Integrating Media into a Classroom

2006 Adobe Systems Incorporated. All Rights Reserved.1

Integration of Integration of Media into the Media into the

Classroom.Classroom.

Adobe Youth Adobe Youth Voices (AYV)Voices (AYV)


Presentation OutlinePresentation Outline

• Introduction (What is AYV, What are the goals and expected outcomes, who are the partners, etc.)

Getting started with a media project with your students: Case study of Documentary on Gender Disparity in Science Education.

Planning of the media.

Production of the media.

Post production.

Critique and revision of Rough Cut

Exhibition and distribution of the media.

Key findings and lessons learnt from the media by my students.

Challenges faced: anticipated and unanticipated

Possible AYV resources for use to integrate media into your classrooms. http://essentials.youthvoices.adobe.com/

Questions and Answers.

2006 Adobe Systems Incorporated. All Rights Reserved.

Adobe Youth Voices (AYV)

Adobe Youth Voices (AYV) is Adobe Foundation’s signature philanthropy program designed to provide youth in underserved communities with the critical skills they need to become active and engaged members of their communities and the world at large.

The program enables young people in and out of the classroom to use cutting- edge multimedia and digital tools to communicate and share their ideas, demonstrate their potential, and take action where they live.

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Skills & Engagement.

Youth development.

Skills & Engagement.

Youth development.

Technology and media Skills. Teaching practice.Community and Program engagement.

Technology and media Skills. Teaching practice.Community and Program engagement.

Perception of Education. Perception of Youth & Youth Media. Perception of Adobe.

Perception of Education. Perception of Youth & Youth Media. Perception of Adobe.

Youth Teacher Community

AYV Program OutcomesAYV Program Outcomes


AYV Partners

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Adobe Foundation Partners the following organizations in order to implement the AYV Program:

Off Screen Education Programme

PBS Foundation

International Education and Resource Network

4H


iEARN / AYV Countries

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iEARN/AYV Bahrain

iEARN/AYV ArgentinaiEARN/AYV Romania

iEARN/AYV Brazil

iEARN/AYV Mexico

iEARN/AYV Pakistan iEARN/AYV Japan

iEARN/AYV Russia

iEARN/AYV China


Getting Started: Documentary on Gender Disparity in Science

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The Process:

Planning

Production

Post-Producti

on

Critique & Revise

Exhibit &

Distribute• Brainstorming

• Identifying Audience• Script Writing• Storyboarding• Creating Shot Lists• Organizing Files

• Collecting Media • Shooting Media• Creating Media

• Editing Media• Creating Narration• Creating & adding sound & music

• Viewing Rough Cut• Revising and Editing• Previewing Final Cut

• Showcasing Final Media Project• Distributing Media: Online, DVD, CD, etc…• Outreaching to broader audience

…all these stages are important for successful media production.


a) What is the issue? Why is it important? What would be the problem of doing nothing about it?

b) What media form/format are we going to use to produce the media? And why?

c) Who is the audience for the media production? What is the message for the audience? What impact do we want ? What positive social change are we interested in making?

d) How is the media going to reach the targeted audience? What is the best format for the audience?

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Planning: Brainstorming


ISSUE:

The issue addressed in the media piece (documentary) is the low participation, low retention and poor performance of girls in sciences as compared to boys: [Gender disparity in science education]

PROBLEM:

Women make up more than 50% of Uganda’s population. Families and homes pivot around women (education, nutrition, health, environment, energy etc) and these involve science. Low participation of women in science negatively affects the development of the country.

“Educate a woman and you educate the Nation”

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Issue the documentary investigated and why the students thought it was an issue?


Objectives are to:

• Give the girls a platform to voice out what they think hinders their participation and performance in science.

• Unveil and dispel the gender misconceptions and stereo-types about women scientists.

• Create awareness among students, teachers , schools , parents and policy makers of the gender issues which hinder girls’ participation in science with the hope of making them gender responsive.

• Provide the women-in-science role models a cost effective method of reaching the girls.

• Share with the schools the best practices of promoting girls’ participation in science.

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What were the overall objectives of the documentary?


Girls (Primary, Secondary)• Primary

What their career targets are and why?• Secondary

Their attitudes towards science. Any misconceptions or stereo-types about women scientists. Challenges they face as girls in doing sciences.

Women Scientists (Role Models) Importance of girls participation in science and science-related professions. Challenges they faced as girls in science and how they managed to overcome them. Suggestions and advice for improving girls’ participation in science. Application of at their place of work. How they manage to balance work and family responsibilities

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Sources of Information


Production

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Students interviewing some of the people in the documentary


Critique and Review - S.A.M.S.Critique and Review - S.A.M.S.

S.A.M.SS.A.M.S.:.:

Story – Audience – Message – StyleStory – Audience – Message – Style

• What’s the story?What’s the story?

• Who’s the audience?Who’s the audience?

• What’s the message?What’s the message?

• Describe the style.Describe the style.


Exhibition and DistributionExhibition and Distribution

Screen Shots from the video:


Girls (Primary - elementary) Up to around the age of 12, girls have confidence in their ability to do science subjects and aspire for science professions. Their reasons were of economical, social status and professional nature.

Girls at (Secondary – High school level)Most girls(ages 13-18) have a negative attitude towards science . Reasons given included:

Discouraging remarks from teachers, boys and fellow girls and lack of parental support. Lack of role models. Teaching methods which are mostly theoretical with little hands-on. Misconceptions or stereotypes e.g. women in science are ugly, masculine, disorganized , have no time for their families and don’t make good wives.

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What were the key findings by my students?


Women in science –role models (School heads, technicians, engineers, doctors…)

1. A girl can become a scientist and still remains feminine.

2. As girls, the women scientists faced the same challenges like discouragement from peers, stereotypes but remained focused on their dreams.

3. Parental support is extremely important.

4. It is important for women to be involved in science because family life and development revolves around women.

5. Girls need to be exposed to role models.

6. It is possible for a woman to balance family and work place responsibility.

7. The is need to make teachers and schools gender sensitive.

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What were the key findings by my students?


Become more concerned for issues affecting their communities.

Development of 21st Century skills critical for their survival in this ever changing world. (Critical thinking, presentation and communication, Computer literacy, patience, negotiation, team work)

Provide young people with opportunities to network and meet people beyond their usual circles.

Opening of new opportunities for students.

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What I find rewarding about teaching media skills to young people?


Challenges Challenges

• Cost of equipment and software.

• Skills for implementation. (Use of equipment, software, etc.)

• Integration of media in to classroom activities. (Lesson Plans, Resources to use.)

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How to overcome some of the challengesHow to overcome some of the challenges

http://essentials.youthvoices.adobe.com/

• Training Resources:

• Sharing of Equipment.

• Peer to Peer teaching/learning.


Peer to Peer teaching/learningPeer to Peer teaching/learning

Students help their peers learn how to use a camera…


Conclusion: Key Questions Conclusion: Key Questions

• How does media fit within your current curriculum and the goals you have for your students this year?

• What are the big ideas or themes that you believe will engage your students?

• What media format(s) are you most likely to use? How will your instructional strategies ensure that your young people create meaningful media?

• What additional skills/training will I need in order to successfully use media in class?


Thank YouThank You

Kakinda Allan,

AYV Educator,

SchoolNet /iEARN Uganda.

http://schoolnetuganda.sc.ug

Email: [email protected]

[email protected]

Lisa Jobson,

Deputy Director,

iEARN USA, http://us.iearn.org

Email: [email protected]


Resources for more Information Resources for more Information

• Adobe Youth Voices http://www.youthvoices.adobe.com

• Adobe Youth Voices Essentials Curriculum http://essentials.youthvoices.adobe.com/curriculum.aspx

• iEARN/Adobe Youth Voices Film Festival, July 2010 http://www.iearn.org/event/adobe-youth-voices-international-film-festival

• SchoolNet/iEARN-Uganda http://schoolnetuganda.sc.ug

• iEARN-USA http://us.iearn.org

• iEARN http://www.iearn.org


Questions and Answers Questions and Answers

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Integrating Media into a Classroom

Education

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