Saturday, March 21, 2015

Week 10-11: My Adolescent Interview

I found this interview to be very interesting.  Although the teen I interviewed is very tech savvy and relies heavily on technology and the internet, he wasn’t very involved in social media (yet).  He said he is too busy with school and sports to keep up with it as a means for communication.  He texts quite a bit and interacts with friends online while playing games, but is not interested in applications like Facebook or Instagram at this point.  Because of the sports he is involved in, he interacts with friends in person frequently. He also works a few hours a week where he interacts with others as well.  I was interested in his reply to the question regarding the Internet being a distraction.  He replies heavily on technology and constantly multitasks but recognizes this to be a distraction when he is trying to concentrate, especially on his homework.

This interview motivated me to research further the concern of distraction levels in teens related to Internet and social media use. There were many articles online, and I referenced one in particular in my Growing Up Digital discussion post. We further discussed his feelings of Internet use in the classroom and he felt that it was necessary.  He could not imagine the classroom without it.  When asked, he said he did not think the Internet could ever replace a teacher – but that it helps the teacher to better explain or demonstrate a topic.  This reflects what we all discussed in prior modules related to Internet in the classroom. I thought it was interesting coming directly from a teen. 

It seems that his definition of a traditional classroom is much different than what we typically consider a traditional classroom. I guess that is the difference between a digital immigrant and a digital native.  We can incorporate technology into our lives and appreciate all that it offers us, whereas for young students today, they cannot imagine a world (or a classroom) without it. 

Below are the questions and responses from my interview:
• How old are you? 16
• Are you male or female? Male
• What devices do you currently have in your possession? I have an iPad, a smartphone, and a laptop
• Do you prefer hardcover books or eBooks? eBooks
• Does your homework require use of the internet for research regularly? Yes – almost every day.  In addition to research, I need to access the teacher’s websites for homework information and other reference materials.
• Do you ever visit the school library or other library for research, or is all research done online? Rarely – I do most of my research online.
• What technology do you use in the classroom?  For many classes, I am able to use my laptop for note taking. I often use a thumb drive so that I have all my files with me.  In addition, many classes require the internet while in class. I am taking a web design class this year and use a school pc in class.  My classrooms also have smart boards.
• How many of your classes use the Internet in the classroom? Most of my classes use the internet.
• Do you use blogs for any of your classes? Yes, I have one class that has an ongoing blog.  The teacher posts a questions and we have to login to her page and respond to it and to other students.
• What do you primarily do when online? Play games, interact with friends, shop, conduct research, watch videos?  While online, I play games, socialize, go on eBay, look at sports stats, watch sports, research/do school work, and watch YouTube.  I text with friends often and use email but I am not too involved in social media.
• How often are you on your phone texting or on the Internet? Constantly.
• How long do you spend each day on social media? 1 hour
• Do you communicate with peers more via social media than in person? No, but I do text and play games online with them.
• Do you prefer to socialize with friends online or in person? Both – but I prefer in person.
• Do you connect with and interact with your parents via social media? Texting, yes.
• What do you typically use social media for other than socializing? I use Twitter to follow school Tweets mostly.
• Which device do you use most often for accessing social media sites/apps? My cell phone – it is always with me.
• Do you post photos or other personal information on social media sites? No
• Do you accept friend requests from people you don’t know? No – but I have played online games with random players when friends were not online.
• Are there any rules set in place by your parents to ensure that you are using social media responsibly? Yes.  We discuss this often. 
• Are you familiar with the term Cyberbullying? Have you ever experienced cyberbullying while online? I know the term – we had an assembly about it in school.  I have not experienced it myself.
• Do you share your passwords with anyone? No
• How often do you use the following social media applications: (Daily, Often, Occasionally, Never)
1. Facebook - Never
2. YouTube - Often
3. Instagram - Never
4. Twitter - Occasionally    
5. Snapchat - Never
• When preparing for a test, like the SAT, do you prefer to study and practice using a practice text or by completing online practice tests? I use both, but I prefer online practice tests.

• When conducting research on the Internet, do you find yourself facing other distractions on the web? YES! It is hard not to be distracted.  While looking something up, you see a link to something else. Also, you still get texts, email, news alerts – I try not to, but it is impossible not to get distracted.

Thursday, March 19, 2015

Week 9: Critical Media Literacy, Breaking News, and Images

In considering all the various news outlets and sources available to us every minute of every day, it is hard to ignore the different interpretations, perspectives, and points of view we are exposed to on a regular basis.  Media impacts what we think and how we feel.  It often plays on our sympathies as well as our emotions.  We are sent information regarding sensationalized news topics constantly throughout our day.  There are various outlets from which we receive constant updates and notifications through Internet, TV, and Radio, to name a few.  Many hours are spent daily staying connected to stories we hear, waiting for updates and further information. These notifications and updates spread through social networking offering a new way to communicate, share, and comment on news events using technology. What story does it tell? What message is bring conveyed?  Is the news source trying to sway your opinion by how they are delivering the story and the images they share?

Images are used to convey a message and to attract people’s attention. Traditional news outlets such as print, radio, magazine, and television are now enhanced and improved with online media sources.  Through applications such as Twitter and Facebook, we are sent the latest and greatest news stories.  Each trying to outdo each other with the images they share and the details they provide.  In addition, through alerts, we receive information and breaking news as it is happening.  When does it become too much information?  Both adults and children are influenced by the news and constant influx of information overload.  Images we are exposed to on the Internet act as a foundation of what we know and conclusions we make on a topic or news event.  According to our text, “the fact that the Internet is crammed full with images is in large part a matter of available technology; and it has profound semiotic consequences” (Kress, page 220).  Through images, people make decision, develop options, and share their comments and feedback with others. People interpret messages and images differently providing plenty of material for sharing, commentary, and discussions. The images we see also allow us to reach decisions in regards to what the pictures are saying as well as what they are not saying. The news and media influences our daily lives and sways our opinions and points of view.  It is hard to not become emotionally connected to stories we hear and pictures/images we see. 

References:
Kress, G., & van Leeuwen, T. (2006). Reading Images. New York, NY: Routledge.


Monday, March 9, 2015

Week 8: Advertisement Deconstruction – Print Ad

Advertisement Deconstruction – Print Ad

For the advertising deconstruction assignment, I focused on a print ad.  The product I selected was the Fitbit Charge HR fitness band.  I found it very interesting to answer the questions contained in the four steps of deconstruction.  It is amazing how much this process helps you to really evaluate and understand an ad – much more than what I would originally considered at face value.


In considering the visual, images, people, lighting, words, layout and other components of the ad, I can relate to the person, place, concept, and product.  It isn’t just about what the ad is saying but also about what it isn’t saying – conclusions it is leading you towards to make the product relevant to your own needs and lifestyle in this case.

This ad was in a fitness magazine typically read by women. The assumption is made that the ad, geared towards women, will be relevant to that demographic since they are typically the ones reading the magazine.

This assignment also made me consider Maslow’s Hierarchy of Needs theory. The ad I selected was a good example of marketing efforts targeting the areas of need, especially in women in this case. According to Maslow’s theory, these areas of need include “safety and security, love and belongingness, self-esteem and finally self-actualization” (Thompson).   It is natural to want to feel better, be healthier, live longer and according to the ad, the product can help you accomplish this goal.

I related my print ad to the concept of Given, addressed on our reading.  The layout of the ad itself, delivered horizontally can be an example of Given.  According to our text, “the elements placed on the left are presented as Given, the elements placed on the right as New” (Kress & Leeuwen, page 181).  The viewer will recognize and understand what a healthy, athletic woman represents and the product called the Fitbit Charge HR is the new component which can help you to achieve/accomplish this goal. The right side contains the image of the product and the verbal text communicating its value and benefit to the consumer.

Resources:

Kress, Gunther & van Leeuwen, Theo (2006). Reading Images: The Grammar of Visual Design. New York: Routledge.


Thompson, M. Chron. Description of How Marketers Can Use Maslow’s Hierarchy of Needs. Retrieved March 8, 2015. http://smallbusiness.chron.com/description-marketers-can-use-maslows-hierarchy-needs-39333.html.