Artifact 8

Context
In the spring of 2002, my "Integrating Media and Technology into Teaching" course went into schools and investigated how media influences and affects children. I worked with three other peers in my class who were also attending Bethel Elementary School for our internship. We worked together to observe and collect information that demonstrated how media was a large part of students’ lives. As a method of obtaining evidence of media in the schools we brought a digital camera to Bethel Elementary School and took pictures of school supplies, clothing, shoes, drink machines and miscellaneous objects. After collecting several images from the school, we categorized the pictures, as mentioned above, and created a power point presentation. Once the Power Point was completed, my group presented the product to the rest of our classmates and explained our discoveries.

Impact
As a teacher I could use Media Literacy Ethnography to make students and teachers more aware of media influences. Students could observe my production from Bethel Elementary School and then create their own production about media influences in their personal lives and in their school. Instead of having the instruction come directly from the teacher, students could learn so much from their own investigation and technology product that they design to present the information to the class. As far as using Media Literacy Ethnography to make teachers aware of media influences, they could observe my presentation as a form of awareness regarding what teachers are competing with for students' interest. Teachers could even expand this project by having their classes participate in the project. Students and teachers would not only benefit from becoming informed about media influence in the school and with children, but would also meet several North Carolina Standard Course of Study requirements addressing technology, language arts and writing.

Alignment
The Media Literacy Ethnography project aligns with competency 12.2 and competency 12.3. This project aims to learn more about media influences on children within the school setting. Different aspects of how media was represented were considered, such as clothing and school supplies. The method used to collect data was the digital camera. Using the digital camera allowed students to be caught in normal situations, demonstrating evidence that was not determined because of their awareness of the project. Students were not informed of the project ahead of time other than their need to have a permission slip to be photographed. The data collected was presented through photographs and a survey. The purpose behind the Media Ethnography project was to make us, as future teachers, more aware of the impact and influence of media in students’ lives.

Alignment with INTASC Standards
This activity aligns with INTASC Standard 2. Going into the school and investigating the influence media plays in children's lives will be helpful to myself and my class because we will be aware of what interests and motivates our children. Media is evident at all grade levels, but the type may vary. For instance, cartoons were more popular with younger children, whereas music stars were more popular with the older children. Knowing information like this can help teachers prepare lessons for students. Teachers must stimulate intellectual, social and personal growth and knowing what students like will only help provide this. Teaching is like putting on a show everyday that will have students learning and enjoying themselves. This activity also aligns with INTASC Standard 10. Media Ethnography was also aimed at supporting the best learning for children by exposing our discoveries to others. In class, the three small groups that were designated at different schools shared their findings by Power Point or web page to the rest of the class. Then, at an end-of-semester meeting with teachers and principals from our cooperating schools, our class shared our Media Ethnography projects. Not only was the work shared with everyone, but the teachers and principals were also made aware that the influences of media must be considered in order to provide the best learning for children.