Animated Agents: Final Post

I am going to focus on the article, “When sex, drugs, and violence enter the classroom: Conversations between adolescents and a female pedagogical agent.” Like most of you (I’m sure), I was completely shocked by the questions posed to the agent from the students. I have never interacted with an animated agent before, but I wish I had experience with it prior to reading this article, for I feel that my response would be slightly different. I am not saying I would feel more or less upset, but having more knowledge about anything allows one to think deeper and more critically about the topic.

Moving into specific content, one part that caught my attention is when the article states that, “Another reason…users may be outspoken and verbally abusive when conversing with virtual characters may be because the Internet lowers human inhibitions (Hudson and Bruckman, 2002; Suler, 2004) – especially when anonymity is involved” (10). I think that I always subconsciously knew this, but I had never been able to put it into words. I also think that this can even relate to websites. In real life, some people may be embarrassed to go into places that may be socially unacceptable. Some examples of these include: adult video stores, strip clubs, sex toy stores, or even booths WITHIN the sex stores. Today, however, with the click of a computer mouse, people are able to access porn and other “amenities” these sites have to offer. Because no one can “see” them viewing these sites/merchandise and they are able to remain anonymous, they have a heightened sense of power and confidence. They can purchase anything on the web or download any movie they please. Getting back to the article, I think it is completely understandable that with anonymity, students, as well as people in general, lose inhibitions when surfing the internet. However, what shocks me the most is the fact that it was an academic agent that students were communicating with. As the article states later, I feel that their questions would have been somewhat benign had they known that the questions were being documented. It is possible that because this was something new, they wanted to work it from every angle. Maybe they were curious about this “animated agent” and wanted to know more about it. Now, I am by no means attempted to justify their actions; but I do know that students are NOT mature, and if they get the chance to mess with “authority figures,” they are going to take it.

This is comparable to language used within a classroom. Upon students entering the classroom the first day, the teacher sets up the environment and rules that will remain throughout the year. If a student uses vulgar language or profanity in discussion or discourse with his/her friends under the teacher’s supervision, and the teacher says nothing about it, then that gives students the green light to continue using that language within the classroom. However, if the teacher reprimands them immediately, then he/she is stating that that kind of language is unacceptable. This is very similar to the conversations between the agent and students the article is based on. The students made sexual comments and verbally abused the agent, but she did not give the “wanted” response by the students. Although the responses to the students’ profane questions rarely made sense, at least she was not feeding into the inappropriate questions. I think that had they had more days to ask the agent questions, there would have been less verbal abuse and more academic-related questions. After the students realize that nothing will come from making inappropriate remarks and asking obscene questions, their interest will eventually fade away.

After writing this post, I feel that I still possess the same questions I had upon finishing the article, and I am deeply intrigued to know what the students’ questions would have been like had the agent been a male. And why is it that the agent was female? Was there a choice in the matter of the gender? Does her appearance really make a difference? In my opinion, I think that students would respond the same way if she was dressed in jeans and a regular t-shirt (as long as it was not provocative). I am very interested in knowing more about this topic, and I plan on continuing my research with this in the future.

Gizmo!!! (Could I look hotter than this? I think not.)

Post - June 25th / Web Surfing / Assignment 1 & 2

Web Exploration

After browsing various media, t.v., music, and movie resources that can be used in the classroom, it is clear that the resources available to us future teachers are endless. The fact that there are a myriad of links to support and explain media integration in the classroom reveals that this IS something that teachers should consider seriously. Some of the websites I visited include:


http://www.classbrain.com/artmovies/publish/article_34.shtml, which focuses on "Time Travel in Literature." This includes looking at three movies - "The Time Machine," "Clockstoppers," and "Somewhere in Time." (watching them in their entirety is up to the teacher). These would then be connected to The Time Machine novel by H.G. wells and Einstein's Dreams by Alan Lightman.

Comic strips would be briefly explored prior to this unit as well.

http://www.pbs.org/inthemix/educators/lessons/selfimage2/ - This website provides a lesson plan to explore and analyze music lyrics focused on self-image. Songs included in this include: "Perfect" by Alanis Morissette, "Ana's Song" by Silverchair, and "Reflection" by Christina Aguilera.

http://www.indiana.edu/~reading/ieo/digests/d36.html - This article is titled "Using Film, video, and TV in the Classroom." Like many of the readings we have done for this course that support the integration of media in the classroom, this builds on to what we've already covered in a somewhat condensed portion.

http://www.newhorizons.org/strategies/arts/brewer.htm - Titled, "Music and Learning: Integrating Music in the Classroom," this explores the benefits of playing music in the background of lessons, writing exercises, and community building. This is very different than what we've been reading, because the direct focus is not on lyrics, meaning, images, etc.. One thing the article advises is to "'Take a music bath once or twice a week for music is to the soul what water is to the body.'- Oliver Wendall Holmes."


http://www.mediaed.org.uk/posted_documents/literature.html - Titled "Media and Literature," this article also focuses on the importance of integrating media in the classroom.




My Assignment is taken from the last article; I used it as a starting point and built on it to fit "my style" of teaching. We've looked briefly at news analysis in this class, and I found an interesting project for students to complete. It is claimed to be a "fairly common activity," but I have never done anything like this before, nor have I ever heard of it.

Enjoy!


Assignment 1

**Students will have examined newspapers and identified genres found within each (sports, entertainment, local, national, etc.). This is a great way to connect literature and media.

Procedure:

Students will:

1. read a novel (which ever one we are reading for that class)

2. analyze the plot and break it down. What are the important events? Where is the climax?

3. look at character development / analysis

-after finishing the novel and analysis, students will move on to media-

4. gather a sample (maybe 3) of newspapers.

5. breakdown the sections. What is the structure of a newspaper? What is included and what is excluded?

6. create a newspaper for the novel. For example, if the students chose The Giver, students COULD include: Weather (which remains the same), Local Events (Twelve Ceremony), Breaking News!! (Euthanasia), Advertisements (Pills to prevent "the 'stirs'") and so on.

7. write an essay on focused on "What is news" or "What makes something newsworthy?" What kind of Ads are found in the newspaper? What does this suggest about the newspaper's audience?




Assignment 2

*This lesson was derived/altered from the website that provided a lesson plan on lyrics and self-image.


Class: World Literature

Examining gender roles in Shakespeare's Macbeth.



Questions to ask students during this exploration:

1. What does this play suggest about the role of women?

2. How is Lady Macbeth viewed in the beginning of the play? at the end?

3. How does she behave?

4. What do you believe Shakespeare's purpose is in giving her a "voice" in the play? Is it to show that women, when given a voice, are manipulative? Or is it suggesting that women are more powerful than men?



Materials:

• Shakespeare's Macbeth


• view clip from "Disney's Summer Magic": http://www.youtube.com/watch?v=1UBb087qHvI


• Song/lyrics to "Independent" by Destiny's Child

Procedure:

Students will:

1. Examine the role of women (Lady Macbeth) in Macbeth.

2. What was the role of women during Shakespeare's time? What evidence suggests this? Could this be considered a feminist text? or was Shakespeare stating that when women are given voice/power, they only use it for evil?

3. What does the clip from "Summer Magic" state about female gender roles? What does it mean to be "feminine?"

4. After listening to "Independent," by Destiny's Child, how has the role of women changed today/overtime? Are women still expected to uphold a certain role/image?

5. In groups, create posters for each resource (the play and both songs). Identify women's role and evidence to support it.

Assignments and Rationales - Fake / Real news

Assignment 1

*Prior to this assignment / reading of the play, students will have already read information (articles / essays) regarding mannerisms, courtship, and marriage during the era in which Wilde’s work was written (1895).

Materials:

• Markers
• Butcher paper
• The Importance of Being Earnest
• Resources (articles, websites, etc.) from previous exploration

Procedure:

1. Read Act 1 in Oscar Wilde’s, The importance of Being Earnest

2. How are marriage, courtship, and mannerisms viewed? What is Wilde saying about these topics? Is it negative? Funny? Disappointing? Who is the target audience?

3. Students will split up into groups of six. Each of them will be given a piece of butcher paper. Three of the groups will take information from the resources explored prior to the reading. One group will have marriage, the second will have mannerisms, and the third courtship. The other three will focus on the topics within the text (Each group only having ONE topic). They will address how are marriage, courtship, and mannerisms are viewed. They should ask themselves, what is each resource (including Wilde) saying about these topics? Is it negative? Funny? Disappointing?

4. Students present these posters to the class.

5. Discussion on which artifact best represents the topics discussed.

Rationale

Prior to looking at “fake” news and “real” news in our world today, I want students to examine the use of parody within the text. I am, after all, going to be teaching English to 9^th-12^th graders (I hope), and I think it is necessary that they find how texts can relate to our world today. One, students become familiar with the ideas of parody and satire. I know that my students struggled with these terms and their definitions (until I brought in some SNL skits). It is necessary for students to see that parodying is not something new. Commentary can be seen over time and it is important that students see WHY commentary (parody and satire) exist.

Assignment 2

*This assignment takes place after assignment 1 (in case that wasn’t obvious to some of you).

Materials:

• White board
• Marker
• Paper
• Writing Utensil

Procedure:

1. Show clip of Sarah Palin getting interviewed by Katie Couric. Have students take notes on it. Some things they could focus on include:

• Who is the target audience?

• The topics being discussed
• Palin’s response and whether or not it makes sense
• Palin’s body language
• Couric’s questions
• Couric’s response to Palin’s answers
• Their over all impression after watching the clip

2. Show clip from SNL where Tina Fey impersonate Sarah Palin getting interviewed by Katie Couric. Students should take notes on this as well.

3. Group discussion

• Who is the target audience?

• How do these two clips compare and contrast?
• What is the purpose of this clip?
• Which was more informative?
• Did you learn more from one or the other?
• Talk about where else parodies are seen?

4. Have students write a reflection addressing “fake” news and “real” news, and tie this back to Oscar Wilde’s work.

Rationale

This assignment puts parody into modern times; in other words, it serves as an access point for students. Sure, they can see that Wilde is making fun of the prim and proper; but why? What purpose does this serve? By relating this idea to a modern situation, students are better able to make sense of their world. It also has them analyze both forms. It asks them to think about what they learn from each and how this compares. Jon Daily argues that his commentaries on politics are “just a joke” (Kothe). Is that what Wilde meant when creating his text? Do these “fake” pieces build on to their current understandings about certain things? Does it change their understandings? These are all things they should be thinking about, and both of these assignments together will do just that.

Critical Literacy Unit

In Beach’s text, it states that “critics have examined the underrepresentation of women and minorities in the television news industry” which is highlighted in the Local News documentary. I feel that this would be an interesting thing for students to explore, especially when observing gender roles and the feminist lens with a novel. Students could explore and research IF this statement is true and, if it is, address WHY this is present in society today.

After reading a text, for example Jane Austen’s Pride and Prejudice, students could explore the character Elizabeth Bennet and the role she plays within the novel. Afterwards, students could look at various networks and explore the roles of women in the television news industry. Does the fact that less women than men are represented in this industry have an affect on the audience? Would it make it difference if there was an equal amount of men and women being represented? Why is it that society accepts this today?

After exploring multiple networks, they could then go out into the community and interview random people, asking them what their thoughts on this situation are. Finally, students could pool of their research together to construct a final paper or project. Have the roles of women really changed that drastically since the time of Elizabeth Bennet? Why is it that now, when women and men are supposed to have equal rights, that women continue to be underrepresented?

News Breakdown

5 Eyewitness News

Thursday, June 18^th, 2009. Time – 5:00 p.m.

Top Story (4 minutes): Twister storms through Austin, Texas. Joe Mazen narrates story and interviews three MALE Texas residents. There is also a side story regarding a dog, Brandi, who was thrown into the woods and survived. She is a golden retriever, and the owner is now thinking of changing her name to Toto.

Local Story (2 minute): Hecker fights back! Colleen Mahoney brings viewers outside a courthouse, where Hecker is suing GMAC.

Local Story (1 minutes): 35W bridge collapse was avoidable. 79 victims are now suing contractors).

Local Story (3 minutes): Story regarding budget cuts, especially towards education. It becomes evident that the budget for education is going to remain frozen. It then moves on to talk about unemployment in the state of Minnesota. In the month of May, 1600 people lost their jobs.

Commercial Break ( 3 minutes): Twin Cities Live, Jewelry exchange, Verizon Wireless Network, Vision World, Fleet Farm, and Hom Furniture.

Local News (3 minutes): Lowry Ave. Bridge is being taken down, due to safety issues.

Local News (2 minutes): Kevin Jones is being sentenced to 12 years in jail for sexual conduct. In Chaska, a man named John Theis exposed himself at Dunn Brothers Coffee Shop and is going to court.

International News (3 minutes): Pilot’s death after landing plane to safety. There were 247 passengers aboard, and none of them knew the pilot died of a heart attack after the landing. Pilots over 65 are required to undergo health screens annually.

National News (1 minute): Hilary Clinton fell and broke her elbow. She now needs to have surgery.

National News (1 minute): A recount of gas prices across the United States.

Local News (3.5 minutes): Weather. Storm warnings, as well as tornado watches are in effect for the Twin Cities. Brought to you by meteorologist Chikage Windler

Local News (1.5 minutes): Football practice should not have two practices / day due to the risk of heat stroke. They are also encouraged to take longer breaks.

Commercials (3 minutes): Ford Trucks, Spam, U.S. Bank, Progressive, 3M Championship (golf), Comcast, Chanhassen Dinner Theater.

Reflection:

This news segment spent the most time addressing the tornado in Austin, Texas and speaking with ONLY male Texans. I do not know if I have a logical reason to be upset by this, but I am! Why only talk with men? I saw a women walking around in the background. It is not like men are the only gender that live in Texas! Also, half of that story focused on a dog. I do not think Minnesota cares that the owner of this “miracle” dog is thinking about changing its name to Toto. Seriously!

On a different note, I was shocked to see a female meteorologist. I rarely watch the news and I have only seen male weathermen.

Overall, the news shared nothing enlightening or positive. There are thunderstorms that are sweeping through the Twin Cities, two MN sex offenders, reducing the amount of football practice for high school students, and a pilot died after safely landing his plane. With the pilot story, however, it kind of made the passengers look insensitive. They interviewed some of them after they got off the plane, and they addressed things that were unimportant, such as their luggage. The narrator then added that the passengers did not know about the death of the pilot until much later. Again, why add the interview with the passenger then?

"Sexual Healing"

Everyone has heard the saying, “sex sells.” I have also heard that if teachers want to grab students’ attention, they could find some way to talk about sex in their lesson. Students will be completely zoned out and the minute they hear the word “sex,” they automatically tune in. I have actually witnessed this first hand. Sex is most commonly seen in television shows, movies, and magazines. Rarely is this a topic in the newspaper, unless it is about molestation, rape, or some other sort of sex-related crime. In the media, sex is portrayed as an act of pleasure and/or love. It is also very casual. In society, some see it as an act that should only be shared by two people in love, while others say it should only occur in marriage. Some do it simply for pleasure. As mentioned earlier, sex is seen as a very casual action; one that people cannot seem to live without and the individuals gain a sort of elevated sense of self once they partake in the action. With that, most people do not have just one sexual partner; it is also less common to see individuals waiting until marriage to have sex. Majority of females want their first time to be special, while majority of males just want to lose their virginity as quickly as possible. Once it is no longer “the first time,” it seems as though individuals become desensitized to the emotions and attachments that come along with sex; in other words, it is more about pleasure.

In one episode of the HBO series, Sex and the City, Carrie Bradshaw calls up her ex-boyfriend while she is in San Francisco, solely to have sex with him. She tells her friends that she has not had sex in awhile (3 months), and needs to feel the pressure of a man’s body on top of her. Here, we see that sex is more for pleasure than it is about love. Throughout the series, the character Samantha sleeps with a myriad of men with no attachment. She is often compared to a man in the fact that she hooks up with multiple partners whom she is not in love with and does not intend to form a relationship with. Because she views sex like this, she is labeled a slut. Again, we see sex viewed as a casual action, one that is used solely for pleasure. Miranda, another character in the show, gets Chlamydia and has to contact all of the people she has slept with in the past month. She makes a list and the final name she writes is “guy at deli.” Again, sex is seen as pleasure.

According to an article about some theological views on sex, it should be an act of love only committed between husband and wife. Also, if individual have sex prior to marriage, it is considered a mortal sin and God will punish the offendors greatly. Unlike the portrayal of sex in Sex and the City, this article states that the body should be kept holy: “He who sins sexually sins against his own body. Do you not know that your body is a temple of the Holy Spirit, who is in you, whom you have received from God? You are not your own…Therefore honor God with your body” (4). In other words, this is saying that sexual sin is very different from other sins in the fact that one is directly harming a part of God, the Holy Spirit. The article also goes against the idea of having sex out of lust and only for pleasure. When one looks to God and finds strength from him, he/she should be able to turn away from this temptation: “And God is faithful; he will not let you be tempted beyond what you can bear. But when you are tempted, he will also provide a way out so that you can stand up under it” (5). This is saying that if one has premarital sex, they may not be relying on God enough. If they turn to God and are fully committed to him, they will have no problem abstaining from sex before marriage. “For God did not call us to be impure” (7). Overall, this theological article is portraying sex as act tied only to individuals that are married. Sex outside of marriage, and those who have more than one sexual partner, will suffer eternal consequences. It is something that is sacred, which is not seen in Sex and the City, which depicts the act as something much more casual and used for pleasure.

A lot of these quotes in the article were taken directly from the Bible. I was raised Catholic and am fully aware of the beliefs associated with sex. However, I feel that many of their “guidelines” are outdated. I do believe that sex should be between two people in love, but who’s to say what is right and what is wrong? I was watching a television show on MTV called Sex With Mom and Dad, and the 16 year old girl being interview by the counselor informed him that she wanted to wait until marriage to have sex. The counselor informed her that she should be more open to the idea of sex, and that if you love someone, it is okay. He also gave her an age range of when most people lose their virginity, with 16 being the youngest age. I was appalled to see a counselor on national television advising an adolescent that it is okay to have sex when she firmly believes in waiting. It also got me wondering, is it the media that shapes society’s views on sex or does society’s views shape the media? I’m going to end on that note, because I could explore that question through at least ten more posts.

Amp Commercial “Walk of No Shame

Man wakes up in a bedroom with a faceless woman lying next to him. He is singing	There is natural lighting. No lights in the room, but light shines in from a window in the background. Close-up shot of male. This shows that it’s morning and that the male is going to be a main character in the commercial. Piano music plays throughout the commercial, while the actors sing. The music is light-hearted, while the lyrics are humorous. Having the actors sing makes their experience more real, rather than having someone sing off-camera
A different man wakes up in a bed, sitting up, with a woman lying face-down next to him	Medium shot of man and woman lying in bed. Lighting is still only coming from window, giving the sense that this commercial is going to be about mornings. This woman is also faceless, which hints that this is going to be about waking up after a one-night stand.
A woman is looking for her shoe under a bed wearing only a bra and skirt; she’s kneeling on the floor and there’s a man lying on the bed.	Long shot: can see bed with a man passed out. Lighting is still only coming from the window.
The man from the first shot is at an outside vendor purchasing an AMP energy drink	Lighting is natural. Wide-angle lens, medium shot. This allows audiences to focus on the man, but realize he’s outside and other people are going about, doing their everyday thing
Same man from previous shot drinks AMP	Close-up of man drinking AMP. This allows viewers to SEE the AMP label on the can.
Actor sings to camera, while another woman comes in behind him and purchase an AMP drink from vendor.	Change to telephoto lens. This allows the actor to appear farther away while he walks towards the camera.
Mob of actors all dressed in tatterdemalion clothing from the day before singing while walking down the street	Telephoto lens, natural lighting. Medium shot, which allows viewers to see actors expressions, as well as their clothing quite vividly. The natural makes the scene more natural and morning-like. Having the telephoto lens allows the actors to appear to be walking a distance towards the camera. Piano is heard throughout the video, while the actors sing. Maintains a light, humorous mood.

"Friends" film analysis / Teaching film and editing techniques in class

I chose to describe the opening scene in the sitcom, "Friends." It begins with an extreme shot of a neighborhood. It is a direct shot, as if the view was from someone standing on the street in that neighborhood. The sun is almost completely down, and the lights from the city and street are bright and noticeable; this tells the audience it is dusk. Upbeat music plays for about 5 seconds, then cuts out. It cuts to a long shot of four characters in an apartment. There is high key lighting. Phoebe walks to the window to look at the snow, then says, "Ugly naked Guy is hanging candy canes." Rachel joins her. The view is now from outside their window (telephoto lens) and there is background lighting. The telephoto lens makes it appear as though the characters are far away, but in reality, their not. It then zooms to Rachel and Phoebe to show their expressions/response of Ugly Naked Guy hanging candy canes. Shot cuts to Mediam shot of Ross walking in with a monkey, then a wide angle lens to show the rest of cast and the background (their living room). The shot keeps switching between Ross and the rest of the cast to emphasize Ross' importance. It also creates a divide between them, which will be revealed later in the scene. Chandler makes a joke about Ross having a Monkey while the camera is on Ross, then it switches back to medium view of the rest of cast to show them all laughing together. You can also hear the audience laughing as well, to indicate that this is humorous. The camera then zooms in on Rachel and Monica when Monica asks Ross, "Why don't you get a roommate?" It switches to medium shot of Ross, who states it's pathetic for people their age to still have roommates. Camera cuts to long shot of cast to show their reactions. They all have roommates (Rachel and Monica live together, while Joey and Chandler live together). You hear laughing from the audience, indicating again that this is funny.

As mentioned previously, the show incorporates an audience laughing to indicate which parts the viewers are supposed to find funny. The lighting is high-key throughout majority of the scene, which is commonly found in comedies. Having Ross stand by himself and showing the rest of the cast in one shot sets up a metaphorical divide, which is shown later in the scene when Ross criticizes ALL of them. There are a few close-up shots of characters to show their reactions to comments, which is always comedic.

Teaching film/editing techniques allows students the opportunity to analyze and critique their favorite movies, shows and music videos. Everyone has their favorites (favorite movie, show, or video), but it's important to know WHY they like it so much. This helps them dig beneath the surface and extract aspects and ideas that they often overlook when viewing something. Much like the lesson that was described in the text, I would have them participate in "film circles," which is comparable to "literature circles" that I use today. In literature circles, students are separated into groups of 5, with each student having a "role." These roles include: an artist, the discussion director, the vocabulary enricher, literary luminary, and the checker. Everyone reads the same passage/chapter/section and performs the tasks specific to their role. This exposes all of the participants to different aspects of the reading.

After reading a novel, short story, or poem, I would take the film adaptation and have students write some sort of review on the film, focusing on the film techniques. While viewing the film, each student would have one specific technique to analyze. Because we wouldn't be able to watch the entire film in one sitting, students would switch to a different technique, so that they're familiar with all of them. There would be discussions and presentations on their findings, but the overall goal is to discover how meaning, themes, and other aspects are shown through the use of film techniques, and how this differs from they way they are revealed through novels. Is the film better or worse at conveying a certain quality? You could then relate this breakdown of a film to the breakdown of a novel. It serves as a great bridge/connection.

We're watching/reading/listening to WHAT today?

I am currently student teaching English to 10^th, 11^th, and 12^th graders at St. Paul Central High School. One class I teach is IB World Literature (10^th graders). It is a very rigorous course, which attempts to focus on an equal amount of breadth and depth. Some of the things we are studying include: Shakespeare’s Macbeth, Oscar Wilde’s The Importance of Being Earnest, and Christopher Marlowe’s Doctor Faustus. Prior to student teaching, I observed two different classes taught by two different teachers, and it was rare that media was used in the lesson. However, my teachers are not opposed to media. I have met with other teachers, as well as other student teachers, and they have said that they integrate media within their lesson whenever they have time.

As mentioned in the video, children and adolescents feed off media about 8 hours each day on average, which is equivalent to a full-time job. The Media Literacy: State Teaching Standards for Minnesota ask that students critically analyze the messages and points of view found within the media, as well as “analyz[ing] and evaluat[ing] the strategies employed in news broadcasts….and websites related to clarify, accuracy, effectiveness, bias, and relevance of facts.” These literacies are very similar to those needed to explore and examine literature. For example, students need to be able to analyze the message and points of view found within a text. Students appear to be more familiar with media than classic and modern literature. Because some works or authors may be difficult and daunting to students, it may help to begin by examining stuff they already know and by identifying which literacies they will be procuring. For example, when focusing on the message and point of view, students could look at an article in one of their favorite magazines. After they understand and are able to dissect an article that interests them, one could then move into The Importance of Being Earnest.

On that same note, this past week I was attempting to teach a lesson on satire, which is observable in Oscar Wilde’s play. After going over multiple definitions and identifying examples within our discussion, my students were still completely lost as to what it means. I then brought in two clips from Saturday Night Live which focus on Tina Fey impersonating Sarah Palin and Will Ferrell impersonating George Bush. Fortunately, my students understood satire in its entirety after observing those two clips. When it is not relatable to them, the students may not understand it; and one of the main ways to relate to them is through media.

Media Attraction

The section in the reading that quickly grabbed and held my attention is titled, “Building Upon Students’ Active Use in the Media.” Within this topic, it addresses the idea that media is invading children and adolescents’ lives from multiple angles. It has become an easy and efficient way for peers to communicate with one another and form new identities; it also provides them with the access to a plethora of things that attract their interest such as music, videos, and articles. “Through this engagement, they acquire a range of digital literacies required for successful participation in the online, networked social world of the mediasphere” (Beach, 2). Lets face it, almost everyone has willingly submerged themselves head-first into this world due to the amenities it has to offer.

After reading this, I can’t help but reflect on my own experience in high school and the licensure program at the U of M, Twin Cities. Throughout the licensure program, our professors and guest speakers constantly informed us that we (the future teachers) MUST find ways to integrate technology and media into our lesson plans and assignments. I kept thinking to myself, “I’m not familiar with the media and technology that adolescents are interested in today. It’s going to be too hard for me to find ways to implement them into the classroom. I enjoyed reading canonical texts and being talked at by my teacher. If I enjoyed it, I can make my students enjoy it.” Come March, after I had been in the program for ten months, I realized that my way of thinking was definitely NOT an option. Media is everywhere, whether we like it or not. But more importantly, adolescents are absolutely addicted to it!

Looking back at my classrooms in high school proves to be a complete 180 from the classrooms today. Often times, my experience was filled with mundane lectures, note taking, group discussions, and presentations. Occasionally I witnessed the film adaptation of a play or novel we were reading in class in order to help us better understand the language, plot, and characters. Rarely was there research or lessons that integrated or focused on websites, television, magazines, or other forms of media. However, now that I think about it, the media did not pervade my world the way it does today. Of course analyzing and interpreting the text in the “archaic” form of ordinary text was appealing to me; I didn’t know anything different! This was what we, as students, needed to do to succeed. During that time, teachers did not worry about finding ways new ways to engage the students with technologies. They were probably wondering what fancy questions they could ask in the next day’s discussion or how they could develop a summative assessment in the form of a presentation.

Now, as I am currently in the process of becoming a teacher and, hopefully in the near future, obtaining my own classroom, I am constantly searching for ways to integrate media into my lessons plans. Reading straight from the textbook and creating group discussion often causes my students to stare blankly at the wall, daydream, and sleep until I tell them to sit up. Unfortunately, the class that I am teaching has an itinerary and I was FORCED to have the students read from the textbook in class. This was even boring for ME! With that, my classroom does not have the necessary equipment for me to integrate media into my lessons. More often than not, I think of an awesome lesson while I am driving to school and do not have the necessary tools to implement it. Knowing that you have the chance to engage your students and realizing you are unable to do it is incredibly unfortunate and disheartening. I completely understand that in this day in age, education needs to be updated in order to flow with the current times. As mentioned previously, adolescents are willingly exposing themselves to various forms of media everywhere they go; even their bedroom! Therefore, schools need to roll with the times and accept the fact that the integration of media within the classroom will not only benefit the students, but the teacher as well; less of one’s energy will then be spent on waking students up and attempting to keep them engaged with the “archaic” tools and methods of teaching.