In a fast-moving information landscape that is being transformed by image manipulation tools and deep fakes, the work of helping students cultivate media literacy is an increasingly complex task. U.S. Media Literacy Week during the last week of October is a time dedicated to underscoring the idea that media literacy must be a central aim of education and urging teachers to implement relevant lesson plans that help students learn how to sift fact from fiction. Conceptualizing media literacy as exclusively focused on the facts appears to be giving way to a broader definition, however, as the debate over the nature and impact of social media platforms such as Facebook intensifies. Beyond the important question of how students discern whether the information they access is factual, a host of other concerning questions are emerging about how the very tools we use to access information may be unraveling our ability to know, think, and simply relate to others in the world—particularly for adolescents. As lawmakers attempt to hold tech leaders accountable through an ongoing series of congressional hearings, a network of former tech leaders has come together to help all of us—and particularly our young people—forge more healthy relationships with these platforms through behavior change.
For 40 years, Facing History and Ourselves has had the opportunity to challenge young people to reflect on the moral choices they face in their own lives. Inspired by what they have learned, many of those students look for ways in which they can make a positive difference in their classrooms, communities, and world. The Facing History journey ends with a reflection on "Choosing to Participate." But, what does it mean to choose to participate in a digital world in which participatory practices using digital tools are increasingly being used to take on the work of traditional institutions? We believe the Youth and Participatory Politics Action Frame can serve as a model to guide young people to reflect on the moral and ethical choices they face in their desire to make a difference.
Today’s News, Tomorrow’s History is an ongoing series with Listenwise. This series connects Facing History’s themes with today’s current events using public radio to guide and facilitate discussions around the social issues of our time. Today we will take a look at the presidential election and how it is influencing our activity on social media.
I remember driving to work one morning in 2008, vaguely paying attention to the DJ discussing Ashton Kutcher‘s recent Twitter rant about noisy neighbors. I had no idea what Twitter was.I was 25 at the time, right about at the stage in my life where adulthood began to officially set in and my knowledge of all things trendy began to rapidly decrease.
The annual International Society for Technology in Education (ISTE) conference is the biggest educational technology gathering in the U.S. This year’s ISTE conference, held in June in Atlanta, Georgia, set a new attendance record, drawing over 16,000 people from 67 countries. Here’s my take on hot trends from my time at the conference.
Bullying—repeated aggressive behavior with an intent to hurt another person physically, socially, or mentally—is characterized by an imbalance of power between an instigator and a victim. As classroom educators, we know that bullying takes place in many places, from classrooms to online settings.
This week Facing History announced the recipients of its annual Margot Stern Strom Innovation Awards, which grew out of a teaching award established in 2006 to recognize Facing History-trained educators who are thinking outside-the-box to transform schools and impact student learning.
We're so excited to be featured in My Town Tutors' list of 45 Terrific Twitter Accounts for Teachers!
Last week, the Gates Foundation blog Impatient Optimists shared a post about educators that use social media as a professional learning network. Author Vicki Phillips, the Gates Foundation's director of College-Ready Education, wrote: