Illuminate the future!

A digital apple for you, the teacher.

     I believe educators have a responsibility to continue learning about their craft. It doesn’t mean we are not good at what we do, it means we accept there are always things we can do better. Illuminate: Technology Enhanced Learning helped me to realize technology waits for no one, you can keep up or fall behind, the choice is yours. I feel the primary theme is introducing new technology but in several ways. The spark, if you will, is the ability to enhance engagement from students in the classroom and peer educators.

     One of these sparks I found discussed virtual field trips. Petty (2018) states, “A wealth of excellent apps exist today that makes it possible to take students on amazing field trips around the world without ever leaving the classroom” (p. 19). I have used multiple virtual field trips in my classroom and I know students really enjoy them. I am fortunate to have Chromebooks for all my students and we take virtual field trips whenever possible. I have also created a virtual field trip wakelet combining information from one educator and adding many of my own. The point is now I don’t have twenty or so, now I have over eighty different virtual tour sites to use in my classroom. I agree with Petty (2018), “Its fun to travel alongside students as they make discoveries about the world” (p.19).  The main reason I took the opportunity to search for more virtual tours on Wakelet.com is that I knew I was not the only educator watching technology feed the engagement of my students. I am not one to want to fall behind, and due to my reading, I have found technologies coming for education. 

     Here I was excited about both the collaborative and independent abilities of virtual field trips and here comes Augmented Reality (AR). Kamarainen et al. (2018) describe AR applications as “ a technological device to visually display digital information so that it appears to be overlaid, embedded in, or activated by the physical environment” (p. 259). How close are we to AR in the schools? Kamarainen et al. (2018) state, “research using early versions and prototypes provides compelling arguments that well-designed AR experiences support learning” (p.261). This means the ability is here and it is proven to support learning. Please view the video below utilizing AR with Google Expeditions.

     This type of learning is at the core of what author Bethany J. Petty discussed in her text. Don’t be afraid to reach out and grab new technologies and bring them to your classroom. Petty states, “You can use technology as a tool to design amazing learning experiences for your students and encourage them to collaborate, create, communicate, and think critically about their content and the world around them” (p. 115). There are new tools being created and we need teachers learning how to use them for our students. If we understand technology-enhanced learning is the key to twenty-first-century education, then we must agree educators will be required to learn new advancements in technology just to keep up. Don't wait, start today!

References

Google for Education. (2018, September 26). EDU in 90: Augmented Reality with Expeditions AR [Video File]. Youtube. https://youtu.be/3sIcDgZlgMU  

Kamarainen, A., Reilly, J., Metcalf, S., Grotzer, T., & Dede, C. (2018). Using Mobile Location-Based Augmented Reality to Support Outdoor Learning in Undergraduate Ecology and Environmental Science Courses. Bulletin of the Ecological Society of America, 99(2), 259-276 

Petty, B. (2018). Illuminate: Technology Enhanced Learning. San Diego, CA: Dave Burgess Consulting, Incorporated.

Social Media: Who posted that?

Misinformation and Conspiracy?

To me, one disadvantage to social media is the maelstrom of inaccurate facts posing as truth. Turner & Hicks (2017) state, “Day after day, individuals fall prey to them, hope they are true, and share the misinformation with their friends” (p.104). Why? I believe the problem is not knowing who started the information. Let’s face it, we would not turn our television to Sesame Street for the nightly news. If we saw Grover spouting a political diatribe, we would think it was funny, not facts. What happens when you try to explain the inconsistency with facts on social media? Good people with good intentions act like Grover trying to find the fly in the soup. Please see the video below.

 

Regrettably, laziness is also to blame. People on social media “often respond emotionally to what they read in social networks, posting or reposting without critically analyzing the argument being made” (p.104). It might be different if we viewed social media as if every single post ended with an April fool. Our desire to not get fooled might lead us to greater responsibility. Doubtful, but maybe. 

When you try to silence the misinformation from your own social network, you find good people with bad habits. Li et al. (2019) state, “Due to the distributed and decentralized nature of social media, respective content that contains misinformation is usually propagated without any type of moderation, which may mislead the public and have a profound real-world impact” (p.693). It is easier to just repost, share, or like without taking the time to say, “Is your name, Grover?” This does irritate me quite a bit. It may be surprising, but there are ways to combat social media misinformation, “A promising solution is to utilize the crowdsourcing wisdom that pushes the suspected misinformation to relevant users based on the expertise and collects the assessments to judge the credibility” (Li et al., 2019, p.693). When will this be implemented? I’m sorry to say, it’s still in the theoretical stage.

I guess it falls down to whether or not you want to be the social media police. We can find out what is correct and what isn't from taking the time to do just a few web searches. Turner & Hicks (2017) want "to encourage readers to check Snopes to evaluate these kinds of posts before resharing with their other networks" (p.104). Factcheck is another place people can check information to find out if it is true or false. I just don't want to offend a good person who got duped into believing someone else's lies. I might take the time to do some research, but that doesn't mean the person I try to help is willing to look at it. Some people read posts "without challenging the claims, evidence, or warrants that make up the argument" (Turner & Hicks, 2017, p.105). I don't think we will ever be able to get rid of all the misinformation, but just getting rid of half would be astounding. When the day comes that social media purges the misinformation, I will celebrate. I hope it comes soon. For now, I’ll just keep picturing Grover writing every post.

References

Li, G., Dong, M., Yang, F., Zeng, J., Yuan, J., Jin, C., Hung, N.Q.V., Cong, P.T., & Zheng. B. (2020). Misinformation-oriented expert finding in social networks. World Wide Web 23, 693–714. https://doi-org.ezproxy.montevallo.edu/10.1007/s11280-019-00717-6

"QAnon - Q Conspiracy - Deep State Trump" by mikemacmarketing is licensed under CC BY 2.0

Sesame Street. (2008, August 6). Sesame Street: There's a Fly in the Soup | Waiter Grover [Video File]. Youtube. https://youtu.be/1C8nl8eBoq0 

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

What's wrong with this video?

Convict name: Darren Denney

Charge: Created a horrible introduction video.

     Have you ever put together something without looking at the directions? It seems I created a sub-par video, to say the least. I feel as though I had the content (I know me pretty well), but like anything, it's the little touches that are the key to greatness. Perhaps instead of saying sub-par, I'll say amateur. Turner & Hicks (2017) understand "the power of visual media is clear: moving or still pictures, narration and music, and the gaze of the camera all combine to make an immediate, and important, effect on viewers" (p.85). I'll place my original video below if you care to see my introduction video horror story unfold.

     It is evident after reading about what a proper video should be, I need to make a few changes. Let's face it, I'm not Steven Speilberg, but I can do better. Turner & Hicks (2017) discuss one of the problems I see in the above video stating, "they could improve their use of available technology to capture higher-quality audio" (p.90). It is essential to recognize our weaknesses, and I also found I stumbled quite a bit, just merely creating the video. I am not going to get any awards for my footage, but I do want it to be the best I can create. Turner & Hicks (2017) agree, "the concept of composing video can sometimes be a daunting task" (p.97). I prefer honesty over anything else, and I believe the content I used for the video was just that, honest.

The value of creating videos for the classroom, now and in the future, is evident to me. Even universities use Youtube videos for clarification of complex topics at the college level. Jackman (2019) considers the benefits of a Youtube video shown to college students, "After viewing this video, misconceptions were cleared up and students were able to conduct similar experiments themselves" (p.161). I know I must answer the call to all educators and bring more videos into the classroom. Jackman (2019) discusses the value of Youtube, "educators must harness this seemingly limitless e-resource for more effective and engaging pedagogy" (p.163). I have been very fortunate in my life to understand change is neither good nor bad; it only happens. How I react to change, I can control. My uneasiness to create a better video can be explained in the eight-second video clip below.

   

     Ok, so here I go again trying to do a better job with my introduction video. To those that comment, have mercy on my soul. I know I can get better, and trust me, I will. Look for elevated camera angle, better sound quality, more business-like attire, and a better background. I'll hopefully subtract the extra weight the camera puts on me as well, or was it food, no, I'm pretty sure it was the camera. Anyway, take a look at the new introduction video below.

Well, what did you think? I realize I still have some problems with the audio, but regrettably, I have no other microphone system. As I stated in the video, I did roughly about eight retakes to just to get the sound acceptable. I think the concept of what lends credibility to a video interesting. Turner & Hicks (2017) discuss the content of PSAs "and supporting it with features of digital video" (p.84). I tried to use the informal background to provide a welcoming introduction and my more business-like attire to lend credibility to my claims as an educator. Did it work, or not? What would you change about the video? I hope this helps you to create your own videos.

References

Denney Denney. (2020, June 16). Darren Denney Introduction [Video File]. Youtube. https://youtu.be/UwpfuSdDfsM

Denney Denney. (2020, June 16). Darren Denney Introduction and Video Commentary [Video File]. Youtube. https://youtu.be/yZxRalFEy68

GotneIFHD2. (2014, June 14). It's Going To Be A Bumpy Ride - Harry Potter [1080p, 16:9][Video File]. Youtube. https://youtu.be/aRcY5do4MRw

Jackman, W. M. (2019). YouTube Usage in the University Classroom: An Argument for its Pedagogical Benefits. International Journal of Emerging Technologies in Learning, 14(9), 157.

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

The Time of Infographics

     How did infographics begin, or have they always been? I realize this is a kind of weird question, but I think it is only fair to ask. Turner & Hicks (2017) provide us with, "The first documented infographic was published in 1869, with Charles Minard's skillful outline of Napoleon's march upon Russia" (p.61). I believe they are correct in as far as we are used to contemporary publication, but the first infographic, I beg to differ. We have come to realize the beauty of an infographic is the ease of communication when trying to convey a more substantial, perhaps a more complicated topic.  "Historically, visual representations of information have dated back to prehistoric cave paintings and early representations of geographical information captured in maps (Friendly, 2008, as cited in Gallagher et al., 2017, p.130). What could be more complicated than the pursuit of life itself? Were cavemen communicating how, when, and what to hunt when drawing on cave walls for future generations? Virtually tour the Lascaux cave art or watch this brief video of Lascaux and tell me what you see. 

Video of Lascaux Cave Images

I believe these images could have been used by a teacher from long ago trying to instruct new hunters on how to live. 

    The more significant issue at hand is why do we still enjoy using infographics? Turner & Hicks (2017) tell us it is "because of their visual appeal, perhaps because they are so easy to like" (p.60). I firmly believe the reason infographics have remained a tool for the ages is due to the ability to quickly convey information. VanderMolen & Spivey (2017) state, "Human brains are wired to process visual information more quickly than the written word" (p.198). There is no mistaking the immediate consumption of raw data from an image, and the ability to store that information for later could be quite beneficial. Turner & Hicks (2017) determine part of the value of infographics is the speed a viewer can absorb "information and draw comparisons to their own lives" (p.61). One of the Lascaux web site images linked above shows hunting parties traveling after different animals. Perhaps these images mean we don't go alone on a hunt. One image from Lascaux shows a man, believed to be dead, in front of a bull, and this image may convey the reason cavemen didn't hunt alone. Granted, we do not fully comprehend the ideas, imagery, or communication emanating from Lascaux art, but we do understand the value of modern-day infographics to education. 

     Students comprehend information in infographics well, and we must utilize this comprehension in education. Turner & Hicks (2017) and I agree "because infographics present data-numerical, written, and visual- they can be a powerful medium for making arguments, and we think they are a mode worth teaching" (p.61). The ability to publish in the modern era via digital text remains unprecedented. The ability to share information globally through "web-based tools such as Pictochart, Infogram, and Easel.ly make it easier than ever before" (Turner & Hicks, 2017, p.61). Educators have the responsibility to share with students how to read and create infographics. VanderMolen & Spivey (2017) taught students how to create infographics while incorporating "the target audience, learning objectives, materials, teaching procedures, grading rubric, instructor’s observations, results of a student survey, lessons learned, and recommendations for instructors" (p.199). If it is true, "Infographics are a visualization tool that can be used to improve retention, comprehension, and appeal of complex concepts" why would educators not use it (Gallagher et al., 2017, p.129)? I created the infographic below, and it could be used to assist younger students in understanding the size and contents of Lascaux.  I do believe infographics can play a significant role in education, the only difference is, I think they always have.

References

"1" by Bayes Ahmed is licensed under CC BY 2.0

Denney, D. (2020, June 14). Lascaux Cave [Infographic]. Pictochart. https://create.piktochart.com/output/47317774-lascaux-cave

Gallagher, E.S., O’Dulain, M., O’Mahony, N., Kehoe, C., McCarthy, F., & Morgan, G. (2017). Instructor-provided summary infographics to support online learning. Educational Media International, 54(2), 129–147. https://doi.org/10.1080/09523987.2017.1362795

Kendall's Creative Classroom. (2015, July 7). Caves of Lascaux [Video File]. Youtube. https://youtu.be/PId2enlr_OY

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.

VanderMolen, J., & Spivey, C. (2017). Creating infographics to enhance student engagement and communication in health economics. Journal of Economic Education, 48(3), 198–205. https://doi.org/10.1080/00220485.2017.1320605

What's in an Image?

    

    What is something you might feel strongly about? Politics, religion, family, cats over dogs, your choice. These positions, for or against, could easily be considered one side of a debate or argument. What happens when we take these positions into the digital realm and release them? Turner & Hicks (2017) state, "any text that we encounter-- fiction or nonfiction, print or digital-- is at some level presenting us with an argument" (p.6).  Once we begin to consider almost every post or image is leading us toward a particular point of view, the digital world can become one huge argument. I believe the images we see in the digital world serve to manipulate, intentionally or unintentionally, our comprehension of the author's point of view.

    View the video below, do the images support the ASPCA's argument for donations?

    While some images contain text trying to invoke a particular point of view, it is the imagery connecting the reader to a particular point of view I find interesting. Turner & Hicks (2017) discuss the importance of digital imagery in social media by stating, "writers in these spaces do not think of them as arguments, image and video play key roles in making and supporting claims" (p.25). When an author uses imagery as evidence, the image may use an emotional connection to lend greater evidence to the author's point of view. Turner & Hicks (2017) discuss how writers may use images, "to marshal evidence, underscore claims, provide warrants, and acknowledge rebuttals" (p.24). An example of imagery as warrants could be shown in an animal shelter using images of dogs to convey the necessity of receiving donations. An image of a dog clearly having been neglected and mistreated, or an image of a young child receiving his or her first puppy from the shelter could be used as a warrant to communicate the claim of services the shelter provides. The shelter's argument of providing services is clear in either image, but which image will provide enough motivational evidence to the reader causing them to donate money. The power of imagery to motivate readers without specifically telling the reader an author's position is truly remarkable. 

    You might ask, what happens when social media marketers fully realize the power of imagery in social media? Li & Xie (2020) state, "The old idiom 'A picture is worth a thousand words' has become the new maxim among social media marketers" (p.1). Social media imagery can be used to manipulate the reader by promoting engagement. Li & Xie (2020) propose, "three ways through which image content exerts influence on engagement—mere presence, image characteristics, and image–text fit" (p.16). Studying social media accounts of corporations permitted an understanding of how a simple image could be improved to gain larger market exposure. Li & Xie (2020) state, "Our findings give many clues about what types of pictures increase the liking or sharing of a post depending on the social media platform they choose" (p.17). This information leads corporations to promote engagement by the reader by utilizing imagery in their social media accounts.  

    Given the ability of imagery to manipulate our engagement, why should we incorporate the discussion of imagery in an educational setting? It is abundantly clear imagery could be used to make a claim or used as evidence to enhance an author's point of view. Students learning "strategies unique to digital arguments" might better enable them to discern when digital imagery is leading to a particular point of view (Turner & Hicks, 2017, p.26). Educators can assist students in developing this observational skill by asking, "Why do you think the creator used this particular image" (Turner & Hicks. 2017, p.27)? When we as educators realize our students must eventually enter the real world, we must give them the tools to think for themselves, and part of this free-thinking is knowing when they are being manipulated by imagery in social media. So to answer the question, what's in an image? It depends on the point of view, yours or someone else's.

References

 

ASPCA. (2020, November 21). Give your Love, Change their Lives [Video]. Youtube. https://youtu.be/eIf0vxjQeWk 

"Dogs on the Left, Cats on the Right" by cogdogblog is licensed under CC BY 2.0

Li, Y., & Xie, Y. (2020). Is a Picture Worth a Thousand Words? An Empirical Study of Image Content and Social Media Engagement. Journal of Marketing Research, 57(1), 1–19. https://doi.org/10.1177/0022243719881113

Turner, K.H., & Hicks, T. (2017). Teaching adolescents to read and write digital texts: Argument in the real world. Portsmouth, NH: Heinemann.