The debate goes on: Is technology in the classroom beneficial to students? I would say, without a doubt, yes. However, I want to frame my answer carefully, for I do see the potential downfalls of technology and do not think that it should replace all other modes of teaching and learning. I want to specifically structure my use of technology, most notably the Internet, around the subjects of responsible world citizenship.
What do I mean by this? Well, I see a responsible world citizen as someone who is:
1. Aware of the plight of other human beings, wherever they may dwell
2. Conscious of the state of the natural environment
3. Motivated to bring positive change to all the creatures of the world
Essentially, I would have my students pick a main project to work on every term. The project should be related to topics such as environmentalism, animal rights, human rights, or disaster relief. In order for the students to feel more ownership of the project, I will allow them to search the Internet in teams of two for organizations they would like to support. I would then have each team present their favourite organization and what its cause is. The class as a whole would then democratically vote by ballot for the cause they think the class should support.
Following this initial activity, students would then have to do research on the chosen organization, as well as whatever they are advocating for. For example, if my class has decided to help Programa de Conservación y Educatión Ambiental, a conservation group for sea turtles in Costa Rica, I would then have them do Internet research on sea turtles, their habitat, diet, ancestry, and so on. The information gathered would spur on cross-curricular activities in language arts, science, and geography. Research can also go more broadly into the subject of animal rights, animal conservation, and environmental awareness. E-mails can be written to the organization. Correspondences can be initiated with children living on the Península de Osa in Costa Rica, where this organization is based. Perhaps my class could engage a classroom in Osa to volunteer some of their time to help with sea turtle conservation. My students could hold a film-viewing night about sea turtles and raise money to send to the program. There are endless possibilities, and it all can begin with showing students how to use the Internet as a tool to become involved in topics that should and do matter, both to them and the rest of the world.
Wednesday, February 25, 2009
Monday, February 16, 2009
Thanks Be To Gutenburg!
The title of this blog may seem unbefitting considering that the chapter assigned for last week had nothing to do with Gutenberg or his printing press. But, upon further reflection, is not the Internet much like the first printing press?
In the fifteenth century, the printing press was revolutionary in that it mass-produced literature so that more copies were available for the general public. Until that point, reading was reserved for the clergy or the elite; even the Bible, as popular a moral guide as it was, was difficult to come by in print. This meant that the wealthy, literate members of society were the ones who dictated what was shared with the masses, and hence, what was believed to be true. What the invention of the printing press did was allow more people to personally increase their knowledge base via literature. There was no longer such a strong censorship on what the general public could know and believe.
Similarly, the Internet now allows any individual to increase their understanding by facilitating information searches and sharing ideas on a plethora of topics. As the printing press did in its day, the Internet challenges personal, religious, or political agendas because various viewpoints are brought forth. People no longer have to blindly trust in authority but can rely on their own research to figure out what comes closest to the truth about any given situation.
This correlation between the printing press and the Internet came to me last night while I was studying European history and talking to a friend on the phone. My friend was informing me about a movie he had seen recently. The film investigates topics such as Americanized Christianity and American foreign policy and economics. Its thrust is similar to that of conspiracy theory (or the studies of Noam Chomsky), claiming that there is a hidden agenda behind the actions of the United States government. Interestingly, my friend told me that the film can only be found on-line because the producers are not interested in making money- all they want to do is spread what they believe to be truth. The producers trust that the Internet is a sure way to access people and open their ears, eyes, and minds. That's a pretty powerful idea, and, unlike the printing press, there is virtually no lag time between the publishing of these ideas with their reception by readers/viewers.
However, it is critical that people are media literate so that they can be sure that they are using credible sources of information and that they are accessing a wide variety of resources. It is not good enough for me to watch this movie on America’s conspiracy theory without researching the claims the movie makes. It is crucial that I formulate questions and do further investigations before drawing any type of concrete opinion on the topic.
In the fifteenth century, the printing press was revolutionary in that it mass-produced literature so that more copies were available for the general public. Until that point, reading was reserved for the clergy or the elite; even the Bible, as popular a moral guide as it was, was difficult to come by in print. This meant that the wealthy, literate members of society were the ones who dictated what was shared with the masses, and hence, what was believed to be true. What the invention of the printing press did was allow more people to personally increase their knowledge base via literature. There was no longer such a strong censorship on what the general public could know and believe.
Similarly, the Internet now allows any individual to increase their understanding by facilitating information searches and sharing ideas on a plethora of topics. As the printing press did in its day, the Internet challenges personal, religious, or political agendas because various viewpoints are brought forth. People no longer have to blindly trust in authority but can rely on their own research to figure out what comes closest to the truth about any given situation.
This correlation between the printing press and the Internet came to me last night while I was studying European history and talking to a friend on the phone. My friend was informing me about a movie he had seen recently. The film investigates topics such as Americanized Christianity and American foreign policy and economics. Its thrust is similar to that of conspiracy theory (or the studies of Noam Chomsky), claiming that there is a hidden agenda behind the actions of the United States government. Interestingly, my friend told me that the film can only be found on-line because the producers are not interested in making money- all they want to do is spread what they believe to be truth. The producers trust that the Internet is a sure way to access people and open their ears, eyes, and minds. That's a pretty powerful idea, and, unlike the printing press, there is virtually no lag time between the publishing of these ideas with their reception by readers/viewers.
However, it is critical that people are media literate so that they can be sure that they are using credible sources of information and that they are accessing a wide variety of resources. It is not good enough for me to watch this movie on America’s conspiracy theory without researching the claims the movie makes. It is crucial that I formulate questions and do further investigations before drawing any type of concrete opinion on the topic.
Friday, February 6, 2009
Exploring Media: Digital Photo Album
The smell often hits first. The stench bounces off the subway walls and can be followed like a trail of breadcrumbs. Some passersby pull their scarves up into their faces. Others question each other about the reeking alleys, making no qualms about their whispers and scrunching noses. Eventually, the scene of the smell is reached. As they walk by, some give a passing glance. Some look straight ahead, afraid of looking at something they dare not see. Very few stop.
They're used to it. They're used to being given a cold shoulder, a blank stare, or a sigh of contempt. No one likes to be confronted with poverty, uncleanliness, mental illness, or addiction. No one wants to acknowledge that a society like ours can allow people to live on the street, beg for their food, and collect enough cash in a Tim Horton's cup to buy their next hit. No one wants to accept the fact that, in a city such as Montreal, very few individuals choose to be homeless. However, their presence in the nooks and crannies of our concrete jungle forces us to see that all is not well with the world.
The creation of this digital photo album was to share something about myself. Well, every day as I take the metro or walk to school, I am confronted by the reality of life in the streets. I try to look closely. For me, there is nothing to shy away from. I do not feel guilty. I do not feel shame. I do not feel sadness, necessarily. What I do feel is a burning sense of injustice. That part of me, that fury in my soul, is the part of me I want to share with the viewer. It is the section of my mind that rejects social inequality. It is the slice of heart that fights against the prejudices that we have all been socially warped to hold.
Every subject in my photo is someone who I encountered while meandering through the metro system. I admit I sometimes had to go somewhat out of my way to photograph these individuals. But is it difficult to notice them? It certainly should not be. Homelessness surrounds us. But, what is most disconcerting is that many people have, in fact, become so accustomed to seeing such despair that they are unmoved. Destitution has merged into the backdrop of the city instead of standing starkly against the wealth of our nation. Yes, some homeless people are addicted. Yes, some are mentally ill. Yes, indeed, some even choose to live in the streets. But the question I ask myself when I encounter them, and the question that raises itself from any level of critical analysis, is: What is wrong within our society that forces people to reject being part of it, be it a willing abandonment or not?
I hope that this digital photo album gives viewers a chance to reflect on the questions that this topic generates. One may not think that one is affected by the wellbeing of all, but a close revision of history will show otherwise.
They're used to it. They're used to being given a cold shoulder, a blank stare, or a sigh of contempt. No one likes to be confronted with poverty, uncleanliness, mental illness, or addiction. No one wants to acknowledge that a society like ours can allow people to live on the street, beg for their food, and collect enough cash in a Tim Horton's cup to buy their next hit. No one wants to accept the fact that, in a city such as Montreal, very few individuals choose to be homeless. However, their presence in the nooks and crannies of our concrete jungle forces us to see that all is not well with the world.
The creation of this digital photo album was to share something about myself. Well, every day as I take the metro or walk to school, I am confronted by the reality of life in the streets. I try to look closely. For me, there is nothing to shy away from. I do not feel guilty. I do not feel shame. I do not feel sadness, necessarily. What I do feel is a burning sense of injustice. That part of me, that fury in my soul, is the part of me I want to share with the viewer. It is the section of my mind that rejects social inequality. It is the slice of heart that fights against the prejudices that we have all been socially warped to hold.
Every subject in my photo is someone who I encountered while meandering through the metro system. I admit I sometimes had to go somewhat out of my way to photograph these individuals. But is it difficult to notice them? It certainly should not be. Homelessness surrounds us. But, what is most disconcerting is that many people have, in fact, become so accustomed to seeing such despair that they are unmoved. Destitution has merged into the backdrop of the city instead of standing starkly against the wealth of our nation. Yes, some homeless people are addicted. Yes, some are mentally ill. Yes, indeed, some even choose to live in the streets. But the question I ask myself when I encounter them, and the question that raises itself from any level of critical analysis, is: What is wrong within our society that forces people to reject being part of it, be it a willing abandonment or not?
I hope that this digital photo album gives viewers a chance to reflect on the questions that this topic generates. One may not think that one is affected by the wellbeing of all, but a close revision of history will show otherwise.
Monday, February 2, 2009
All Is Not What We See
Not only are we not seeing it all, but even what we do see is distorted beyond recognition. The chapter entitled The New World Order by Noam Chomsky points to the fact that many people can spend their entire lives being completely unaware of the full impact that social, political, and economic oppression can have on other nations. Chomsky takes it on himself to go behind the scenes of American foreign policy and expose its ambitions for what they really are. If there weren't individuals such as Chomsky, truth would be continually kept in the dark. Why? Well, leaders know what the people want and need, and they comprehend the functions of epistemology, knowledge, and thought processes. Knowing that many people are not media literate or have not learned to think critically, the American media is able to forge people's opinions and beliefs. In order to maintan a certain image of the United States, the media rarely outrightly criticizes the U.S. government's decisions, and seems to be particularly careful when addressing subjects pertaining to war. Through the careful selection of imagery, words, and sound, the technological world can generate emotions for or against situations and ideologies that have no basis in reality. Essentially, the government can rely on the media to rally patriotic sentiment and reinforce false beliefs amongst citizens. This is a terrifying thought. We cling to the belief that we are individuals with freedom of thought and speech, but how can that be when our thoughts are being formed by a paradigm that is not of our own creation?
If nothing else, the knowledge that even the leaders of our countries can deceive us should challenge us to be more critical and reflective of what we see on television and hear on the radio. Moreover, we should make it our responsibility to explore a wide variety of resources, including books, so that we can compare, contrast, and draw a conclusion of our own. These are skills that we should also pass on to our students. The classroom should be a place where questions can be asked about topics that don't necessarily crop up in the media. The classroom should be the location where discussion can take place and misguided ideas can be rooted out. If we are not shown the truth, or at least not all of it, it is our duty to search for it ourselves.
If nothing else, the knowledge that even the leaders of our countries can deceive us should challenge us to be more critical and reflective of what we see on television and hear on the radio. Moreover, we should make it our responsibility to explore a wide variety of resources, including books, so that we can compare, contrast, and draw a conclusion of our own. These are skills that we should also pass on to our students. The classroom should be a place where questions can be asked about topics that don't necessarily crop up in the media. The classroom should be the location where discussion can take place and misguided ideas can be rooted out. If we are not shown the truth, or at least not all of it, it is our duty to search for it ourselves.
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