1. Discover. Learn. Teach. SUMMER SANDBOX

2. Recruitment Mailboxes: RFK Community Schools (School of Visual Arts and Humanities, Los Angeles High School of the Arts, NOW Academy, Academy of Global Leadership) Posters: RFK Community Schools Online: LAUSD Salary Point website Email: Facing History and Ourselves listserv, Reilly’s professional networks Presentations: Jenkins at Los Angeles library, Vartabedian to SVAH Board, Felt to RFK Building Council

3. Interested Teachers Signed up: 41 Filled out applications: 35 Participated: 21 Week One (August 8-12): 9 Week Two (August 15-19): 12 Playing Outside the Box extension: 11 –Week One: 5 –Week Two: 6

4. Pre-survey Began: 38 Finished: 28 Average # of responses per question: 25 Questions: –Access and time –NML proficiency (frequency, enjoyment, self-efficacy) –Conceptual familiarity and professional comfort –Professional practice, Cost-benefit, Professional needs –Priorities –Students’ traits

5. Participants’ professional profiles Average number of years in education profession: 11 Summer Sandbox –Schools represented: 17 Playing Outside the Box –Schools represented: 12 –Subjects: World History; Social Studies; AP US History; Government & Economics; Language Arts; Yearbook Production; SPED; Math; Science; Biology; Physical Education

6. Pre-survey participants’ demographics Sex –Females: 63% –Males: 37% Race/ethnicity: –Pacific Islander: 0% –Native American: 0% –Asian: 10% –African American: 10% –Hispanic: 25% + Other Mexican: 5% American with Mexican roots: 5% Salvadoran American: 5% –White/Caucasian: 40% Mean age: 28.45

7. Access and time Consistent home access to computer: 100% Consistent home access to internet: 100% Yesterday’s activities (fewest to greatest hours): –Teaching, –Collaborating, –Writing, –Reading, –Playing, –“Other,” –Watching, –Learning, –Conversing

8. NML Frequency Frequency of NML practice (least to most): –Never or almost never (0-3 times per year): { } –Rarely (about once every two months): Simulation, Performance –Sometimes (about once a month): Appropriation: Negotiation –Often (about twice a month): Collective Intelligence, Networking, Play –Constantly (about once a week): Judgment, Distributed Cognition, Transmedia Navigation, Visualization, Multitasking –Constantly (daily): { }

9. NML Enjoyment Enjoyment of NML practice (least to most): –Performance –Play –Multitasking –Networking –Appropriation –Simulation –Collective Intelligence –Negotiation –Judgment –Transmedia Navigation –Visualization –Distributed Cognition

10. NML Self-efficacy Self-efficacy of NML practice (least to most): –Performance –Appropriation –Simulation –Multitasking –Visualization –Play –Distributed Cognition –Collective Intelligence –Networking –Negotiation –Judgment –Transmedia Navigation

11. Self-efficacy vis-à-vis community impact Self-efficacy of community impact (least to most): –Make a difference in the LAUSD school system –Make a difference in my teaching team & make a difference in the wider community in which my school is embedded –Make a difference in my school community

12. Conceptual familiarity How familiar are you with… (0: Not at all – 10: Extremely) –the New Media Literacies framework: 5.29 –The concept of media literacy: 7.88 –The concept of learning through play: 8.17 –The concept of participatory learning: 8.25

13. Participants’ definitions Digital MediaMedia Literacy Learning through play Participatory learning NML Framework Electronic versions of visual, auditory, and print information that can be manipulated and shared, if desired, via internet or developed remotely and ready for sharing Being able to interact with media, understand the information, identify bias Experiment ation/proce ss/less traditional direct instruction Student centered, teacher as facilitator A framework that guides standards to support learning through media TechnologyAny literacy that is offered online Accidental learning ???idk

14. Professional comfort As a teacher, how comfortable are you with… (0: Not at all – 10: Extremely) –Allowing students to use digital media to address curriculum: 8.75 –Using digital media to implement curriculum: 8.83 –Using digital media to develop curriculum: 8.92 –Using digital media to enhance learning: 9.04 –Using digital media to encourage engagement: 9.17

15. Professional practice Digital MediaMedia Literacy Learning through play Participatory learning “Powerpoint presentations”“Do not incorporate media literacy into classroom” “…Math skill-based computer games online” “Simulations, mock trials, debates, Socratic seminars” “I have my students keep blogs, make podcasts, create videos, use Facebook and Twitter for class-related assignments” “I do HotLists to help students explore topics using the internet- monthly” “Throughout lesson” “Classroom participation”

16. Costs vs. benefits Digital MediaMedia LiteracyLearning thru playP.L. “It is exciting for students to use digital media. The cost might be that there is a learning curve for some students, as well as potential distractions. Digital media keeps the curriculum fresh and relevant.” “I think I could easily incorporate media literacy into my lessons, if I had computers for the students to use.” “More learning going on; students make deeper connections & solve more problems independently.” More engaged “It is extremely beneficial to include as much digital media in a classroom. It does not matter what the cost is.” “Very important for students to understand the wonders and dangers of the internet” “It might take time out of the curriculum but it’s worth it” Real/true learning

17. Professional needs Digital MediaMedia Literacy Learning through play Participatory learning NML Framework “An online support community, links that show how other teachers are doing it” “Sample lesson plans” “Models and resources” “Examples of methods” “Practical application” “I would love to have computers in my class or access to a laptop cart.” $“Financial support” “Hmmmmm. Well, again, monies for supplies.” $ “Administrator support, staff development in teaching us educators how to get familiarized with technology.” “More educatio n as a teacher” “Continued support on activities that will enhance classroom interaction.” “Gaining the support from other teachers.” "…support in navigating through the framework to help implement …”

18. Priorities Please indicate how important each function of your curriculum is to you (least to most): –Other –Use the same books and/or activities as fellow teachers –Models the format of standardized tests –Complements students’ work in other subjects –Requires modest resources, both inside and outside of the classroom

19. Priorities Please indicate how important each function of your curriculum is to you (least to most): –Allows students and teachers to join in the tasks of teaching and learning –Enables and encourages connections between home, school, community, and world –Extends opportunities for creating and solving problems using a variety of media, tools, and practices –Incorporates meaningful play and experimentation –Address students’ identities and interests

20. Students’ traits Gifted and Talented: 18% Special Education: 32% Technologically Advanced: 46% Standard English Learners: 50% Culturally Diverse Students: 65% English Learners: 66% Low Income: 84%

21. Thank You! For more information, contact: Laurel Felt PLAY! Research Assistant felt@usc.edu