Media Ecologies

1. What findings in the Media Ecologies: Quantitative Perspectives surprised you the most? How does the finding change the way you think about young people, technology and learning? 

I was surprised to learn that there are only 1.5 computers per household.  This number is significantly less than other types of technology.  This, to me, represents a lack of information and educational opportunities.  Many middle and upper class income homes have multiple computers, or that would be my presumption, so therefore that number is averaged to such an insignificant number because of low income households.  Technology is important, but quality technology is not.

2. What are the benefits to a genre-based approach to understanding youth engagement with digital media over a categorical-based approach?  All studies must be placed within a contextual frame.  With the study of media technology there  in one variable that was difficult to quantify, that was the level of engagement or use.  This variable does not fit neatly into categories, so by developing a genre based marker the study was able to contextual the results.

3. What aspects of Michelle's (Box 1.2) computer use at home have implications for computer use at school?  Michelle has an advantage over many of her friends by having a computer at home.  This extra exposure, though limited allows her to gain a level of comfort with technology that others might not.  This comfort level not only decreases the amount of time Michelle will need to learn new technologies, but will also aid in building her self-esteem and confidence level as she has advanced communication skills.

4. As you read about Clarissa (Box 1.3) consider the affordances of digital technologies that help Clarissa shape her identity and the role they play in literacy engagement. Do you think there are positive implications for these affordance in school-based literacy instruction? If so, what are they. If not, what are your concerns?  There is immense potential for school-based literacy instruction in a variety of avenues, but specifically in creative writing.  With the development of an interactive environment through a school based systems students could be encouraged to utilize the work that they are creating for fun for class assignments.  People, of all ages, are more engaged when involved in a project that is important to them.  While it is important to study the classics and learn the basics of literature, so too is creative writing.  Technology is an excellent way to combine the two.

5. In the section titled Messing Around we read about the sophisticated and creative technology practices young people are developing on their own outside of school. Do you think it is important for teachers to know about and understand these practices? Why?  It has always been important for teachers to be connected to their students both in and out of the classroom.  Just as teachers in pre-technology days, tried to find ways to engage students by using community events such as elections, ball games, etc.  teachers of today are challenged to know what the students are “in to” and what is important to them. 

If teachers have a common base of reference with their students in technology it allows the teachers to become students and vica versa.  I believe it is extremely important to empower students to excel and by leveling the technology playing field students have just such the opportunity.  Additionally, with a common area of technology the teachers can focus on the teaching of the content in a format that is comfortable for the students.

6. Should schools support students' in "geeking out"? What are the educational and ethical implications of "geeking out"?  “Geeking out” is not for everyone, but neither is playing football.  Some students excel in reading and others in science.  Some students apply themselves to learning and interacting within technology because that is there comfort level.  The level of commitment and the capacity to learn new technology relatively independently  are actually excellent qualities in young people who geek out.  It is unfortunate that often those traits are not used in a positive light. 

From the educational standpoint the traits found in those who are geeking out  are wonderful.  They provide opportunities for interesting engangement and interaction on a whole new level.  It is probably that students who engage in this manner would be resist to the traditional modes of communication, such as handwritten assignments and even peer to peer interaction.  It is important to get students to identify and interact within “the norm,” but it is also important to integrate independence in thought and deed. 

The ethical concerns are a separate issue.  Unfortunately with the increased level of technology available so too does the exposure to illicit and undocumented activities  In fact, illegal downlaoads are a major problem for all host sites.  How that issue is handled is a matter that is best left addressed by the School Board and policy makers on a school by school basis.

7. The young people studied for this book lived in urban settings in California or New York City. Do you think young people in West Virginia behave in similar ways and develop the same kinds of digital literacies? Provide examples from your own experiences with young people in West Virginia.  Absolutely!  My son and his friends are gamers and have immense libraries of “tunes.”  Access to technology is a challenge in rural West Virginia not only because of the availability of the hardware in certain economic situations, but also in terms of the logistics of providing rural internet access.  I have noticed however, that young people with access to technology will act like young people all across the country.  They will locate resources that are important to THEM and establish their own identity.  Children have been doing the same things for centuries, just today, they are doing it with technology.