Mobile and digital media literacy learning activity

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  1. Learning Mobile & Digital Media Literacy Skills Using SMS and Google Apps Tara L. Conley Mobile Phone Learning Spring 2013 2. The Pitch 3. Locating…
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  • 1. Learning Mobile & Digital Media Literacy Skills Using SMS and Google Apps Tara L. Conley Mobile Phone Learning Spring 2013
  • 2. The Pitch
  • 3. Locating CommunityResourcesOne mental health facilityOne family planning facilityOne job training or tutoring serviceOne after school program
  • 4. Report on FOUR Components1. Location • Users will report address, cross street, and landmark information via text message and IFTTT. Textual information will be sent directly to users’ Google Drive (which will be shared with me and the rest of the group). • Users will report to Google Doc using SMS2. Major services provided and IFTTT • Users will report to Google Docs about1. Opinions/Insights whether or not services will be useful for CI youth in their neighborhood using SMS and IFTTT1. Picture of the site • Users will text images to my cell phone directly, which I will then store and organize in a shared Google Doc with participants.
  • 5. Subject Area:Mobile and digital media literacy
  • 6. Goals• To improve mobile and digital media literacy skills of court-involved (CI) youth.• To introduce YAB members to Google Apps in a collaborative, informal, situated, and task- based oriented learning environment using SMS technology.
  • 7. Objectives• To provide a fun, accessible way for YAB members to explore neighborhood resources.• To learn and sharpen digital media literacy skills by setting up a Gmail account, Google Drive, and registering/linking Google Drive with• To learn and sharpen mobile media literacy skills by exploring neighborhood resources using SMS, camera phones, and Google Maps.
  • 8. Audience • Youth Advisory Board (YAB) members • Current and former court- involved youth (that is, young people tethered to foster care, juvenile justice, and/or criminal justice systems). • 3 males – 16 years-old – 19 years-old – 20 years-old • 1 female – 17 years-old
  • 9. Assumptions about YAB Members YAB members have never used or rarely use Google Apps (including Gmail, Google Maps, and Google Docs) – Informed by my experience working with CI youth, and as evident in Hendry, et. all (2011) research with homeless youth. YAB members have never used to crowdsource data YAB members use camera phones frequently – Informed by Pew Internet research that states 83% of teens use their phones to take pictures (Lenhart; 2010) YAB members use mobile email YAB members have a working knowledge of resources and services in their neighborhoods YAB members have never participated in a mobile learning activity using SMS, Google Apps, and IFTTT Majority of YAB members do not own a smartphone – Informed by my experience working with CI youth, and as evident in Lenhart’s (2012) research stating that 23% of teens in the US have a smartphone. This stat is likely to be lower for CI youth in NYC. Though they have not used these technologies in tandem, YAB members will adopt mobile technologies successfully
  • 10. Google Exploration ActivityPrompt YAB members to create an account at Google and to then explore one of Googles applications.ii. Discuss the “data cloud.” Discuss how Googles applications can be used to keep track of personal information and to help with the process of organizing resources.ii. Prompt students to envision how Google Docs could be used to store and organize information for the text line.iii. Describe various facets of Google Docs for working with documents, including word processing, calendars, personal pages, and photo storage.Literature: Activity adopted from Hendry, et. all; 2011 Activity informed by Resnick’s idea of thinking curriculum (2010), which is characterized by instruction that “is embedded in specific *and+ challenging subject matter” (pg. 186). Activity also informed by collaborative learning theories, particularly since Google Apps technology provides a “shared conversational learning space, which can be used not only for single learners but for groups of learners” (Naismith, et. al, pg. 16).
  • 11. SMS, IFTTT, and Google DocsSend text messages tagged with the hashtag #gdoc to Google Drive• sign-up for IFTTT• register cell phone numbers• text resource information to (415) 817-9589 using #gdoc• resource information will then be stored in user’s Google Drivefolder, labeled “IFTTTNotes”
  • 12. Google Maps and Camera Phones • YAB members will explore the following using Google Maps and/or SMS: – 1 job training facility – 1 mental health facility – 1 family planning facility – 1 after school program • YAB members will report back the following using SMS: – Location – Primary services provided – Whether or not they believe the services are useful for CI youth in NYC – Picture of the site (or screen grab of the map location)
  • 13. How will YAB members received feedback?• Facilitator’s feedback• F2F focus group discussions and feedback• The idea is to facilitate an environment where peer feedback and anonymity is privileged (Naismith, et. al; 2006).
  • 14. What will YAB members learn from the process?• Learn about local community-  Participatory learning outside based resources in New York of traditional classroom spaces City. (Sharples, et. al; 2005).• Become early adopters, co-  Not only acquire but designers, future expert users. participate in context-aware• Interrogate resources and tech learning environment tools through collaborative (Naismith, et. al; 2006). and conversion learning.  Collaborative and conversion learning enabled by mobile and digital tech tools (Naismtih, pg. 16).  Task-based learning seeks to engage learners pragmatically (Kiernan and Aizawa; 2004).
  • 15. Threats & Pitfalls• No cell phones• No reliable access to wifi• No reliable data plans• Unstable home lives preventing participation• Curate inaccurate resource information
  • 16. References1. Albors, J., Ramos, J.C., and Hervas, J.L. (2008). New learning network paradigms: Communities of objectives, crowdsourcing, wikis and open source. International Journal of Information Management, (28)3 194-202.2. Hendry, D., Woefler, J.P., Rowena, H., Bauer, T., Fitzer, and Champagne, M. (2011). How to integrate digital media into a drop-in for homeless young people for deepening relationships between youth and adults. Children and Youth Services Review, (33) 774-782.3. Howe, J. (2006). The rise of crowdsourcing. Wired Magazine, (14)6. Accessed on March 8, 2013. JENKINS, H. (2006). Confronting the challenges of participatory culture: Media education for the 21st century [White paper]. Retrieved from Kiernan, P., and Aizawa, K. (2004). Cell phones in tasked based learning: Are cell phones useful language learning tools? Cambridge Journals, (16)1 71-846. Lave, J. (1991). Situating learning in communities of practice. In L. Resnick& S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: APA.7. Lave, J. & Wenger, E.C. (1993). Situated learning: Legitimate peripheral participation. Cambridge University Press, New York.8. Lenhart, A. (2012). Digital divides and bridges: Technology among youth. Pew Internet Research. Retrieved from Youth.aspx Accessed on 3/9/13.9. Lenhart, A. (2010). Teens and mobile phones. Pew Internet Research. Retrieved from Accessed on 3/9/1310. Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M. (2006). Literature review in mobile technologies and learning. Future Lab Series, Report 11 1-48.11. Resnick, L. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, (39) 183-197.12. Sharples, M., Taylor, J., Vavoula, G. (2005). Towards a theory of mobile learning. University of Birmingham, UK. 1- 9.
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