When/Where: Sunday, 3:00-4:00pm in Flower.
Presenters: Melda Yildiz, Kean University. Presider: Cathy Leogrande.
Objectives: This session presents the results of participatory intervention study for developing critical autonomy and global competencies among teacher candidates and offers creative strategies for producing media.
Audience: PK-12 Schooling, Higher Education, Educational Administration & Policy, Non-Profit Sector
As the conference theme suggests, this presentation focuses on Global Visions and Local Connections.
This presentation is for teacher educators, teacher candidates, P16 teachers, parents, media specialists, and administrators who seek alternative strategies and tools for integrating media literacy in P16 curriculum using new media and technologies, developing and integrating critical autonomy and global competencies into education. It outlines my experiences as a teacher educator teaching digital media and global education courses integrating media literacy and educational technology into teacher education; offers creative strategies and possibilities for producing media with limited resources and equipment; and showcases their global education projects and multilingual and multicultural digital stories.
This participatory intervention study outlines the difficulties and unique characteristics of developing critical autonomy and global competencies through new media and technologies in Teacher Education programs. The study explores three key topics in order to understand the global educational experiences of the participants: The study explored the wide range of meanings teacher candidates associate with global education; the impact of media literacy activities in developing global competency and critical autonomy among teacher candidates; and the ways in which the teacher candidates integrated history, culture, media and multicultural education into their interdisciplinary curriculum projects and digital stories.
This study was based on the qualitative research on teaching interdisciplinary technology courses and investigated over sixty teacher candidates and their response to case studies. Based on their responses to various case studies related to global issues, historical facts, technology integration, classroom management, online learning objects were developed and presented to the teacher candidates.
Regardless of their subject field, participants were encouraged to go through online learning objects and apply and integrate Multiple literacies and local and national standards into their curriculum projects and develop interdisciplinary lessons plans integrating media literacy skills and global education.
The candidates deconstructed and assessed the national and local curriculum and standards; presented their curriculum projects creating lesson plans and video documentaries reflecting on their stories and subject fields as well as integrating international issues and global perspectives; contacted to and collaborated with global community while documenting their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog. Through their rediscovery process, teacher candidates explored, designed, and developed strategies, curricula, and programs for improving student outcomes, most importantly, the candidates gained alternative point of view on their subjects and renewed interest and commitment to socially responsible teaching and global education.
The study used three theoretical framework; media literacy, global education, and 21st Century Teaching Skills (http://www.p21.org/).
To date, few scholarly studies have investigated either the power of global competencies in teacher education or the impact of media literacy on global education. This study attempts to fill the gap by outlining the natural links between global education and media literacy. We explored how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society.
The format of the session will be a showcase of selected projects, interactive group discussion, a couple of deconstruction exercises, and a brief slide presentation of the study and the resources. The research paper and the results of the study will be provided as a hand-out. The presentation slides, online resources and course outline will be posted on our NING page for the future collaboration among the conference participants.
- Melda Yildiz, Kean University: Melda N. Yildiz is an associate professor in School for Global Education and Innovation at Kean University and adjunct faculty in Technology in Education at Lesley University. Recently Melda served as the first Fulbright Scholar in Turkmenistan. Since 1994, she taught Media Literacy, Multimedia Production to P-16 educators and teacher candidates. Melda worked as a Media Specialist at Northfield Mount Hermon School, taught video and multimedia production to grades 9-12, and presented featuring Educational Media, Global Education, Media Literacy, Multimedia Production, Semiotics, and Multicultural Education in many national and international conferences. She received her Ed.D. from University of Massachusetts on Math & Science and Instructional Technology. She received an M.S. from Southern Connecticut State University on Instructional Technology. She majored in Teaching English as a Foreign Language at Bogazici University, in Turkey.
Conference Material WIKIspace- http://kureselegitim.wikispaces.com