Turkle vs Wesch

Mike Wesch and Sherry Turkle both address a problem they believe we are facing in our world today. Turkle, in her article, "The Flight From Conversation", she discusses a general problem that can be seen in young people but extends out to civilization as a whole. In Mike Wesch's article, "Anti-Teaching: Confronting the Crisis of Significance", he talks about a problem he sees specifically in the education field.

Wesch discusses the problem of significance and how students in general are just going through the motions of school without tying any meaning to their education. He talks about the fact that learning should generate deep, thought-provoking questions and yet the only questions that students ask are more administrative - how long does this paper have to be, will this be on the test, etc. Education is more of a game of grades. Wesch explores the idea that teaching can actually be a hindrance to learning and that teachers should act less like deliverers of content and more like managers supporting a learning environment of collaboration and questioning. One quote that stuck out to me was where he said "if we are ultimately trying to create 'active life-long learners' with 'critical thinking skills' and an ability to 'think outside the box' it might be best to start by getting  students to ask better questions." I find it interesting that he throws out these buzz words and phrases that are so often used in education but makes the point that we are not reaching these goals unless we motivate students to dig deep in their learning and ask the "right" questions.

Turkle discusses the fact that although we are constantly connecting with each other through social media on our phones and tablets, it does not count as real conversation. She makes the argument that although we are connecting with each other through social media in tiny little pieces throughout the day, it does not add up to a full conversation. Conversing with someone requires you to see things from their perspective, to get the know the person on a deeper level, and talking through technology does not engage us in these processes. She warns that the flight from conversation can lead to dumbed down questions in order to receive faster responses, missed opportunities to learn skills of self-reflection, or forgetting to really listen to and understand each other.

I think that Turkle and Wesch are allies in this discussion of new media and technology. They both stress the importance of collaboration and real conversation as essential pieces of understanding each other as humans, building relationships, and generating meaningful learning. Turkle says, "We expect more from technology and less from one another and seem increasingly drawn to technologies that provide the illusion of companionship without the demands of relationship." This reminds me of the idea Wesch tries to get across - that students in a traditional classroom are just trying to get by in classes without engaging in real constructive learning. Wesch believes that "students need to recognize their own importance in helping to shape the future of this increasingly global society" and that we need to connect on a deeper level in order to guide our Spaceship Earth in this grand narrative of life.

Text Overview

Text Overview

Make Your Own... Beauty Supplies

"Beauty Supplies"

In the process of making this collage, we searched for words, pictures, or symbols that represent types of "supplies" that create beauty. Rather than gender, looks, clothes, make-up, etc. the things that make you beautiful are strength, kindness, gratitude, and acceptance of others.

InfogramTutorial

I chose to explore Infogram for my digital tool tutorial. I got cut off at the end of my video but what I was trying to say was that the only downfall I could see with using this tool is that in order to download and print the infographics at the end, you have to upgrade which is pretty pricey. To get around this, you could have students display their creations on chromebooks or on your board up front rather than printing and hanging up. This is more environmentally friendly anyway! Overall I think this is a great tool that allows students to get creative with the material and display content from their own perspective -- highly recommend!

Marketing American Girlhood

As I was flipping through the articles in the textbook, the reading about American Girl dolls caught my eye and I chose to read and write about the messages in this article. The article is entitled “Marketing American Girlhood” by Elizabeth Marshall and it starts on page 131. For those who are unfamiliar with American Girl, it is a brand now owned by Mattel that includes a line of dolls called BeForever. Each doll in the BeForever line comes with a story and a link to some historical event, such as the Great Depression, Civil War, or American Revolution. There are specific clothing items and accessories that belong to each girl which must be bought separately at the American Girl store or through the catalog. Marshall describes the American Girl company as not just a product but also an experience. Some American Girl stores include a cafe, a movie theater, or a salon. The brand is massive and expansive and remains one of the top consumer toy catalogs in the United States. The stores have also expanded into Canada and Mexico.

The American girl brand was founded by a Wisconsin teacher who “wanted to give girls an understanding of America’s past and a sense of pride in the traditions they share with girls of yesterday” (pg 131). While this may have been the intent of the company at first, Marshall claims that “American GIrl is less about strong girls, diversity, or history than about marketing girlhood, about hooking girls, their parents, and grandparents into buying the American Girl products and experiences” (pg 133). She talks about how the historical fiction stories are edited to present “palatable” versions of historical events that are filtered through a white consciousness. Although the first line on the company's website is that they believe that "character is everything", the girls are not active participants in the historical event of the time and the stories focus on how girls should engage in good behavior and not express their individuality. Marshall claims that “each of the historical fictions takes place in the past and in this way allows issues such as racism, colonization, and war to be presented as things that America has overcome” (pg 133). Rather than empowering young women to take action and think critically about gender and racial discrimination and social activism, American Girl displays these issues as things of the past.




I found Marshall’s claims enlightening and it got me thinking about my experience with American Girl. I owned the Molly doll and my sister had Samantha. Before reading the article, I wouldn’t have been able to name the time period or historical event that each girl was made to represent. I know I read the books but the messages and stories did not stick with me. What I do remember is the excitement of getting to go to the store with my mom and sister to pick out a new accessory for my doll. When Marshall interviewed her students about their memories of American Girl, they also mentioned picking things out from the catalog and enjoying the dolls because they came with all kinds of “cool stuff”. This just goes to show that Marshall is correct in her argument that American Girl is “a persuasive curriculum of consumerism” (pg 134) and is using history to sell and appeal to parents and grandparents who want an educational toy for their children. Like Disney, this is another example of why we need to view media and toys through a critical lens.

Christensen and Disney

Disney was a huge part of my childhood. Snow White was the first movie that I saw in theaters and I think we owned almost every Disney movie on VHS. There’s a nostalgic factor with Disney for me and it reminds me of bonding with my sister as we grew up. My sister and I loved watching Disney together, acting out the movies, and dressing like the characters. We were lucky enough to visit Disney World a few times as kids and we’ve been back together as adults three or four times. Music was also a big part of my childhood; I played the accordion and piano and most of the songs I learned and performed at a young age were Disney. The songs still spark all those happy memories from growing up. Because of this, I think my memories of Disney challenge Christensen’s claims that she discusses in her article, “Unlearning the Myths that Bind Us.”

Christensen believes that when we show young children these movies in the security and warmth of their own home the messages that these movies deliver are even more powerful, that they become a “secret education.” She talks a lot about the stereotyping that is seen in popular Disney movies and how the princess classics send a message that the goal in a woman’s life should always be to get the man. A further complication with this message is that the only way to get the man and live happily ever after is through consumption and beauty. Christensen argues that we need to be looking at these films through a critical lens and analyzing the ways in which the films perpetuate racism and sexism. She urges her students to not just sit around and rant about these issues but also to take action and share this knowledge with the community.

Frozen challenges the typical princess conventions of beauty, character, and goals. I feel as though the film almost mocks the idea of happily ever after at the beginning when Anna meets and “falls in love” with Hans. The message that the film conveys here is to not judge a book by its cover and to get to know people on a deeper level than outside appearances. In the end, the relationship that the movie highlights is the bond between two sisters rather than a fairytale marriage between a prince and princess. I think the newer Disney movies have shown a transformation in female characters from dainty, naive, damsels in distress to empowered, courageous, and adventurous agents of change.

To conclude, I think Christensen is right that we need to not just take Disney (or any film) for what it is and move on, but use the movies as starting points for conversations with children. I hope that Disney continues to be mindful of how they represent certain characters or ethnicities so that they can serve not just as entertainment but as empowering messages for all children.

Because I can't quite let go of the idea that Disney is a good thing for kids, here's a cheesy video that shows some of the GOOD messages that Disney conveys!

Boyd vs Prensky

Prensky's view of digital awareness and capability places people into two groups -- digital immigrants and digital natives. He describes digital immigrants as those who grew up in an age before technology became so widely available and digital natives as people who were born into a time where cell phones, the internet, social media, etc. are the norm. In Prensky's line of thinking, all youth have a natural tendency to understand technology and are able to implement it into their lives effectively. Boyd warns against assuming that all young people are automatically "natives" when it comes to technology and media. She argues that we need to look beyond age when assessing a person's ability to use technology effectively; she says that digital immigrants may actually have knowledge to bring to the table and that digital natives still need to be taught how to think critically about what they see or read on the internet or in the media.

I tend to agree more with Boyd's writing than Prensky's. One passage in particular that stuck out to me was where Boyd talked about how "being comfortable using technology is increasingly important for everyday activities: obtaining a well-paying job, managing medical care, engaging with government" (pg 180). If we just assume that our students already have the ability to use technology productively and adequately, we may be sending them out into a world where they will struggle if they don't actually have these skills. In my science classroom, my students always turn to Google when they need to research something and often take the first definition or explanation right from the first box that pops up without analyzing the source or checking other sites. It is my job to be proactive about teaching them how to identify credible sources rather than trusting Google whole-heartedly. I also found Boyd's view on Wikipedia interesting. I have definitely been one of those teachers that warned my students against trusting information on Wikipedia. Boyd said that textbooks can quickly become outdated while Wikipedia is constantly being updated with new and more accurate information.

In summary, I feel that Prensky is right about how technology is present in the lives of all youth today and in my experience most have a natural ability to understand how technology works, however we also need to be mindful of the fact that we shouldn't expect that all students already know how to think critically about the information they are seeing or reading in the digital world.

Digital Immigrant vs Native

Digital Native or Digital Immigrant?

I just turned 30 and I feel as though I am in the limbo zone between digital natives and digital immigrants. Depending on the situation, I think I could fall into either category. I didn't have my first cell phone until senior year of high school and it wasn't until I was just graduating college that smart phones became popular. When I'm working collaboratively with my colleagues I feel like a digital native, but surrounded by my students I feel like a digital immigrant. I think I fall into both categories depending on the type of technology. I am very tech savvy when it comes to creating educational tools such as Kahoot, quizlet live, or navigating our online grading system or interactive websites, so in common planning meetings I am often the one guiding my older colleagues and helping them with tech issues. However, when it comes to social media or managing settings on my iPhone I often have to rely on the help of my younger sister or cousins for help. In that way, I feel like my students are so far ahead of me in the digital world and they are constantly teaching me new things.

Introduction Post

Hello! My name is Melissa Rafferty and I am a science teacher at North Kingstown High School. I teach mostly 9th grade Earth and Physical Science as well as junior/senior electives such as Pharmacology and Sport Science. I just finished my seventh year of teaching. I'm enrolled in the ASTL program at RIC.

In my free time I like to run, garden, read, and spend time with friends and family. My husband and I are both from New Hampshire and spend a lot of time hiking the White Mountains with our black lab, Luna, and exploring Lake Winnipesaukee.

I'm excited to explore the concept of media literacy with everyone and learn new ways to implement technology effectively in my classroom!