The 1619 Podcast

 

The 1619 Podcast

Episode 4: How the Bad Blood Started

     https://1619education.org/

In reflecting on The 1619 Podcast: Episode 4 - How the Bad Blood Started, hosted by Nikole Hannah-Jones, she started the podcast introducing herself and the relationship she had with her uncle. The story telling with background music can be heard throughout the introduction. It was soft music then changing to another louder background music as she speaks of her uncle's condition and deterioration and death.

The podcast was centered on authentic, non-fiction, storytelling in an interview format based on a conversation Jeneen Interlandi. It included an image with text and audio files. The podcast's main theme focus on the inequalities face by people of color in medical treatment since during president Truman's time to today. Prior to the slave narrative clapping of hands can be heard. The story of how slaves and poor whites were not treated for example during a chicken pox breakout and the first African American doctor were brought to light in the podcast.

https://www.trumanlibrary.gov/education/presidential-inquiries/challenge-national-healthcare

The podcast ends dramatically with a poem by Yaa Gyas called " Bad Blood." The closing of the podcast, which focuses on the poem, said "How exactly do you cure bad blood?"

             https://youtu.be/LoEAWvTvFus

I like the idea of using podcasts in my classroom because it allows students in the classroom to freely express their creativity, they are able to research subjects of their interest, and help build on their communication skills. By putting the podcast together it helps build their problem solving skills as well.

Podcasts help build communication between peers and teachers on current events. They come with written content that can be read over and over for comprehension and clarification.

                                  https://youtu.be/LoEAWvTvFus

                   https://1619education.org/about-1619-project/teaching-1619-project

Disney World

 

 

Since my childhood, I have been watching Disney Movies and really enjoying them. I liked that the good guy always won and the girls always found their prince. Moving forward, I was able to take my first trip to Disney in my late twenties when I had the extra money for the plane ride, hotel and the entrance gee to Disney World. I enjoyed my time for a week.

Years later, I took my nephew when he was six years old because my sister and I thought that he should have the experience with his sister. Off we went to Disney World for a week. We had a good time, were able to make sure that we visited all the parks and stayed at night to see the wonder of Disney World. I must say that I had never seem my nephew so excited as he was that night. He really had the best time ever!  

  

We watched many Disney movies after our trip and I must say that the Lion King was my favorite. The following year he wanted to go again but I was not interested after watching 15 disturbing hidden messages in Disney Movies. I stopped purchasing anything with a Disney thee on it and I don't give pieces to my students with the Disney logo attached.

     https://youtu.be/Ir2THM4hpkc

In reading the book Rethink Popular Culture and Media, I wish that I was informed of this information before. I took all my nieces and nephews to see many Disney movies prior to seeing the hidden messages on Youtube video. Now, I realize that they were affected by the characters in the movies because they were not represented in a positive way. I have always tried to be the supportive auntie that they could talk to. I also share many books that had people on the cover that represented them and were diversified and inclusive of others.

After viewing the slide deck, I realize that I am human. I called my nieces and nephew and shared the information that I learned. All they said was "WOW." I explained that I knew that we enjoyed the movies but we watched them in ignorance.

I am conflicted about taking my nephew and nieces to see new movies and wished that I was more informed in the past. I look forward to knowing that before I leap into one their wish list, I must be an investigator first. I also need to teach them how to be a detective in the future, so that they are not going things because it feels good but because it is good for them. They don't have to make the same mistakes that I made with them.

 There are other destinations that we can travel to. It is not necessary to go to the same place twice.

     

“Literacy: Are Today’s Youth Digital Natives?”

 In chapter 7 of  “Literacy: Are Today’s Youth Digital Natives?”

    Prensky discusses his views of digital native and digital immigrants. I must say that from an educator’s point of view lots of assumptions were made about young people in the true meaning of the terms.  People who spend most of their life with a computer or digital device, including social media are said to be digital natives.  This outlet is most accessible to them to make them a digital native because they have mastered its use.  They may be fluent on how to use the outlet that they are using but lack creative ways of using it because they may not be digital literate.  Like learning to read, if fluency is not developing in reading then one's literacy level is said to be low. That said, being a digital native means proficiency in the use of technology through the use of it in creative ways that expand from its simplicity in use, to more complex use.  In regards to the digital immigrant being an adult learning to use digital technology, computer and the internet, a person can develop with practice the skills needed to become a digital native.  It should not matter when the person started using the outlet because they can learn to be fluent in technology as a native who was born to it.

    Boyd states that digital native in its true meaning takes time and practice just like reading for comprehension.  The term could place those who do not have access at a disadvantage, due to lack of resources.   It also makes those who do have the resource believe that they are digital natives, when in fact they lack fluency in understanding the outlet that they are using. 

                                                    

    Access to digital literacy, like quality education, depends on government policies, which means that many people will continue to be marginalized because they are not actively learning every day using technology.  Daily use of technology allows people to complete complex tasks.  The level of comprehension of digital platforms and understanding of how to use them effectively should be key in developing fluency and not age.

The Founders' List: Digital Natives, Digital Immigrants from Marc Prensky

https://youtu.be/MhejlvF27NA

Danah Boyd: It's Complicated - The Social Lives Of Networked Teens

https://youtu.be/2yCHI8WCbDY

Summer-time

My name is Elvira, I am working on my master here at Rhode Island College in TESOL Bilingual/ELS concentration

My summer is going well at this time.  I plan on taking two course this summer session.  I also have to complete 8 units of the LETRS training and my Praxis 5195 (Spanish) before the start of the 2023-2024 school year.  

I will be relaxing at the beach with my nephew Ashton, husband and his family for two weeks in Narragansett.   I also plan on working in my garden this summer.

I was given a book by Frank McCourt called Teacher Man which was given to me by one of my mentor teacher from her private collection.  

               https://www.scribd.com/document/369976653/Teacher-Man-by-Frank-McCourt

My favorite time of the year is summer and I look forward to having my time off from work to rejuvenate myself and spend time with my family and friends.

This is the time of the year that new teaching ideas and concept are form.  I am looking forward to my next adventure.