TEACHING WITH MEDIA PHILOSOPHY

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I.  About the Author

As a professional teacher I have taught K-12, Special Education, and Behavior Disorder classrooms off and on for 15 years in different districts.  I hold a B.A. and M.B.A. in Business Education and an Ed.S. in Higher Education Leadership.  I am currently seeking a CTE Business Certification and subsequent licensure.

II.  Initial Thoughts about Teaching With Media

This video is how I am initially seeing/viewing media’s role within the parameters of education as a tool for higher student achievement (Miller et al, 2006, p.142) and greater student engagement (Belcher, 2012, para 5; Suwantarathip & Wichadee, 2014, p.149; Wood, 2011, p.159; Zhou et al, 2012, p. 366), thereby leading to more efficient student learning.  My overall teaching philosophy is to empower the student using interest (a more progressive stance), yet being realistic in the sense that the education must be practical, especially in the Business world, so this means that the current technologies are crucial of importance for each student to master or to come away with a working knowledge of how to operate them in a productive way, efficiently, so as to bring about actual job skills relevant in the field of Business Management.  This heightened engagement is meant to procure a greater self-reliance for the student to reach out and obtain their future.

Initial Approach

Since I did not read the later materials before I formulated the above paragraph, I did not cite it initially, but did in going back over it.  I also was somewhat at a loss before in how to apply the videos and articles for the first week, but now I will cite what I find significant about the initial approach.

Halverson (n.d.) stated that meaning is created in the context of its presentation.  The videos that we shoot and include in media integration boost interest due to their applicability, relating and appealing to real-life situations via subject matter we choose to convey from personal experience.  Robinson (2013) stated, “Curiosity is the engine of achievement.”  In order to take advantage of that, Eggers (2008) showed his audience how a physical location could be devoted to higher achievement through engagement, transforming the place of study into a fun, interesting, and engaging one through the usage of child-oriented themes.  Building upon this theme, Duarte (2010) suggested the incorporation of story into presentation in order to increase that engagement.

References

Belcher, K. (2012). Career Clusters™ Institute Series: Why Use Social Media Technologies in the CTE Classroom? Learning that Works for America. Retrieved from http://blog.careertech.org/?p=5931

Duarte, N. (2010). That resonates with me.  TEDxEast Interconnectivity. Retrieved from https://www.youtube.com/watch?v=1nYFpuc2Umk

Eggers, D. (2008). My wish:  Once upon a school. Ted Talks. Retrieved from http://www.ted.com/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school?embed=true

Halverson, D. (n.d.). Art and stories. Retrieved from http://asulearn.appstate.edu/mod/page/view.php?id=910243

Miller, L., Moreno, J., Willcockson, I., Smith, D., & Mayes, J. (2006). An online, interactive approach to teaching neuroscience to adolescents. CBE-Life Sciences Education, 5(2), 137-143. Retrieved from http://asulearn.appstate.edu/pluginfile.php/1253132/mod_page/content/9/Miller%20et%20al.pdf

Robinson, K. (2013). How to escape education’s Death Valley. Retrieved from http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?embed=true#t-1126434

Suwantarathip, O., & Wichadee, S. (2014). The Effects of Collaborative Writing Activity Using Google Docs on Students’ Writing Abilities. Turkish Online Journal of Educational Technology-TOJET13(2), 148-156. Retrieved from http://0-eds.a.ebscohost.com.wncln.wncln.org/ehost/pdfviewer/pdfviewer?vid=3&sid=d3e1f4bb-d418-43f5-9f8d-ab8db706f3fa%40sessionmgr4001&hid=4211

Wood, M. (2011). Collaborative lab reports with Google Docs. The Physics Teacher49(3), 158-159. Retrieved from http://0-scitation.aip.org.wncln.wncln.org/docserver/fulltext/aapt/journal/tpt/49/3/1.3555501.pdf?expires=1437264962&id=id&accname=2117013&checksum=1ED5BA9D38703597E06B833296280F40

Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity. International Journal of Teaching and Learning in Higher Education24(3), 359-375. Retrieved from http://0-eds.a.ebscohost.com.wncln.wncln.org/ehost/pdfviewer/pdfviewer?vid=3&sid=55613d56-76bf-4b5d-b712-1e98cb9abc22%40sessionmgr4004&hid=4211

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