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2006 Adobe Systems Incorporated. All Rights Reserved.
1
Integration of MediaIntegration of Media
into the Classroom.into the Classroom.
Adobe Youth VoicesAdobe Youth Voices
(AYV)(AYV)
2006 Adobe Systems Incorporated. All Rights Reserved.
2
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.
2006 Adobe Systems Incorporated. All Rights Reserved.
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.
3
 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
2006 Adobe Systems Incorporated. All Rights Reserved.
AYV Partners
4
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
2006 Adobe Systems Incorporated. All Rights Reserved.
iEARN / AYV Countries
5
2006 Adobe Systems Incorporated. All Rights Reserved.
6
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
2006 Adobe Systems Incorporated. All Rights Reserved.
Getting Started: Documentary on Gender Disparity in Science
7
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.
2006 Adobe Systems Incorporated. All Rights Reserved.
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?
8
Planning: Brainstorming
2006 Adobe Systems Incorporated. All Rights Reserved.
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”
9
Issue the documentary investigated and why the students
thought it was an issue?
2006 Adobe Systems Incorporated. All Rights Reserved.
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.
10
What were the overall objectives of the documentary?
2006 Adobe Systems Incorporated. All Rights Reserved.
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
11
Sources of Information
2006 Adobe Systems Incorporated. All Rights Reserved.
Production
12
Students interviewing some of the people in the documentary
2006 Adobe Systems Incorporated. All Rights Reserved.
13
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.
2006 Adobe Systems Incorporated. All Rights Reserved.
14
Exhibition and DistributionExhibition and Distribution
Screen Shots from the video:
2006 Adobe Systems Incorporated. All Rights Reserved.
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.
15
What were the key findings by my students?
2006 Adobe Systems Incorporated. All Rights Reserved.
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.
16
What were the key findings by my students?
2006 Adobe Systems Incorporated. All Rights Reserved.
 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.
…………………………………………………………………………………
 …………………………………………………………………………………
 …………………………………………………………………………………..
17
What I find rewarding about teaching media skills to
young people?
2006 Adobe Systems Incorporated. All Rights Reserved.
18
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.)
• …………………………………………………………………
• ………………………………………………………………….
• ………………………………………………………………….
2006 Adobe Systems Incorporated. All Rights Reserved.
19
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.
2006 Adobe Systems Incorporated. All Rights Reserved.
20
Peer to Peer teaching/learningPeer to Peer teaching/learning
Students help their peers learn how to use a camera…
2006 Adobe Systems Incorporated. All Rights Reserved.
21
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?
2006 Adobe Systems Incorporated. All Rights Reserved.
22
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
2006 Adobe Systems Incorporated. All Rights Reserved.
23
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
2006 Adobe Systems Incorporated. All Rights Reserved.
24
Questions and AnswersQuestions and Answers
• …………………………………………………………………
• …………………………………………………………………
• …………………………………………………………………
• …………………………………………………………………
• …………………………………………………………………
• …………………………………………………………………
• …………………………………………………………………

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Integrating Media into a Classroom

  • 1. 2006 Adobe Systems Incorporated. All Rights Reserved. 1 Integration of MediaIntegration of Media into the Classroom.into the Classroom. Adobe Youth VoicesAdobe Youth Voices (AYV)(AYV)
  • 2. 2006 Adobe Systems Incorporated. All Rights Reserved. 2 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.
  • 3. 2006 Adobe Systems Incorporated. All Rights Reserved. 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. 3  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
  • 4. 2006 Adobe Systems Incorporated. All Rights Reserved. AYV Partners 4 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
  • 5. 2006 Adobe Systems Incorporated. All Rights Reserved. iEARN / AYV Countries 5
  • 6. 2006 Adobe Systems Incorporated. All Rights Reserved. 6 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
  • 7. 2006 Adobe Systems Incorporated. All Rights Reserved. Getting Started: Documentary on Gender Disparity in Science 7 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.
  • 8. 2006 Adobe Systems Incorporated. All Rights Reserved. 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? 8 Planning: Brainstorming
  • 9. 2006 Adobe Systems Incorporated. All Rights Reserved. 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” 9 Issue the documentary investigated and why the students thought it was an issue?
  • 10. 2006 Adobe Systems Incorporated. All Rights Reserved. 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. 10 What were the overall objectives of the documentary?
  • 11. 2006 Adobe Systems Incorporated. All Rights Reserved. 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 11 Sources of Information
  • 12. 2006 Adobe Systems Incorporated. All Rights Reserved. Production 12 Students interviewing some of the people in the documentary
  • 13. 2006 Adobe Systems Incorporated. All Rights Reserved. 13 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.
  • 14. 2006 Adobe Systems Incorporated. All Rights Reserved. 14 Exhibition and DistributionExhibition and Distribution Screen Shots from the video:
  • 15. 2006 Adobe Systems Incorporated. All Rights Reserved. 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. 15 What were the key findings by my students?
  • 16. 2006 Adobe Systems Incorporated. All Rights Reserved. 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. 16 What were the key findings by my students?
  • 17. 2006 Adobe Systems Incorporated. All Rights Reserved.  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. …………………………………………………………………………………  …………………………………………………………………………………  ………………………………………………………………………………….. 17 What I find rewarding about teaching media skills to young people?
  • 18. 2006 Adobe Systems Incorporated. All Rights Reserved. 18 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.) • ………………………………………………………………… • …………………………………………………………………. • ………………………………………………………………….
  • 19. 2006 Adobe Systems Incorporated. All Rights Reserved. 19 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.
  • 20. 2006 Adobe Systems Incorporated. All Rights Reserved. 20 Peer to Peer teaching/learningPeer to Peer teaching/learning Students help their peers learn how to use a camera…
  • 21. 2006 Adobe Systems Incorporated. All Rights Reserved. 21 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?
  • 22. 2006 Adobe Systems Incorporated. All Rights Reserved. 22 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
  • 23. 2006 Adobe Systems Incorporated. All Rights Reserved. 23 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
  • 24. 2006 Adobe Systems Incorporated. All Rights Reserved. 24 Questions and AnswersQuestions and Answers • ………………………………………………………………… • ………………………………………………………………… • ………………………………………………………………… • ………………………………………………………………… • ………………………………………………………………… • ………………………………………………………………… • …………………………………………………………………