Teacher Motivations for Digital and Media Literacy in Turkey
Renee Hobbs and Sait Tuzel
National Association for Media Literacy Education (NAMLE) ConferenceFriday, June 26, 2015
PEER-TO-PEER FILE SHARING
What really motivates teachers to care about digital and media literacy
Research on motivations of Turkish teachers
Implications for professional development and teacher education
Goals for Today’s Session
1
2
3
LOVE HATE
PRINT VISUAL SOUND DIGITAL
Educators’ attitudes about media, technology and popular culture shape their work with learners
ACCESS
ANALYZEE
CREATE ACT
REFLECT
ACCESS
Theoretical foundations of the QUIZ
open access
multitasking
transmediation
curation
play
data ownership
identity
representation
privacy
addiction
Theoretical foundations of the QUIZ
Empowerment
Theoretical foundations of the QUIZ
ProtectionTheoretical foundations of the QUIZ
Motivations for Using Media & Technology in Education
12
Six Conceptual Themes of Quiz
Tools, Genres and Formats Message Content and Quality Community Connectedness
Texts and Audiences Media Systems Learner-Centered Focus
TECHIEYou’re the educator who loves tablets, apps, programs, plug-ins, widgets, websites, and other types of educational technology because you have a passionate curiosity about new tools. You see much potential to engage students with the technology tools they love and use in their everyday lives.
PROFESSIONALYou have high standards for your students’ work, and you may be seen as the go-to media professional in your school. You know how to push your students to understand and emulate the professional conventions that is important to being taken seriously in the world of media creation. To help students enter the real world of media creation, you bring other authors, professionals, and media-makers into your classroom to enrich the learning experience.
If yo
u lik
e ne
w to
ols
and
have
hig
h st
anda
rds
for y
our s
tude
nts
wor
k...
DEMYSTIFIER As a teacher, you “pull back the curtain” to help students see how various forms of information and knowledge are constructed. You emphasize the practice of critical thinking, helping students ask good “how” and “why” questions.
WATCHDOGYou are a natural critical thinker, aware of how economic systems and institutions influence our everyday lives, particularly through the media we use. You want your students and your peers to be more mindful of the ways that things are bought and sold. Who owns and controls the media content that we see, hear, read, and play with? You feel responsible for giving your students a “wake-up call” about the economic and institutional inner-workings of the technology and the world that surrounds them.
If yo
u w
ant t
o te
achi
ng a
bout
med
ia
cont
ent a
nd sy
stem
…
ACTIVISTAs an educator, you want to make society more just and equitable by promoting democratic participation. You use media in the classroom as a catalyst for students to understand how they might have a voice in improving the quality of life in their communities and in the world.
TEACHER 2.0You understand that participation in digital media and learning cultures requires flexibility to new formats, modes of expression, and participation in and out of school. You use online or interactive versions of classic literature to explore meaning behind texts. Teacher 2.0 teachers always trying new things in the classroom and finding new ways to connect learning to children’s culture.
If yo
u ca
re a
bout
civ
ic
enga
gem
ent a
nd a
ctive
pa
rtici
patio
n…
MOTIVATORYou are an inspiration, a catalyst for your students’ creative energy. Students who have never felt comfortable speaking up in class, participating in activities, or contributing to class dialogue find it easier to speak their mind when you’re leading the classroom. You see your role as helping students be the best they can be.
SPIRIT GUIDEYou are a listener. You have a dedication to the social and emotional well-being of your students, and want to make sure that everything you do in the classroom connects to their immediate needs to understand themselves and their lives. Students likely find you trustworthy, and may even confide in you in ways that they do not for other teachers. You know media is just one facet of student life, and you want to engage with it to help them through the highs and lows of life in all of its challenges and opportunities. If
you
focu
s on
stud
ent c
ente
red-
educ
ation
…
TRENDSETTERYou’re tuned into pop culture and curious about kid culture. Maybe your own most-loved popular culture isn’t too far removed from that of your students. You are inquisitive about the trends and hot topics that make up a crucial component of the fabric of your students’ everyday lives. You want school culture to meet kids where they live with the popular culture they know and love.
ALTYou are an inventive, perhaps “DIY,” teacher. You’re always ready to challenge students with alternative ways of finding, using, thinking about, and making media in the classroom. Whether you use open source programs on school computers, encourage students to start alternative clubs or magazines, or introduce students to media that’s “off the beaten path” of mainstream and mass media, you are likely a key proponent of broadening students’ understanding of the many different ways that people can communicate in the world.
If yo
u in
tere
sted
in k
ids
cultu
re
and
open
sou
rce
mat
eria
l…
TASTEMAKERYou want to broaden your students’ horizons. You want them to have exposure to the kinds of media experiences that put them in touch with historical, aesthetic, and critical appreciation. You know that a key component of students’ future interactions will require them to draw from a variety of cultural sources both classical and popular.
PROFESSOR You balance your interest in media and technology with a clear connection to academic standards. You want to be sure that media and technology are not used in the classroom for their own sake, but to gain content knowledge. Multimedia presentations, engaging websites, and educational technology serve the purpose of helping you deliver the core content and skills students need to master.
If yo
u lik
e th
e po
pula
r cul
ture
an
d te
achi
ng w
ith m
edia
…
Context: Media Literacy in Turkey
• Turkey has embarked on one of the world’s largest educational technology projects by putting interactive whiteboards and tablets in thousands of classrooms but without providing consistent levels of teacher training.
Turkish Adaptation
• Translation Process
• Language Equivalence Process
Learn your own motivation…
http://www.medyaegitimilab.org/
Purpose of the StudyThe study investigates the digital
learning motivation profiles of a large sample of Turkish teachers in relationship to
• their subject-area specializations,• access to media and digital tools,• frequency of use of different types
of media and technology tools.
Sampling
January 2014- June 2014
Online
2820 Teachers
1-5 1519 53.9
21-25 689 24.4
26-30 1052 37.3
13.486.640.2
41.0
45.0
61.5
Model x2 = 72.46 p= .000x2 = 1501.90; df=33; p=.000
Source: Hobbs, R. & Tuzel, S. (Accepted) Teacher Motivations for Digital and Media Literacy: An Examination of Turkish Educators. British Journal of Educational Technology.
205 39.3
78 15 219 30.2
182 25.1
80 11.5
328 47
Some Instructional Practices of Digital and Media Literacy
Find, comprehend and interpret content
Gain knowledge and information
Examine the quality of educational resources
Share ideas through dialogue & discussion
Create, build or make something
Reflect on expected and unanticipated consequences
Develop and implement a plan of action
Critically analyze how messages are constructed
Consider the variety of teacher motivations when designing professional development in digital and media literacy
Reflection on one’s own motivations may increase metacognition about instructional practices
Sensitivity to teacher motivations may contribute to the design of PD with greater impact
Renee HobbsMedia Education LabHarrington School of Communication and MediaUniversity of Rhode Island [email protected] Twitter: @reneehobbshttp://mediaeducationlab.com
Sait TuzelAssociate ProfessorVisiting ScholarMedia Education Lab Harrington School of Communication and MediaUniversity of Rhode Island [email protected]@saidtuzel
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