Notes from “The Social Media Portfolio: Using Technology to Promote Meta-cognitive Skill Development” at NWP’s Digital Is

The Social Media Portfolio: Using Technology to Promote Meta-cognitive Skill Development

At NWP’s Digital Is

Rafi Santo, Amana Kaskazi, and Shonell Richmond

  • Global Kids
    • 20 Years in existence and focusing on significant global issues
    • Issues: Local to global and global to local understanding
    • Leadership: Skills necessary to affect change
    • Technology: How does new media contribute to our mission of global citizenship; our mission to empower youth voice aligned well with the use of technology
    • Youth: We work with youth in a variety of contexts, both locally and from a distance through technologies and in virtual worlds
    • Afterschool: Need to overcome the stereotypes of afterschool technology programs that create “super geeks”; our students are not geeks, necessarily, but there is something much broader about how to use technology in these contexts
  • Media Masters
    • Goals for addressing the challenges to media literacy
      • Giving students the means and skills to produce media who otherwise might not be able
      • Discussing ethical issues surrounding digital media production and participation
      • Promote active student reflection on skill development
    • Creating a “digital transcript“creating a portfolio with Voice Thread
      • Examining media use (music, web, etc)
      • Visualization, negotiation, and other key themes
      • Recognize the skill, utilize the skill, and enact the skill (Do it, recognize it, talk about it)
    • Discussion
      • Specific example of Harry Potter reading to discuss copyright, appropriation, and “whole life learning”
      • What can the assessment tell us — about students’ change in media literacy skills, attitudes, and abilities?
      • How can an assessment like this work in school contexts (very qualitative, not quantitative)?
      • How can we connect this to other academic skills?
      • Student preparation for portfolios — having earned the badges, it was easier to identify the project that connected to the skill, but then we had to add a reflection to it, and that was more difficult
      • Extending the assessments into different contexts; using this portfolio with meta-cognitive elements for other purposes, such as college admissions
      • Helping make explicit for young people the ways in which we are asking them to think
      • Power of ownership and the ability to hear someone’s voice, as well as the commitment behind the voice
      • How does having a framework help make the portfolio more powerful?
      • Using writing to teach critical thinking in different content areas


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