Category Archives: Technology

Trust and Mobile Media Use In Schools

I have an article in the most recent issue of The Educational Forum. Like this post, it is titled “Trust and Mobile Media Use in Schools.” The article is a part of a special issue focused on New Literacies. The article can be found here.

Abstract:

This article shares findings from a year-long study about social practices of high school youth with mobile devices during school time. In particular, this study found that students see their school time as fluidly social and academic. Educators and policy-makers need to carefully consider these social practices when preparing 21st century youth for engaging with technology in responsible and meaningful ways beyond their time in school.

Upcoming Lecture Alert

On Tuesday, October 16 I’ll be speaking at Scripps College as a part of their Social Media/Social Change series. Hopefully this will be less a lecture and more a dialogue. The talk is titled “Control, Resistance and Play: a Discussion of Mobile Media, Pedagogy and Civic Engagement in Public Schools” and will extending work conducted while still teaching in South Central with some of the research I’ve been analyzing since the summer. Joining me for part of the talk, Mark Gomez (aka my ongoing nemesis) will be sharing work happening at the Critical Design and Gaming School in South Central.

The talk is free and open to the public. Info can be found here. If you’re in the Claremont/L.A. area come say hello!

Recent Publications On Participatory Culture and Learning

I want to share two recent publications that came out that I wrote focused on participatory learning in schools. Both focused on the alternate reality game I created as part of my dissertation research, Ask Anansi, these two publications look at the challenges and constraints of sustaining participatory learning within today’s public schools.

First, in the most recent issue of Knowledge Quest, I have an article titled, “Inform, Perform, Transform: Modeling In-School Youth Participatory Action Research through Gameplay.”

Here, I focus primarily on how Ask Anansi functioned as participatory action research (PAR) and some of the limitations of YPAR within traditional school power dynamics. Buffy Hamilton, the special issue’s co-editor wrote a great blog post about the issue here. I would like to piggyback on what Buffy wrote and just say that this issue is full of really powerful work looking at participatory learning. I know many of my education-based colleagues may not necessarily be looking to publications from the American Association of School Librarians for PAR and YPAR resources, but this is a good one.

Next, the USC Annenberg Innovation Lab released the recent report, “Designing with Teachers: Participatory Approaches to Professional Development in Education.” In it, I wrote a chapter titled “A Conversation with Anansi: Professional Development as Alternate Reality Gaming and Youth Participatory Action Research.” Notice a trend here? This piece is a bit more playful than some of my other work, functioning primarily as a discussion of how args can function as teacher PD while also acting as a mock-interview with a talking spider. Henry Jenkins wrote about our working group’s major findings on his blog here. I am grateful to Henry, Erin Reilly, and Iona Literat for inviting me to participate in this working group.

Better Blogging and Why I’m Scared of Online Teacher Voice

 

On Saturday, I spent the day in DC learning how to be a better blogger. It was an intense day of brainstorming and I want to talk about the two things that are troubling me:

  1. The skills I developed probably need to be funneled down to our students ASAP.
  2. The rather homogeneous assortment of teachers participating in this event–mainly white and many coming from Teach For America–may eventually shape educational discourse in ways that are problematic.

Bellwether Education invited a handful of educators from around the country to sit with known journalists and improve our chops in the world of blogging. Presentations from Ezra Klein, Carl Cannon, Megan Carpentier, and others helped connect the daily concerns and activities of successful journalists with the scheduling challenges of educators.* (That the event occurred the same day that Paul Ryan was announced as Romney’s VP pick meant that the majority of the coaches and speakers were simultaneously helping us and on deadline for their various publications.) It was an altogether enlightening and somewhat frightening prospect for me to look into the mysterious void of the Internet and be told strategies for improving my search engine optimization and building up a strong brand. At the same time, I think the same discomfort that I faced in understanding these types of dispositions is something that educators like myself are going to have to get over and face more directly within our teaching practice.

 

Blogging and Branding as Required Curriculum?

These skills, new for me despite now blogging here and elsewhere for upwards of six years now, are reminiscent of the kinds of shifts in learning for our high school students as well. Very literally, this daylong intensive seminar was about improving writing and meeting the expectations of a self-selected readership. These are certainly things I want students today to be learning. Is it a matter of time until branding and building up a reliable and respectable number of twitter followers and advertising recent updates on Pinterest with fancy pictures become required components for classrooms? Will there be a standardized exam on the ethics of link-baiting?

Online Teacher Voice and Representation

I am also troubled by issues of representation within the world of teacher blogging. The Bellwether event was one that attendees had to apply to participate in. So while the participants were not necessarily representative of all of the applicants or even of educational bloggers today, it was a largely homogeneous group:

  • Aside from a handful of us, the educational bloggers here were predominantly white.
  • Several of us were no longer teachers (myself included): some ran education-related NPOs or worked for alternative credentialing programs or charter schools.
  • Many of the participants (half? Maybe more?) came from Teach For America and were still relatively new to the teaching profession.

As I looked around the room as one speaker talked about making the shift from a readership of hundreds to a readership in the thousands, I felt slightly uncomfortable. Here we are, a group of educators learning how to help shape discourse about education, and so many of the voices and experiences of teachers I’ve had the pleasure to work with are unrepresented in this space. Granted, Bellwether expressed the intention of continuing these seminars in the future and I’m glad for that. But for now, a disproportionate number of Teach For America teachers are equipped to blog the vagaries and successes of classroom teaching in 2012.

I should be clear that my concerns here are not about being anti-TFA (other writers can go much deeper into that tricky debate). I’m more concerned about representation: if we are mainly preparing to hear from younger teachers being prepared through an alternative model such as TFA, we are also shaping public discourse by eschewing the majority of public teaching voices.

I don’t know how each participant found out about the Bellwether event and decided or was encouraged to apply. I was forwarded an email through the Teaching Ambassador Fellows network. However, it seemed clear that this event–funded by the Gates Foundation–was put on the radar for numerous TFA and Teach Plus folks. While I’m excited about the contributions these bloggers will be making as a result of the seminar, I think it is imperative that individuals from more traditional teaching positions and career paths join the fray.** As I hear about these events in the future, I fully intend to share here. In the meantime, if you are looking to gain a stronger blogging background as a teacher (or even delve in as a current n00b) feel free to send me a note and I’ll pass it directly to Bellwether.

*In somewhat unrelated news, based on an off-the-cuff remark from guest speaker Ezra Klein, I’ve created a new Tumblr: War and Peace and Cats (which will be updated somewhat regularly solely with pictures of Cats and paragraph-by-paragraph additions of the entirety of the Tolstoy text).

** I think part of my concern also comes from the transitional period I am in. As I am no longer the urban high school teacher I was when I first began this blog, I am thinking through how this space may change and still meet the interests of readers expecting reports of in-school mayhem here at The American Crawl.

Rhizomatic Listening: On Shuffling Audiobooks

While in Los Angeles, I spent a lot of time sitting in traffic. Directly related to this, I spent a lot of time sitting in traffic listening to audiobooks. At one point, I got frustrated with the insanely slooooow pace at which most book are narrated that I started listening to audiobooks at double speed. The shift is disorienting at first, listening to a reader spin manically into hyper-speed. The thing is, I can only (easily) do that with books I download from Audible. CDs checked out from the library and MP3s I download have to go through a lengthy process to be considered “books” by my iPhone and are treated like music files, which is where things get interesting …

See, for a long time I resisted the shift from listening to an album to listening to individual tracks. But somewhere in the early 2000s I caved and my iPod is now filled with a rotating repertoire of evolving playlists created for specific times, moods, and places:

The success of these playlists is contingent on the iPod’s shuffle function:

Each playlist preserves a feeling, but never the exact same experience.

The thing is, if I switched from listening to a playlist to an audiobook, I would often forget to turn off the shuffle button. For books that are downloaded in Audiobook, again this can’t happen and even if it did it wouldn’t matter as much. Take for example a couple of YA books I purchased on Audible:

Each of these is a relatively short book and is downloaded (and consumed) as a single file. Rats Saw God is a solid uninterrupted 6 hour and 24 minute listen (or, if you’re like me, a 3 hour and 12 minute listen).

Even if you wanted to shuffle these books, you couldn’t. They are single files. It would be like creating a playlist with one song and hitting shuffle:

A Feast for Crows, a much longer book (topping out just under 38/19 hours of listening time) is downloaded as four separate files. You could shuffle these 8 hour tracks, but the narrative will have progressed so far ahead that it will become immediately obvious when the four chunks are not played in the correct order.

 

However, let’s take a CD or MP3 example. I bought a (DRM-free!) copy of Doctorow’s For The Win sometime last year. It is downloaded as a series of MP3s that can be easily burned to 13 discs. That’s a lot of MP3s:

If I don’t import these into a playlist in the correct order the 3 or 5 minute files will play in a haphazard fashion, creating a new narrative line not intended by the author.

And this is what I’ve been thinking about: the shift in narrative as a result of audio shuffle. Though time is cyclical for me (It’s morning then night and I eat breakfast and then lunch and then dinner and go to sleep), the ways I perceive and work throughout the day are anything but (I open Word to start writing and then get a cup of coffee and check my phone and write a paragraph and read a chapter of a book and then delete that paragraph and write a title for the Word document and yell at the dog for barking and then add a new sentence and then put on some music which reminds me to see if Martha Wainwright has a new album anytime soon-she does not-and then I start chatting with a friend online … and eventually write something of substance in the Word file).

Some novels incorporate the chance-element of shuffle into their structure. But they’re usually experimental and unfulfilling as traditional narratives. B.S. Johnson’s The Unfortunates gets close. It’s a series of pamphlets that are shuffled together to create a new novel for each reading:

Cortazar’s Hopscotch supposedly works in random-ish order.

I think a more controlled chaos could also work. I think of the three parts of Skippy Dies and, considering Paul Murray tells you exactly what happens by the end of the book in the title, wonder how my experience would be altered if I shuffled the three parts of the books. Ditto the five parts (and three bound volumes) of Bolano’s 2666.

 

I think of Deleuze and Guittari’s notion of the rhizome. A model for looking at research and culture, the notion of the rhizome differs significantly from traditional tree-like hierarchies. Seeing multiple points of entry and exploration, they write that “any point of a rhizome can be connected to anything other, and must be.” The world is shuffled. We curate rhizomatic experience everytime we create a playlist – a digital piñata of randomly falling sonic riches.

What would happen if I were able to curate my reading library and create a playlist?

“Today I feel like reading a Murakami playlist-not an anthology-but a new Murakami narrative shuffled only for me” or “I’m going to cozy up with a read-list of contemporary Russian authors in translation.” Or “You know, I feel like a discordant mix of John Ashberry and Shel Silverstein.”

Music products are being produced in this way now:

The latest release from Nicholas Jaar (on the right) is a cube of music with two headphone inputs. Listeners are subjected randomly to the tracks stored in the device’s memory. Pragmatically, I won’t know which song is up next or even what it may be called.

A rhizomatic listening experience is one that can be parsed every which way. Purists (myself included) would argue that this is a bastardization of the art form. “Hendrix wanted you to listen all the way through, man.” And they/we’re right. But it seems like print culture can by shuffled in ways to create new narratives budding from the old.

More Than Show and Tell: Redefining Participation at DML

The Following is Cross-Posted at the 21st Century Scholar blog

A month to reflect on the Digital Media and Learning (DML) Conference, and my mind is still buzzing with the ideas and innovative shifts in educational learning I was able to engage with during the three-day conference. As with the two prior conferences, I left the conference with a strong sense of optimism for the possibilities of schools and teachers and learning as a result of the presentations, conversations, and debates I participated in during DML 2012.

And while the ideas and individuals I encounter are so inspiring, I left with a looming and frustrating sentiment: we can do more. While I typically blog at DMLcentral about the ways that the Digital Media and Learning field can continually improve, I want to stress that I am talking here about the conference space. At the DML conference, we can–and need–to do more. The format of conferences is an ego-boosting and elitist one: typically, presenters stand in front of a crowd share their work for 15–20 minutes and take questions from the crowd. Keynote speakers get longer and panels basically allow audiences to witness a conversation amongst three or four experts on a given topic. The problem is, when it comes to digital media and when it comes to learning, we are all experts to a certain extent.

As a conference that brings the latest innovation from a nascent field, the DML space needs to become more egalitarian. What is the net impact of this conference convening? If we are bringing together hundreds of the most motivated and knowledgeable people interested in DML, we should be doing more than listening to a select few in a glorified show-and-tell.

As one of the conference committee members for the 2012 conference, I saw first-hand how competitive and selective the programming process was. A small percentage of the proposals submitted could be selected and I regularly heard from frustrated applicants that were eager to share their valuable work. What if we moved beyond a traditional conference format to a space that encouraged bazaar-like trading of ideas and it was facilitated to have purposeful outcomes by the end?

I want to note how powerful the DML backchannel is: the screens displaying recent conference-related tweets and the participation by a majority of conference attendees in the backchannel made it a robust and valuable resource. And isn’t it, thus, strange that a conference that can so ably illustrate the power of newly emerging backchannel tools cannot redefine the traditional components of a conference?

Ultimately, if the DML enthusiasts (myself included) are critically and enthusiastically pushing against worn and hackneyed learning formats, isn’t it time we also begin pushing against the traditional conference and presentation format as well?

Lunchtime Intellectuals and Backseat Driving in Education

Yesterday, I learned about the intersection of race, class, and (in)justice in the American legal system.

The content was engaging and I felt, afterwards, ready to share my ideas and concerns with others. I felt like I was learning.

All of this happened during lunch. While watching a single twenty-three minute TED talk.

And in general, that’s great. Right?

Sure it is.

Only … the thing is… I already studied this topic as a graduate student. It was a two-quarter long course and at the end I’d read stacks and stack of books and written what felt like reams of paper on the nuances of the topic and after those 20 intense weeks of studying… I felt like I hadn’t even scratched the surface.

 

As the popularity of TED talks continues to grow, I sometimes feel like we are missing something in the truncated hyper-entertaining style. I don’t mean that I expect everyone to jump into full-on academic geekdom around a topic instead of watching a TED talk. However, I do wonder what is lost in the snappy medium.

In the Critical Media Literacy course I am currently co-teaching, we showed Chimamanda Adichie’s TED talk at the beginning of the quarter. It seems like her concerns of a “single story” have probably been invoked by my students on a weekly basis. But her concerns are invoked in passing; my students have not tussled with seeking additional knowledge about Adichie, her writing, or the political circumstances she discusses. Similarly, I’ve had numerous conversations with people about “the problem with schools” based solely on Sir Ken Robinson’s TED talk. While I find this talk, too, tremendously worthwhile, I tend to feel like we are locked out of creativity and personal opinion when most of our talking points are pinned to 15-20 minute talks.

 

I’ve had these sneaking suspicions about TED for a while, but I do want to make it clear that I appreciate much of the content and the vision of what TED represents. It’s not TED’s fault that it’s so popular. It’s more a problem that it’s so much easier to embed or like or share or forward a 15-20 minute talk (or 30 minute propaganda video) than look into the larger concerns.* Slacktivism (as recently mentioned in a post related to #kony2012).

I bring up this navel-gazing whining about TED and “Lunchtime Intellectuals” (did I just invent that? I hope so) because it is now directly impacting the teaching profession. Earlier this week TED announced TED-Ed:

An invitation to teachers across the world to help us dial up the effectiveness of video lessons. As an initial offering, we have posted a dozen lessons that we think show promise. And now we’re ready to assist teachers in creating hundreds more.

I guess that’s good, right?

And I really like John and Hank Green’s Crash Course videos that teach history and science via YouTube videos.

And I guess someone likes this Khan Academy thing.

All of these might be doing something somewhere. But I do know that, in the same week that more than 11,000 LAUSD teachers receive notices that they will be laid off at the end of this year, it feels uncomfortable to have organizations helping in ways that basically suggest ‘let’s throw a bunch of snappy videos your way… figure out the rest.’**

All too often, we tend to try to simplify the really (really) complex challenges that teachers are in. At the DML conference last week, I took issue with John Seely Brown’s keynote talk that tended to idealize the Montessori school system. Meryl Alper helps complicate this as well as point to an early-education blind spot in the DML community. This stuff is much more complicated than can be covered in an 18 minute ohhs-and-ahhs-filled video. This stuff is about our future and it’s about the youth in our schools and it–thus–deserves for us to try untangling it as a complicated mess.

It’s not that TED-Ed is a bad idea. I’m more concerned with the continued trend of non-educators being able to get high profile coverage for creating faux quick-fix solutions (or worse: another community to work on solutions) for deep-rooted inequity that’s been decades in the works.

 

*Like, for example, who funds Invisible Children’s work… but that’s a digression beyond the purview of this post.

** By the way, Peter tweeted reading and reacting to his annual RIF notice:

“Be the Pink Panther & your loves will be like the wasp & the orchid, the cat & the baboon.”

 

Later this week (Thursday to be exact), the third annual Digital Media and Learning conference will take place in San Francisco.

As one of this year’s conference committee members, I am excited about the ways that this conference has come together and the excellent community of participants, panelists, attendees and speakers that will convene. It’s been a busy lead up to this week and I am extremely proud of the work the various DML participants have contributed in preparation.

Typically, when it’s close to conference time, I list the various topics and times of presentations where I can be found. And while there are a few sessions I’m participating in, I want to urge conference attendees to get lost in the DML space. Wander into a session and allow yourself to be surprised. Be active in the conference back channel. Go to the who-knows-what-will-happen ignite talks. Send me a tweet and say hello.

See you there!

 

 

Help the Council of Youth Research Improve Educational Research

The Los Angeles Council of Youth Research is planning to share their research findings at DML 2012.  They’re going to document the journey, their research, and the ways these high school students make a difference within this research space. To do this, they need our help. Please consider supporting their Kickstarter campaign below. As one of the DML conference organizers I can say that this group’s youth presence at the conference is needed and (along with teachers) a constituency generally absent in year’s past.

 

The Mystery of Willis Earl Beal and the Bread Crumbs of Digital Media

It started innocently enough.

It started like this:

Scrounging around the hipster fodder of Pitchfork, I read about and streamed a new track by an unknown singer.

Intrigued, I did a quick Google search.

I read an article that described the outsider artist that only left me with more questions.

I picked up my phone and dialed the phone number that is scrawled along his album art.

No one answered.

I did another Google search and was floored by a YouTube video:

I clicked another link and was floored again:

And then found performances with a band:

Same Old Tears written & performed by Willis Earl Beal from j. harley on Vimeo.

I looked around for copies of the Found Magazine package that was released in limited quantities by Found, Quimby’s, and Ebay all proved to have nothing (though the cover of Found #7 is another Beals artifact).

And then I found copies of visual and narrative art supposedly by the same person.

Did I mention there is a website with even less information?

At the end of the day, I began wondering how much of the enigma of Willis Earl Beal is marketing for his forthcoming major-label debut?

Even the Roots have tweeted about the simmering response he is sure to receive by mainstream media.

Aside from providing a glimmer into my browsing and listening habits in the early days of 2012, I describe all of this to illustrate the changes in information seeking for me. Growing up, musical discoveries were the banal clichés many probably go through. I felt like an insider because I was listening to Velvet Underground and Nico because of the opening pages of Please Kill Me. Likewise, Our Band Could Be Your Life made Mission of Burma a staple in my college listening habits. I “discovered” Yo La Tengo because of … a featured review in Rolling Stone. Before the Internet allowed me to dig toward a more personally curated music repertoire, things like the Factsheet Five guided me toward specific forms of listening.

That an outsider artist like Beal has a significant stream of online media is unsurprising. The machine of online rumor, gossip, otaku fandom, and marketing make someone like Beal an irresistible tidbit to tweet or share in online spaces. What is significant, however, is just how much of a dead end Beal’s online presence has led me. Despite all of the links of information I’ve found. I feel like I still haven’t been able to find out who Beal is beyond a superficial context. I have only found a limited amount of his work and–gasp–I haven’t been able to support this artist’s work or financially invest in a download or physical purchase (aside from the print-to-order art books noted above). That’s not to say that this won’t significantly change in the near future, but I find Beal’s present case an interesting one contextually. In a time when bands regularly give away more music than people can keep up with Beal sparks my interest because of the dearth of content surrounding him.

This process of seek and stream and download is a relatively new one. It’s a process that interlinks search queries with media consumption, participation within affinity groups and individual focused engagement. As I occasionally felt frustrated at not finding the results I sought, I wondered if I was doing things correctly. As digital literacies exhibit a confluence of different skills happening concurrently, self reflecting on a process like diving into the Beals mystery are useful in recognizing changes in day-to-day online practice.