Integrating Media in Classrooms

2006 Adobe Systems Incorporated. All Rights Reserved.
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Integration of MediaIntegration of Media
into the Classroom.into the Classroom.
Adobe Youth VoicesAdobe Youth Voices
(AYV)(AYV)

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Presentation OutlinePresentation Outline
• Introduction (What is AYV, What are the goals and expected outcomes, who are
the partners, etc.)
 Getting started with a media project with your students: Case study of
Documentary on Gender Disparity in Science Education.
 Planning of the media.
 Production of the media.
 Post production.
 Critique and revision of Rough Cut
 Exhibition and distribution of the media.
 Key findings and lessons learnt from the media by my students.
 Challenges faced: anticipated and unanticipated
 Possible AYV resources for use to integrate media into your classrooms.
http://essentials.youthvoices.adobe.com/
 Questions and Answers.

Adobe Youth Voices (AYV)
Adobe Youth Voices (AYV) is Adobe Foundation’s signature philanthropy program
designed to provide youth in underserved communities with the critical skills they
need to become active and engaged members of their communities and the world at
large.
The program enables young people in and out of the classroom to use cutting- edge
multimedia and digital tools to communicate and share their ideas, demonstrate
their potential, and take action where they live.
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 Skills & Engagement.
 Youth development.
 Skills & Engagement.
 Youth development.
 Technology and media
Skills.
 Teaching practice.
Community and
Program engagement.
 Technology and media
Skills.
 Teaching practice.
Community and
Program engagement.

 Perception of
Education.
 Perception of Youth &
Youth Media.
 Perception of Adobe.

 Perception of
Education.
 Perception of Youth &
Youth Media.
 Perception of Adobe.
Youth Teacher Community
AYV Program OutcomesAYV Program Outcomes

AYV Partners
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Adobe Foundation Partners the following organizations in order to
implement the AYV Program:
Off Screen Education
Programme
PBS
Foundation
International Education and Resource Network
4H

iEARN / AYV Countries
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iEARN/AYV Bahrain
iEARN/AYV Argentina
iEARN/AYV Romania
iEARN/AYV Brazil
iEARN/AYV Mexico
iEARN/AYV Pakistan iEARN/AYV Japan
iEARN/AYV Russia
iEARN/AYV China

Getting Started: Documentary on Gender Disparity in Science
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The Process:
Planning Production
Post-
Production
Critique &
Revise
Exhibit &
Distribute
• Brainstorming
• Identifying
Audience
• Script Writing
• Storyboarding
• Creating Shot
Lists
• Organizing
Files
• Collecting
Media
• Shooting
Media
• Creating
Media
• Editing
Media
• Creating
Narration
• Creating &
adding sound
& music
• Viewing
Rough Cut
• Revising
and Editing
• Previewing
Final Cut
• Showcasing
Final Media
Project
• Distributing
Media: Online,
DVD, CD, etc…
• Outreaching
to broader
audience
…all these stages are important for successful media production.

a) What is the issue? Why is it important? What would be the
problem of doing nothing about it?
b) What media form/format are we going to use to produce
the media? And why?
c) Who is the audience for the media production? What is
the message for the audience? What impact do we want ?
What positive social change are we interested in making?
d) How is the media going to reach the targeted audience?
What is the best format for the audience?
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Planning: Brainstorming

ISSUE:
The issue addressed in the media piece (documentary) is the low
participation, low retention and poor performance of girls in sciences as
compared to boys: [Gender disparity in science education]
PROBLEM:
Women make up more than 50% of Uganda’s population. Families and
homes pivot around women (education, nutrition, health, environment,
energy etc) and these involve science. Low participation of women in science
negatively affects the development of the country.
“Educate a woman and you educate the Nation”
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Issue the documentary investigated and why the students
thought it was an issue?

Objectives are to:
• Give the girls a platform to voice out what they think hinders their
participation and performance in science.
• Unveil and dispel the gender misconceptions and stereo-types about
women scientists.
• Create awareness among students, teachers , schools , parents and policy
makers of the gender issues which hinder girls’ participation in science with
the hope of making them gender responsive.
• Provide the women-in-science role models a cost effective method of
reaching the girls.
• Share with the schools the best practices of promoting girls’ participation in
science.
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What were the overall objectives of the documentary?

Girls (Primary, Secondary)
• Primary
 What their career targets are and why?
• Secondary
 Their attitudes towards science.
 Any misconceptions or stereo-types about women scientists.
 Challenges they face as girls in doing sciences.
Women Scientists (Role Models)
 Importance of girls participation in science and science-related
professions.
 Challenges they faced as girls in science and how they managed to
overcome them.
 Suggestions and advice for improving girls’ participation in science.
 Application of at their place of work.
 How they manage to balance work and family responsibilities
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Sources of Information

Production
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Students interviewing some of the people in the documentary

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Critique and Review - S.A.M.S.Critique and Review - S.A.M.S.
S.A.M.SS.A.M.S.:.:
Story – Audience – Message – StyleStory – Audience – Message – Style
• What’s the story?What’s the story?
• Who’s the audience?Who’s the audience?
• What’s the message?What’s the message?
• Describe the style.Describe the style.

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Exhibition and DistributionExhibition and Distribution
Screen Shots from the video:

Girls (Primary - elementary)
 Up to around the age of 12, girls have confidence in their ability to do
science subjects and aspire for science professions.
 Their reasons were of economical, social status and professional nature.
Girls at (Secondary – High school level)
Most girls(ages 13-18) have a negative attitude towards science . Reasons
given included:
 Discouraging remarks from teachers, boys and fellow girls and lack of
parental support.
 Lack of role models.
 Teaching methods which are mostly theoretical with little hands-on.
 Misconceptions or stereotypes e.g. women in science are ugly,
masculine, disorganized , have no time for their families and don’t make
good wives.
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What were the key findings by my students?

Women in science –role models (School heads, technicians, engineers,
doctors…)
1. A girl can become a scientist and still remains feminine.
2. As girls, the women scientists faced the same challenges like discouragement
from peers, stereotypes but remained focused on their dreams.
3. Parental support is extremely important.
4. It is important for women to be involved in science because family life and
development revolves around women.
5. Girls need to be exposed to role models.
6. It is possible for a woman to balance family and work place responsibility.
7. The is need to make teachers and schools gender sensitive.
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What were the key findings by my students?

 Become more concerned for issues affecting their communities.
 Development of 21st
Century skills critical for their survival in this ever
changing world. (Critical thinking, presentation and communication,
Computer literacy, patience, negotiation, team work)
 Provide young people with opportunities to network and meet people
beyond their usual circles.
 Opening of new opportunities for students.
…………………………………………………………………………………
 …………………………………………………………………………………
 …………………………………………………………………………………..
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What I find rewarding about teaching media skills to
young people?

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ChallengesChallenges
• Cost of equipment and software.
• Skills for implementation. (Use of equipment, software, etc.)
• Integration of media in to classroom activities. (Lesson Plans,
Resources to use.)
• …………………………………………………………………
• ………………………………………………………………….
• ………………………………………………………………….

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How to overcome some of the challengesHow to overcome some of the challenges
http://essentials.youthvoices.adobe.com/
• Training Resources:
• Sharing of Equipment.
• Peer to Peer teaching/learning.

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Peer to Peer teaching/learningPeer to Peer teaching/learning
Students help their peers learn how to use a camera…

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Conclusion: Key QuestionsConclusion: Key Questions
• How does media fit within your current curriculum and the
goals you have for your students this year?
• What are the big ideas or themes that you believe will engage
your students?
• What media format(s) are you most likely to use? How will
your instructional strategies ensure that your young people
create meaningful media?
• What additional skills/training will I need in order to
successfully use media in class?

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Thank YouThank You
Kakinda Allan,
AYV Educator,
SchoolNet /iEARN Uganda.
http://schoolnetuganda.sc.ug
Email: akakinda@us.iearn.org
akakinda2@yahoo.co.uk
Lisa Jobson,
Deputy Director,
iEARN USA, http://us.iearn.org
Email: ljobson@us.iearn.org

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Resources for more InformationResources for more Information
• Adobe Youth Voices
http://www.youthvoices.adobe.com
• Adobe Youth Voices Essentials Curriculum
http://essentials.youthvoices.adobe.com/curriculum.aspx
• iEARN/Adobe Youth Voices Film Festival, July 2010
http://www.iearn.org/event/adobe-youth-voices-international-film-festival
• SchoolNet/iEARN-Uganda
http://schoolnetuganda.sc.ug
• iEARN-USA
http://us.iearn.org
• iEARN
http://www.iearn.org

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Questions and AnswersQuestions and Answers
• …………………………………………………………………
• …………………………………………………………………
• …………………………………………………………………
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