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Teachers Discovering Media Education: Integrating Videos into Social Studies Curriculum
Unformatted Document Text:  they produce their own media projects, they develop media literacy skills, and become informed consumers and citizen of the world This study showcases best practice and focuses on unmasking the history in teacher education programs through the process of producing video documentaries. This presentation addresses: • Celebrating the Process: Teacher researched, produced, and presented their documentaries on American History, People and their stories. • Sharing Best Practices: This study outlines strategies and challenges in designing an online course called, “Rediscovering History through Media Education.” and showcases participants' exploration of and rediscovery on American History.• Rethinking Curriculum: Participants deconstructed and assessed the national and local social studies curriculum and standards; documented their stories in order to articulate the realities of conditions in schools through their research, analysis, and dialog.Through the rediscovery process, the teacher candidates explored, designed, and created the strategies, curricula, and programs for improving student outcomes, also the candidates gained alternative point of view on historical events and renewed interest and commitment to multiculturalism. In conclusion, the main goal of this presentation is to draw on the natural links between media literacy and teacher education. We will explore how a critical approach to the study of new media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to be socially responsible members of a multicultural, democratic society. Section II: Outcomes and Methods A. In this participatory presentation, participants will be encouraged to integrate media production into their curriculum. They will be able to outline the difficulties and unique characteristics of media production in K-12 education and discuss the power of media production in developing media literacy skills. Conference participants will be able to: • argue the challenges and advantages of media production in k-12 social studies curriculum,• develop skills in deconstructing existing curricula and communicating media messages,• examine the process of producing documentaries as classroom tools for teaching and learning,• integrate the use of media in an instructional context,• explore lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies across grades and subjects• evaluate the suitability of the medium to the material. B. This presentation offers creative strategies for integrating video production and media literacy in the classroom with minimal resources equipment, showcases students' video and multimedia projects, presents web based teaching resources, and provides ideas for alternative assessments. The research paper and the results of the study will be provided as a hand-out. Web page for the study will be introduced and provided for the participants for additional classroom materials and resources. The presentation (PowerPoint) and the online course outline will be posted on the website. http://euphrates.wpunj.edu/yildizm/AACTE06 REFERENCES Adams, D., Hamm, M. (2000). Media and literacy: learning in an electronic age – issues, ideas, and teaching strategies. Charles C Thomas Publisher, Ltd. Springfield, Illinois.

Authors: Yildiz, Melda.
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background image
they produce their own media projects, they develop media literacy skills, and become informed consumers and
citizen of the world
This study showcases best practice and focuses on unmasking the history in teacher education programs
through the process of producing video documentaries.
This presentation addresses:
• Celebrating the Process: Teacher researched, produced, and presented their documentaries on American History,
People and their stories.
• Sharing Best Practices: This study outlines strategies and challenges in designing an online course called,
“Rediscovering History through Media Education.” and showcases participants' exploration of and rediscovery on
American History.
• Rethinking Curriculum: Participants deconstructed and assessed the national and local social studies curriculum
and standards; documented their stories in order to articulate the realities of conditions in schools through their
research, analysis, and dialog.
Through the rediscovery process, the teacher candidates explored, designed, and created the strategies, curricula,
and programs for improving student outcomes, also the candidates gained alternative point of view on historical
events and renewed interest and commitment to multiculturalism.
In conclusion, the main goal of this presentation is to draw on the natural links between media literacy
and teacher education. We will explore how a critical approach to the study of new media combines knowledge,
reflection, and action; promotes educational equity; and prepares new generation to be socially responsible
members of a multicultural, democratic society.
Section II: Outcomes and Methods
A.
In this participatory presentation, participants will be encouraged to integrate media production into their
curriculum. They will be able to outline the difficulties and unique characteristics of media production in K-12
education and discuss the power of media production in developing media literacy skills.
Conference participants will be able to:
• argue the challenges and advantages of media production in k-12 social studies curriculum,
• develop skills in deconstructing existing curricula and communicating media messages,
• examine the process of producing documentaries as classroom tools for teaching and learning,
• integrate the use of media in an instructional context,
• explore lesson plans, assessment tools, and curriculum guides that incorporate new media and technologies
across grades and subjects
• evaluate the suitability of the medium to the material.
B.
This presentation offers creative strategies for integrating video production and media literacy in the
classroom with minimal resources equipment, showcases students' video and multimedia projects, presents web
based teaching resources, and provides ideas for alternative assessments.
The research paper and the results of the
study will be provided as a hand-out.
Web page for the study will be introduced and provided for the participants
for additional classroom materials and resources.
The presentation (PowerPoint) and the online course outline will
be posted on the website.
REFERENCES
Adams, D., Hamm, M. (2000). Media and literacy: learning in an electronic age – issues, ideas, and teaching
strategies.
Charles C Thomas Publisher, Ltd. Springfield, Illinois.


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