The onset of the digital revolution has had implications for both teaching and learning. Young people are now more enthusiastic participants in not only the consumption, but also the creation of media content (Jenkins et al, 2006; Richter, 2008). The culture of participation has developed from the expansion of the Internet and the creation of Web 2.0 tools. These newly created, intuitive technologies have made participation more attainable. They “provides opportunities for the transformation of teaching and learning and enable students to investigate, create, communicate, collaborate, organize and take responsibility for their own learning and action” (International Baccalaureate, 2010, p. 2). The rapid development of technology has revolutionised the way educators look at information and how we instruct children. Educators are now expected to be guiding students development of both the skills required to access these technologies effectively and efficiently, and also how to use them in a morally responsible manner (Erickson, 2008; Robinson, 2009; Robinson, 2011). Educators in partnership with parents should be able to develop student’s skills so that are well equipped to tackle the challenges of the 21st century.
21st Century skills are a combination of hard (e.g. critical thinking) and soft (e.g. creativity) skills (IBO, 2009; Gardner, 2006; Wagner, 2008). The International Baccalaureate, highlights five key skill areas that are essential for 'any teaching and learning that goes on within the classroom, and in life outside the school' (IBO, 2009; p. 21). They are thinking skills, social skills, communication skills, research skills and self-management skills. Wagner (2008) and Gardner (2006) identify similar key skill areas with the additional focus of creativity as being essential for students to be successful participants in a digital world.
Critical thinking skills are integral to the process of evaluating and reflecting on movies and television programs. Leicester (2010) argues that “critical thinking could be thought of as a tool box of skills which enables us to think more deeply, clearly and logically about what we believe and what we should do, and thus to make more valid judgments and decisions” (p. xi). Consistently providing student with opportunities to view and analyse different films and programs fosters the development of critical thinking skills. Students should be explicitly taught these skills and be provided with opportunities to practice them when they view and discuss different movies and programs. This is something I would like to integrate more consistently into my own teaching program.
Participating in the development of films (both long and short) facilitates the development of student’s creative thinking skills and imagination. The construction of an iMovie, for example, provides students with an opportunity to develop their creative abilities. Utilising an iMovie format enables students to incorporate images (still or moving), their own script and their voices, it “transforms what children can achieve and allows them to create something not possible in any other way” (Moneteith, 2004; p. 108). The finished product can be shared on class blogs and is a highly motivating creative experience that allows the students to reach an audience greater than the classroom teacher and his/her peers.
I am looking forward to meaningfully integrating more viewing of film and television in my classroom. I really believe it provides excellent opportunities for children to question, develop their critical thinking skills while also stimulating creativity. I feel I have the theoretical justification to implement such a program and the knowledge to constructively respond to both parents and administrators who may question the integration of such “teaching tools” in the classroom.
The experience of posting and responding on our team blog has made me reflect on my own personal learning style and question how I can best use technology in a meaningful way in the classroom. I will search out collaborative teaching relationships and strive to prepare my children for an ever-changing, global, digital world.
References:
Gardner, G. (2006). Five Minds for the Future. Harvard Business School Press, Harvard.
International Baccalaureate Organisation. (2010). Draft Document: The Role of ICT in a PYP School. Cardiff, International Baccalaureate.
International Baccalaureate Organisation. (2009). Making the PYP happen: A curriculum framework for international primary education. Cardiff, Wales, International Baccalaureate.
Leicester, M. (2010). Teaching Critical Thinking Skills. London, Continuum International Publishing Group.
Monteith, M. (2004). ICT for Curriculum Enhancement. Bristol, Intellect Limited.
Wagner, T. (2008). The Global Achievement Gap. Basic Books, New York.
