open source software is easily modifiable therefore educational

versions of advanced software is often available at no cost. In addition, open

source software gives students access to the software code. Elements of

programming can be taught using sophisticated tools and cutting edge

software. A prime example of open source technology is Firefox browser.

This is made by Sourceforge. The have tons of free open source apps and

software: https://schoolforge.net/

Don’t Stop Here!

Your ability to use new media to transform a lesson is endless. You are not

limited to the examples provided here. Emerging technologies and websites

are constantly being created and provide teachers with innovative ways to

inspire and improve their efficacy. Let’s take a look at a classroom tested

example of a new media integration lesson plan.

Stage 1: Desired Results

Title Why Should I Have a Car

Grade Math/Science/Language Arts

Topic Data Analysis

Grade 6-8

Summary: Kids often try to convince their parents to let them do or have the things they want. It

often degenerates into begging, pleading, and empty promises to do their chores, be nice to their

siblings, or keep their rooms clean. If they only had a compelling argument supported with data!

This project will help students persuade their parents to get them a car. They will learn how to

collect, select, analyze, and present data in a persuasive and appealing infographic. They will use

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digital and online tools to research their data and to create their infographic images.

Standards:

● CCSS.Math.Practice.MP2: Reason abstractly and quantitatively. ● CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of

others. ● Application of various math content standards, depending on the data chosen by students

Transfer Skills

Students will be able to independently use their learning in new situations to…

● represent and summarize data visually

● clearly communicate ideas and concepts ● support arguments with relevant and accurate factual data

Essential Questions

● What does effective communication look and sound like?

● How can math and data help me make a compelling argument?

Stage 2: Evidence

Transfer Task: Students will create an infographic designed to persuade their parents to get

them a car when they are old enough. Project details are here: Convince Your Parents Project

Directions.

Other Evidence: Students will complete activities designed to help them:

● identify factors with associated data which could support their arguments (e.g. safety,

cost)

● locate data sources and select relevant information

Stage 3: Learning Plan

Project Overview:

1. Introduce the project to students 2. Discuss how data can support an argument. Show examples.

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3. Share infographics as an example of one way to represent and present data. 4. Discuss the qualities of a good infographic, including how to evaluate the quality and

effectiveness of the data and conclusions. 5. Students analyze and evaluate several infographics, verifying the data and conclusions.

6. Explore infographic creation tools by experimenting with sample data. 7. Student pairs develop arguments for their project, collect research data, and complete

their infographics.

Sample Lesson #6: Explore Infographic Creation Tools

1. Show introduction video (“How Not to Persuade Your Parents to Get You a Car”) 2. Review lessons 3, 4, and 5: what have we learned so far about infographics? Why are they

a useful tool? What are the advantages of an infographic over other ways to communicate

and persuade?

3. Show students Piktochart (http://piktochart.com/). Have them create an account if they do

not already have one.

4. Send students to Google’s Public Data page: http://www.google.com/publicdata/directory 5. Show how to navigate the site, then direct them to the U.S. Census Data section. 6. Students can explore the site and the graphs for a few minutes.

7. Have students work in pairs to select one piece of data to translate into an infographic.

For example, to compare the populations of two states from the time they were born to

today.

8. Students practice using Piktochart to illustrate the one data item, including labels,

explanations. 9. If time is available, students may add some asides to the infographic, such as other

interesting facts for the selected years, comparison with other regions, states, or cities, or

similar.

Assessment:

1. Project rubric will be developed during lesson 4.

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III. Integrating New Media into

Current Curriculum

New Media Curriculum Planning:

Select projects that have been "classroom tested" . Like the example Lesson

that we covered previously. Often an idea that sounds good in concept can be

difficult to implement. The more frequently a project has been implemented,

the more likely participants will have a positive experience. Determine the

goals or objectives for collaboration: Collaboration implies shared learning

among participants. Individual goals and objectives can either be different or

the same for participants. Each participant should be able to define the value

of the collaboration for themselves and their students.

Determine how the new media projects will support the required curriculum,

content standards, and student achievement: If the project does not

determine how the collaboration will support the required curriculum,

content standards, and student achievement: If the project does not support

your existing curriculum and content standards, then do not try to make it fit.

There are plenty of possibilities out there, and you can find one that aligns

with your standards. Remember that a new media project requires a tool

which requires a separate measure of scrutiny.

Collaborative New Media Projects:

Collaborative technology projects are essential for giving students real-world

experience that mirrors the collaborative process most of them will likely

engage in once they enter the work force. Collaborative technology

projects: use ‘real-time’ data from government and commercial databases;

engage students in new media collaborative projects using ‘pooled’ data from

shared, Web-based databases; involve student publishing on the Web; and

provide access to unique and primary source information.

New media gives students instant access to information, peers and

experience. A simple internet connection will allow students to create

collaborative group projects that align with school standards, align with

curriculum goals, span multiple disciplines and allow students to flex their

creative muscle.

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Brainstorm and choose 3 potential projects with your group members. You will need to choose project ideas and new tools that you will use in order to have into new media integrated project. Don’t limit yourself flex your creative muscles. A bit later, we will use some criteria to help you ensure that one of your projects will be the most effective.

Choosing a New Media Integrated Project:

So you’ve chosen a few potential projects and tools and how should you

evaluate whether it is the right one for you to target for adoption? You might

first reflect on some of the many ideas that have been discussed To generate

additional possibilities or to narrow down your choices, ask yourself the

following essential questions:

P

i

t

f

a

l

l

s

o

f

N

1. What activities could make student learning of my curriculum meaningful and authentic?

2. In what real-world activities (professions or everyday activities) should students apply learning from my class?

3. What standards are the focus of my grade-level curriculum? 4. What technology tools do people in the real world use that my students

can and should learn for their activities to be meaningful and authentic? 5. What examples exist of this technology being used in student learning?

What can I learn from this?

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New Media in the Classroom As much as new media has the potential to

transform your classroom into a meaningful and active learning environment,

misusing the technology has the ability to distract students and alienates

administrators. New media and its devices must not be haphazardly attached

to your existing curriculum. Here are list of question that are essential to ask

when selected new media.

1. Does the software, app, media device contain a description of the program and its relevance to learners, its operation, and its special features?

2. Does the software, app, media device include activities, strategies, and tools for improving student learning?

3. Does having access to the software increase student knowledge of their own culture and other cultures and traditions?

4. Will integration of this new media into the curriculum help increase the academic performance?

5. Will the software, app or media device help improve academic motivation?

6. Is the software, app or media device age, skill, and language appropriate?

7. Will the new media enhance the outcomes of my “mini-lesson plan”? 8. Will students be able to apply what they learn through the new media in

critical thinking and application activities?

9. Is the new media free and open source or are funds available for me to purchase the software program?

10. Will the new be compatible with the technology system now in place in my school?

Which of your potential projects and tools match this criterion?

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Challenge to Teachers:

Teachers who have decided to incorporate new media into their curriculum.

Have yet another hurdle to pass. Today’s teachers have to learn to

communicate in the language and style of their students. This doesn’t mean

changing the meaning of what is important or of good thinking skills. But it

does mean going faster, less step-by step, more in parallel, with more random

access, among other things. We need to invent new media methodologies for

all subjects, at all levels, using our students to guide us.

It would seem critical that teachers are confident in their skills and

abilities to use a variety of technology tools within their teaching, or it is

doubtful much effort will be expended to implement them. Beyond this, it is

also critical that they are confident that integrating technology tools within

their teaching will lead to desired outcomes, such as increased teaching

effectiveness, student motivation, and achievement. When considering the

investment of time and energy teachers must make to learn these new skills

and adjust their approach to teaching, they would certainly need to believe

that there would be some relative payoffs as a result, or they would not

be likely to bother. Basically, let’s get real. Integrating technology takes time

and energy, and the results have to be worth it.

New Media Assessments:

Determine the type of assessment or evaluation that is needed: Assessment

should be directly aligned to the defined goals. Do NOT have students

participate in an authentic and meaningful learning environment in

which they are collecting, analyzing, and sharing data as REAL scientists do

and then give them a multiple- test exam over the definitions of weather

terminology.

Include the appropriate partners for the type of collaboration: Criteria to

consider when choosing collaborative partners might include age level,

technical ability, language level, motivation, geographic origin, schedule

availability, and Internet access.

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Determine the ratio of offline activities and online activities: To make it

meaningful and authentic, students should be required to work as those in the

community. Ensure that tools are being used when it makes sense and in

much the same way that 21st century workers are likely to be using

technology. Therefore, do not try to force an innovative assessment.

Sometimes, traditional assessments may be more appropriate.

1. Curriculum that connects diverse areas of study by cutting across traditional subject-matter lines and emphasizing the use of new media is known as: a.)Core curriculum b.)Applied curriculum c.)Integrated curriculum d.)Innovative curriculum 2. Collaborative technology projects are designed to give students real-world experience that mirrors the collaborative process they will experience in the working world. a.)True b.)False 3. The focus of a technology-integrated curriculum should be on bridging the new media divide: a.)Developing teacher expertise b.)Improving student performance c.)Promoting core subjects 4. 21st Century Learner Skills recommends that to prepare students for

success in the digital age, schools must shift focus away from core subjects and toward more real-world topics.

a.)True b.)False

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Stage 1: Desired Results

Subjects:

Topic:

Grades:

Summary: Summarize your lesson goal and procedure

Standards: How does this align with your school or country’s educational standards?

Transfer Skills

What skills will be learned?

Essential Questions

● What are the essential questions that will be answered as a result of completing this project?

Stage 2: Evidence

Transfer Task: What is the product of the students learning? a report, essay, infographic, video website?

Sources: What sources were used?

Stage 3: Learning Plan

Project Overview:

Sample Lesson:

Assessment:

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Directions: Prior to beginning work on this course, you completed a Pre-Course Self-Evaluation

to measure your knowledge of the concepts and ideas discussed. Rate yourself again to

measure how well you now understand these concepts and ideas.

Rating Choices: 1. I have never heard of this. 2. I have heard of this but need to learn more. 3. I can implement this on my own. 4. I can teach or consult with someone else to help them implement this.

1. Today’s 21st century learners, or digital natives, have distinct skills and learning styles wthat schools must address if they are to engage them in meaningful learning.

2. Teachers must differentiate between “learning with” and “learning from” technology and engage students in meaningful learning with technology.

3. Engaging students in authentic, real-world tasks includes providing a rich context for interdisciplinary learning, encouraging self-directed learning, and providing opportunities for students to express themselves creatively.

4. New Media inspires student to create powerful colloborations that reflect real world experiences.

5. As teachers increase their competency in integrating technology into their classrooms, they move through five stages of innovation adoption.

6. A technologically integrated curriculum must align with definitions of both applied and integrated curriculum.

7. Social Media, collaborative technology projects, and simulations are examples of tools that can be incorporated into a technology-integrated curriculum.

8. Effective, new media-centered professional development is a key catalyst in transforming teacher beliefs regarding technology integration in their classrooms.

TOTAL RATING SCORE

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Resources and Further Reading:

Classroom Guide: Top Ten Tips for Teaching with New Media

http://www.edutopia.org/ten-tips-teaching-new-media-resource-guide

Games/Gaming/Simulation in a New Media (Literature) Classroom - Scott

Rettberg

http://www.etc.cmu.edu/etcpress/node/207

7 Ways to Use Social Media in the Classroom

http://mashable.com/2013/08/18/social-media-teachers/

Bridging the New Digital Divide

http://www.etc.cmu.edu/etcpress/node/207

10 of the best Apple and Android apps for education in 2013

http://www.eschoolnews.com/2013/04/26/new-10-of-the-best-apple-and-android-apps-

for-education-in-2013/

Glossary of New Media Terms

http://www.foxxinteractiveservices.com/websites/glossary-of-new-media-terms

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Trainers Guide

The trainer's guide is not a necessary component. Please feel free to teach the course in the most effective way that you see fit. The goal of this guide is to help the trainer understand how to best incorporate the activities for maximum discussion and reflection among the trainees. If the trainees have internet access, have them explore the links provided.

Course Objective: The goal of the course is to reflect on the process that students will take during their new media projects. The course contains both a comprehensive slide presentation and a trainees guide. Please deliver both in a fashion that will stimulate conversation and debate. You should play the side and discuss each section as you progress. The slides flow in the same fashion as the course syllabus and trainees guide.

Pre and Post Course Survey: The course highlights reflection. Provide students with the pre-course survey to measure their awareness of the topic. This is known as an entrance slip. Students can discuss how well informed they are on the topic of new media. Encourage them to share they results. Ask them to hold onto the entrance slip because it will be used as an exit slip to measure their awareness.

.

1. Introduction and New Media Gap: Each section has a comprehensive discussion question in which the class should be engaged to discuss the elements of the topic under study.

The first section highlights the gap between teachers and 21st century students. There is a coinciding slide that goes with this section. After introducing the topic of new using the introduction or summarize and retell them the introduction through a short discussion. Highlight the importance of contemporary teaching methods to evolve in order to prepare students for a world in which new media and devices are actively used by 21st students, employees and employers.

Slides 1-9 highlight the differences that exist between teachers who cling to traditional methods and the 21st century learning. You may play these slides and stop to incite discussion. The trainee guide has a section called, What is New Media. Direct students to the first table and ask them to provide examples of new media. You can provide examples other than the ones

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provided to get them started. This should take 6-10 minutes. Share results and have everyone increase their list.

Small Group Discussion 1: At this point you, stimulate conversation by asking trainees which of the examples provided have been utilized in their classroom. After having them orally answer the questions in Table 1. They should work in pairs for 10 minutes or more to talk about the 3 discussion questions. Ask each member to share their experience with the class.

Move to section 2, Meaningful and Practical Usage for New Media. Introduce a small summary either through the slide presentation or just summarize the information in the trainee guide. Make sure the trainees understand that new media is used to innovate and reinvigorate traditional lesson formats. Provide practical examples on how new media can be used in the classroom. Here are a few examples.

1. Apple’s Siri personal assistant can be used to answer question regarding in a language class.

2. Google Maps can be used in a scavenger hunt.

Mind Map: Show the trainees the model mind map and point out the examples provided. Ask them to fill out the mind map in the trainee guide. Encourage them to create a larger mind map than the one provided. Make sure amble time is given for completion. It would be best to have trainees work in pairs in order to inspire collaboration.

New Media Usage in Classrooms: Ask the trainees for all the results and start to fill out the New Media Usage table. This can be a classroom activity or a pair work activity. This can be done on a separate sheet of paper.

5. Increasing the Effectiveness of Traditional Teaching with New Media

Go over the examples in the trainee guide. If an internet connection is available, encourage exploration. After the examples are explored, highlight the classroom tested lesson plan. All the links provide a vital information on the lesson. Please make sure that you point out that the lesson is aligned with curriculum standards, incorporates new media and cut across subject matter. This point is made in the curriculum planning section.

6. Integrating New Media into Current Curriculum

Have trainees choose 3 new media projects and tools. This should be a group or pair work effort. Give amble to explore this assignment online or in a pencil and paper drafting stage. Once they have chosen their projects, walk them through the 5 Essential Question to Ask When Choosing a New Media

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Project. Instruct them to narrow down their choices to one single project. Once this is completed, instruct students to ask the 10 Essential Questions When Choosing a New Media Tool.

Presentation: When they are satisfied with their singular choice and feel that all criteria has been met, instruct them to fill out the lesson plan provided. Remind the trainees that it should be detailed. They will present the lesson plan to the class for feedback. During the presentation, encourage trainees to ask questions on the effectiveness of the lesson and the depth of integration. Does it meet your schools curricular standards? Is it cost effective? Will it improve student performance? Is there an offline component?

Questions of this nature should be asked. You may use the essential questions to probe presenters for answers.

7. Assessment Test and Post Course Survey

Assesment Test answers: 1.c 2. a. 3.b 4.b

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