Anthony Perrotta

3 Reasons Why “Jurassic World” made 500 million dollars in 3 Days.

Posted on June 15, 2015 by Anthony_Perrotta

Yes, the dinosaurs of Jurassic Park, Steven Spielberg’s 1993 opus to our cultural curiosity, the dangers of science and of course his cinematic need to re-establish both American family and alpha male structures are back in Jurassic World. With a recent opening global weekend opening of over 500 million dollars, Jurassic World not only broke movie industry records, but reminded audiences and stakeholders of the pure power of nostalgia and that, dinosaurs, before superheroes, are deeply part of our cultural psyche. Within a movie going landscape that has been dominated by comic book narratives, Colin Trevorrow’s imagining of an open for business amusement part with live dinosaurs and interactive exhibits, seems to have recaptured the imagination of Spielberg’s ground breaking original film. Within the context of the Spielberg film, Trevorrow’s Jurassic World is embedded within similar gender-political themes, the dangers of corporate greed and importantly the abuse of science. Within all of this critical and academic worthy discourse, Jurassic World is also hugely fun and reminds us as to why Netflix and mobile screening will never replace the magic of the movie theatre and the scope of the large screen. Here are 3 reasons why Jurassic World made over 500 million dollars this weekend:

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Nostalgia:

From early press of the Jurassic World, Universal Studios and executive producer Steven Spielberg understood the need to recapture the original’s sense of awe, wonderment and obsession with dinosaurs. Re-Branding the film Jurassic World (giving a sense of richer scope), and by releasing an early poster reminiscent of the original film, the product became a rare entity that seemed familiar for those (like me) who grew up with the original Jurassic Park and brand new to a younger demographic who have been overstuffed with comic books films that are typically gentrified. With this, the film spoke to all ages and to parents wanting to re-live their first experience of seeing “reel” dinosaurs with their children (some young and older). In watching the movie opening night at one of the Greater Toronto Area’s more popular cinemas, the sold out theatre was composed of kids as young as 7 years old and parents with children in their twenties (and perhaps older). I directly heard one woman tell her daughter that “the original came out the year you were born.” Jurassic World, like the great block buster of the past, spoke to all audiences – dinosaurs transcend gender, race, ethnicity, religion and class.

Pratt and those heels:

Throughout the press for the film and early critical response, much was shared about the fact that Bryce Dallas Howard’s character runs around the park and takes action in high heel shoes. Many critics, failing to appreciate the gender rationale with the inclusion of the shoes and the self-awareness in the narrative, are misaligned with the need for movies to defy gender expectations. Those shoes and her character play a huge reason (granted not as big as Chris Pratt or the dinosaurs) as to the diversity of those who attended weekend screenings. Consequentially, Chris Pratt, is a full fledge movie star. Hollywood and audiences have been looking for versatile characters – and Pratt now proves that his likeability is transformative. From voicing the Lego Movie, to Star Lord in Guardians of the Galaxy and now Jurassic World, Pratt connects.

Big Screen Formats:

In a culture of mobile technology and portable screens, the big screen is ultimately irreplaceable. There is no substitute for the experience of watching grand movie making in a dark room, surrounded by strangers, eating popcorn, candy and being over taken by picture and sound. Some movies just don’t work on the iPhone. Jurassic Park, Titanic, Star Wars, Gravity and many other epics, do not play well on a tablet and need to be experienced – fully experienced. With the inclusion of IMAX large format screens (which contributed heavily to this weekend’s box-office) to AVX and other specialized experiences, Jurassic World proves that when a filmmaker marries visual technique with an understanding of theatrical experience, the outcome is completely rewarding.

________

In the end, three movies made me want to spend a pool of money on post-secondary studies in film production and academia. Tim Burton’s Batman (1989), James Cameron’s Terminator 2: Judgement Day (1991) and Steven Spielberg’s Jurassic Park (1993), made me fall in love with the movies. With the nostalgia at the core, I can’t wait to see Jurassic World again. This time, in IMAX 3D.

Students need Transformation

Posted on June 1, 2015 by Anthony_Perrotta

The conversation around notions of the digital learner are a constant and evolving apparatus for sharing, provocation, frustration and at times annoyance. Within, a milieu where technology and student-centric learning are no longer passive ideas, I am bewildered that a segment of the population still seeks a dependence on memorization, inactivity and lack of autonomy (contributors to an economy that lacks innovation) Looking at our world – the skills that my children will need are much different than those fostered when I was in school. In fact, I now realize that in my publicly funded school days (1985 – 1999) I wanted today’s learning – but the educational landscape was not ready. It was not built to foster a love of learning and everything that comes with it, including: identity, voice, autonomy etc.

Let me take you back a week or so. At a family function, a relative criticized his child’s grade 8 teacher focusing on inquiry and not traditional numeracy and literacy. Failing to recognize that the inquiry elevates other skills, the expectation was for the child to receive the same institutionalized learning as the parent. This was depressing, considering that the last time the parent was in a grade 8 class, would have been in 1980 – the year I was born.

Much has changed since 1980. I hope we can all recognize this.

It’s not to say that I devalue the traditional but I openly embrace that my school experience was grounded within a much different cultural space. Hell, I’m writing this while jammed on a subway – where I am accompanying students to the CBC for an on air interview with Metro Mornings’ Matt Galloway in regards to a film they produced of race and police carding. Tweeted – connected – social capital gained. With this, there needs to be a recognition that along with the traditional, a new literacy exists that is rapidly increasing in importance (not fads that will go away). We as teachers and parents must embrace this or we will find ourselves and our children/students a step behind. As Will Richardson notes in “Student First, Not Stuff” “learning is now truly participatory in real world contexts.

The transformation occurs in that participation, that connection with other learners outside of school walls with whom we can converse, create and publish authentic and beautiful work.” It is such conversations that acknowledge that there is a disparity between old and new thinking- but one truth is prevalent. My classroom of 1980s is not my daughters of the 2015 – a classroom where she must converse, create and publish. We may not be in the era of Blade Runner with replicants and hovering cars but the education milieu and social landscape is a much different place. This needs to be acknowledged.

To extend your learning, read the following document titled “Creating Pathways to Success.” It’s an incredible resource that speaks to the need to transform learning.

Posted in Uncategorized | Tagged 21c, creative pathways, digital learner | Leave a comment

Deja Vu – It’s Education Conference Season

Posted on April 11, 2015 by Anthony_Perrotta

The Matrix:

The education conference circuit is in full swing and common language is being shared: Student Voice, Tech-Enabled Learning, 21C, Collaborative Inquiry, Digital Portfolios, Creativity, Critical Thinking …… the rhetoric goes on and on (as part of the machine I say all of this we a flare for self-deprecation).

Sadly, although many conferences provide for great networking opportunities, the ideas being shared are becoming categorized, recycled and in many instances, copied. I am presenting at an upcoming conference where many of the topics have been shared in the past – and workshop descriptions are creating many occurrences of deja vu. This is not to devalue the importance of bringing people together or the opportunity to lead and provoke conversation. I suppose, I am seeking a matrix moment. This is the moment where pre-existing structures are re-imagined within a post-structural lens. Celebrated and infused with new interruption and element of surprise. Think about the slow motion bullet in The Matrix (1999), which has been exhaustively copied since. Think about when Neo moved within a freeze frame space – influenced by the films of John Woo but heightened and enhanced. The Matrix represented a turning point.

How does this all connect to education?

I’m seeking something new. I’m seeking an experience that acknowledges conversations of the past but reinvents convention and expectation. Within the milieu of the educational conference, this can only be done by eliminating the Pseudo-Expert and ensuring those sharing ideas are actively constructing, reinventing and importantly practicing. For example, and this bold, but a Master of Education is pointless if not actively shaped and reshaped in a classroom with real human beings. I am growing excessively tired of “research” and am seeking action. Another example. Although, I truly believe and value the practice of Collaborative Inquiry, I want to learn from someone who is doing and ideally hear from students – their experiences and reflections. ARE WE BEING REAL?

The Authentic:

The PD experienced must be authentic – real. Not real in the sense that the ideas are meaningful but real in that the conversation being shared is rooted in practice. What works? What doesn’t work? What are next steps? Share examples. What are the tips?

For example, this is great PD. Kristen Wellers, shares how she uses technology to ignite student centered learning – fantastic. Its real, it’s tangible and its transferable. It’s a matrix moment in that it borrows from the existing and reinvents by avoiding limitation. Using just one iPad, Kristen is able to empower students through technology. That is the reinvention – no limitations.

Find more on Kristen here: Blended Learning – Working with One iPAD

Final Thought:

Don’t get me wrong, more often than not, many leading education conferences provide for ideal networking and great inspirational moments. However, as I participant, presenter and consultant, I must provoke. Hell, this includes being my own harshest critic. If I am going to present, it needs to be something I can really speak to – an experience that is real.

Is being REAL, too much to ask?

Posted in 21st Century Learning, Education, Educational Leadership | Leave a comment

More Thinking Please: Why Comm Tech needs to be Re-Imagined

Posted on March 27, 2015 by Anthony_Perrotta

Recently, I have had the humbled privilege to facilitate classroom Skype lectures with Prof. Rebecca Feasy from Bathspa University in the UK and the much celebrated Dr. Susan Jeffords author of Hard Bodies: Hollywood Masculinity in the Reagan Era.

Both academics extended the conversation of media and mass communications – a pillar in my communications technology courses. Rarely are Communications Technology courses so embedded in critical context but such study is imperative to elevate the importance of the subject and the transferable skills it offers within today’s digital, mobile and social media heightened landscape .

Throughout the duration of the course, students have actively produced artefacts that support their critical and creative understanding of media – culminating in a post-secondary inspired film project where the production stages are authentically brought to life – from conception to gala premiere. The students are challenged to produce short films that are reflexive of their personal stories, their critical examination of the world around them and their active understanding of genre and authorship – convention and structure does matter (Google Andrew Sarris to gain appreciation of this note or just watch a Kubrick or Nolan film for appreciation.)

This brings me back to both Prof. Feasy and Dr. Jeffords who extended my students understanding of why media studies matters and is in many ways more urgent a subject than traditional English classes – a declaration that may have some teachers cringe.

Both speaking to issues of masculinity (I teach at an all-boys school and thus the topic was purposeful) such rich ideas were shared about the construction of male identity through film, television, social media etc. As Dr. Jeffords shared with the students, they need to be skeptical of media and it must be taken seriously considering it is so readily consumed and part of their everyday life. During the lecture, Dr. Jeffords also surveyed the class on their media consumption – it was plentiful. From video games to You Tube browsing, the students are constantly wired into the consumption of media.

And this is why Communications Technology has to go beyond logo design, brochures and the notion of an in house media lab for high schools- it needs to focus (if only briefly) in the communicative and challenge students to understand what media is and how media shapes and changes how they see the world. This was McLuhan’s point with “the medium is the message.” It is not about the message of a film or television show but how a respective medium may change the way you see the world. The fact the medium can be so active is very much the message and why Communications Technology matters.

For examples of student work, please visit: www.thecollectiveonline.wordpress.com
Below is a raw video recording of Dr. Jeffords Skype lecture. A fantastic resources that address big and important ideas about media.

My sincere thanks are extended to Prof. Feasy and Dr. Jeffords – their respective conversations provided for both great student learning and my own PD.

Posted in 21st Century Learning, Education, Media Literacy and Pop Culture, Technology Education | Leave a comment

Please Stop Calling it Blended!

Posted on March 7, 2015 by Anthony_Perrotta

For the love of education, please stop calling it blended.

Recently, I attended a ministry hosted function that provided schools/boards from across the province with the opportunity to share ideas, showcase best practices and dialogue on innovation. Depressingly, I use this notation of innovation loosely as most ideas were very much recycled, clichéd or post-modern.

It really did seem that when speaking about 21C and tech-enabled learning that the ideas being generated were manufactured on an assembly line. Ironically, the declining automotive industry and the decaying lustre of the Ford or GM assembly line is often the conversation point as to why education has to evolve, promote innovation, autonomy, creativity etc. This is not the say that the ideas being shared or efforts lacked heart, but rather that they seem to be growing in in their disconnection from students. Evidence of this is the conversation around eLearning – specifically blended.

This is not blended eLearning:

Teacher walks into a computer lab or a BYOD environment.

Students walk in.

Student access an LMS.

Students work on content.

Teacher sits down.

Students Leave at bell.

It is time to have a real conversation.

In addressing blended eLearning as a mode of innovation, my concern is that the technology is increasingly being used as a passive entity. In many instances (more than there should be), the mode of blended instruction I shared above is happening in Ontario schools. Teachers are becoming dependent on an interface to deliver content. The delivery is not 21C and it is not tech-enabled learning.

21C is to promote a learning environment where students are sharing ideas, given autonomy, provided with choice, innovate, create, critical synthesize, make connections, curate and share etc. Although this can happen within an online environment, often within blended (and full credit for that matter), the learning is stagnant – composed of reading and response and lacks a true extension into the realm of 21C or tech-enabled learning.

Tech –enabled learning is where the focus is on the student use of technology and not the teachers. Often, within eLearning design, the use of the technology is still teacher driven. This changes, when students use technology to extend and compliment there learning. Importantly, within the era of LinkedIn and the increase of demand for online profiles, technology needs to be used to apply learning. Technology needs to be used actively by students to create, innovate, share and brand themselves as individuals of the digital age.

For the love of education, please stop calling it blended.

Blended eLearning is not lab driven but studio driven. This is where personalized learning can takes shape – offsetting traditional mode of delivery through an LMS so that students work in class to create learning artefacts, collaborate in groups, share ideas and build a transferable skill set. Importantly, the LMS can be used to delivery content and build discussion but the classroom needs to be where the learning takes “shape.” This learning needs to happen. Universities have acknowledged this by coupling with colleges – why within the realm of eLearning is this taking so long?

It is not blended if students are solely online. It is not blended just because students are using technology. It is blended when learning is complimented, extended and given new and abstract life.

In the end, ask this question if you are “blending.” Is the LMS about the ease of your instruction or the enriched deliberation of the learning and can students in your classroom show what they know?

I share this not as an expert but someone who continues to grow in how to blend and make the abstract a reality.

Posted in 21st Century Learning, blended elearning, Education, elearning, Flipped Classroom | Tagged eLearning | Leave a comment

Why Michael Bay Matters: Examining Transformers

Posted on January 8, 2015 by Anthony_Perrotta

Michael Bay. Yes, as a producer and director of film, commercials and music videos, his works are not of elite dramatic calibre – nor are they intended to be. From The Rock (1996) to Pain or Gain (2013), Bay is unapologetic in his interpretation of masculinity, his obsession with big guns and somewhat (and now meta- infused) voyeuristic gaze of the female body. With all of this, and as evident in his latest Transformers film (Transformers: Age of Extinction, 2014), Bay reminds us that action cinema is just that – responsive and where heroes act not solely within plot but to bring resolution to issues both within and beyond the film text.

Throughout the course of the Transformers series, Bay grounds his stories of the Decepticons and Autobots within the same real world context of the 1980s toy line and cartoon series. Like 1980s action cinema that addressed issues around the re-victory of Vietnam, the politics around the Cold War and fear over enhanced technology, Bay (and Spielberg as executive producer) ground the origin film (Transformers, 2007) and the sequels, in a Reagan inspired response to post 911 politics and the growing complexity around national security and the layers in which terrorism takes root. This is what action and Sci-fi does – respond and speaks to the cultural psyche. This is why the Optimus Prime is relevant within both the context of 1980s and post 911 politics – he represents virtuous ideals around manhood and importantly American ideas around heroism.

From the first film where Prime coaches Sam Witwicky (Shia LaBeouf) into manhood and how to respond to threats to nationhood to the most recent Transformers: Age of Extinction that addresses the complexity of war and consequentially Primes’ loyalty to his brother in arms who are being hunted down as terrorists, the films speak to culture tones – responsive action where national security is compromised and that the idea of family must be protected by those willing to take arms and fight for what they believe in. This is reinforced by Mark Whalberg’s father character, which, in fighting to protect his daughter coaches her boyfriend in taking arms to protect and fight for what is right and just.

Thus, Michael Bay, does not attempt to be highbrow in his narrative and cultural discourse. He is an action film director, not critical of culture reality, but rather grounded in traditional thinking. His films, perhaps bigger and more successful, are very much like those of the 80s such as Rambo and Die Hard and his Optimus Prime optimizes hegemonic ideas around masculinity. Although, conservative, I don’t really have a problem with it. With Bay, what you see is what you get.

Posted in Film Theory, Media Literacy and Pop Culture, Michael Bay, Transformers | 1 Comment

The Force Awakens

Posted on December 1, 2014 by Anthony_Perrotta

The newly launched trailer for JJ Abrams’ Star Wars: The Force Awakens is a fan boys fantasy come true – a darker tone, mixture of practical and computer effects, gritty close ups of storm troopers and above all else the resurrection of the Millennium Falcon – Han Solo is back!

But what makes Star Wars, regardless of director, so very special? Although Abrams was an important and intelligent choice to bring the cinematic back to Star Wars (don’t forget he forced the return to shooting on actual film and using miniatures and practical effects), the series mythology transcends any one person. Like Abrams, it is even beyond Lucas or Disney as its new owner. Star Wars, and the cultural prowess of the series, belongs to a generation of people.

It is with the generations in mind that the narrative of the series speaks to ongoing social, cultural and political context. From New Hopes incarnation of Joseph Campbell’s hero journey to Revenge of the Sith’s post 911 odyssey into the darkness of the human psyche, the series builds not only a particular mythology but reaffirms that film can both entertain but allude and address real world issues (after all, this is the critical core of the Sci-Fi genre). From the complex relationship between good versus evil, to the a representation of violence in the framework of political history, the world of Star Wars is mosaic of values – liberal, conservative and the in between.

Needless to say I am thrilled by Abrams first trailer. Unlike the prequels, it’s feels like a Star Wars film. From the introduction of a new light saber to the flying x-wings, this film will transcend age, race, class, religion and ethnicity. I can’t wait to take my daughter who will then be five at the of the film’s release – the perfect age to experience her first space opera. For my son who will be two – he will have to wait for the next one. For now, the trailer will have to be their eye candy.

Thank you Mr. Abrams – the force is indeed awaken.

Posted in Media Literacy and Pop Culture, Star Wars, The Force Awakens | Leave a comment

Technology No Longer Matters

Posted on November 27, 2014 by Anthony_Perrotta

There’s something very exciting happening in my Communications Technology classes.

Technology no longer matters.

This is not to say that tech curriculum is not being served (it is) but rather that the formal curriculum plays a supporting role to the students in the classroom. These students are individuals with personal narratives that are layered and complex. With this, my role is to ensure that these narratives become part of the curricular journey and that their voices (extended through their creative work), are shared and heard.

In extension to this, the students must believe that they have the ability to take part in rich conversations – this is my goal in teaching new media production and theory. I do not teach technology but rather the application of communication theory. Ideas and discourse must take precedent with technology acting as the enabler. Without this relationship, students will not be pushed past their supposed limitations and importantly their work would not be grounded in social discourse.

The journey to scaffolding a learning experience beyond the tech is layered. Yes, my students have had much fun producing movie posters, short videos and other graphic media vignettes. However, this is just a build up to their culminating understanding of media communications.

As of today, students are entering their Culminating Unit where they will be producing a short 3 – 5 minute short film which will be screened at a Cineplex theater – bringing their work to the masses. This process will be layered, with students moving through the four stages of production: Pre-Production, Production, Post-Production and Marketing and Distribution. The film itself, must address either directly, or, indirectly codes of cinema: race, gender, institutions, ethnicity or a self-awareness of genre itself. Whether it is Sci-Fi or Horror, the student movie makers must entertain and importantly say something.

This is their growth as auteurs.

It will all begin with the Pre-Production – a layered and thorough process where students must provide a detailed rationale for their film. What is the film saying? Why should it be made? Also they will develop the following: Narrative Treatment, Screenplay, Visual Treatment, Soundscape and Storyboard. This process is professional and speaks to my experiences within the film industry milieu and the need to be effective communicators.

In the end, the technology is a means to enable the critical voice. Without the voice, the technology becomes meaningless.

Posted in Education, Media Literacy and Pop Culture, Movies and Television, Student Voice, Technology Education | Leave a comment

What’s the Point? The Importance of Integrating Tech with Purpose

Posted on November 5, 2014 by Anthony_Perrotta

In a recent Faculty Reading entitled Articulating Learning Outcomes For Faculty Development Workshops by Dr. Jack MacFarlene, the importance of Student Learning Outcomes (SLOs) is expressed in ensuring that post-secondary students have an active and continuous understanding of where their learning is taking them and the purpose of teaching practices. Like, the SLOs described in this reading, the School Effectiveness Framework within the Ontario education milieu is urgent to build and sustain a learning environment where students feel empowered, informed and in control of their respective learning. In regards to control, it is not about displacing the teacher as the provocateur of the learning but importantly ensuring that students know why and what they are learning with the goal to grow success – nurturing students to achieve and embrace learning skills that transcend any one curriculum. As such, the relationship between the learning goal, success criteria and descriptive feedback must be intentionally embedded to create a lesson that allows for learning and expectations to be redefined. It is within the idea of redefinition reinforced by the SEF that blended eLearning if harnessed with a reimagined learning environment in mind, can truly enhance and empower students to be creative, collaborative, critical and communicative learners.

In examining the viability of blended eLearning as a mode of teaching, a virtual learning environment can create hybrid learning spaces if managed with purpose. Thus, before blending, flipped or whatever else it is called (post-modernism within the tech space is becoming a bit overwhelming) and while looking at learning goals, reflect on the following:

Why blend?

If you are blending, do students know why?

If you are blending, how has the curricular learning changed or evolved?

If you are blending, do students have an active understanding of where their learning is going both online and in class?

Take for example my Gr. 9 Religion class where the goal is to have students reflect and examine their faith not only through their personal story but also popular culture / mass communication. In this course, “blending” is purposeful at it compliments, feeds into and extends what is happening in class. The goal of classroom time is for student to use technology (we often visit the school learning commons as the class is not in a computer lab) to actively show what they know and to reflect on their faith through creative projects. As such, activities grounded in the Catholic Graduate Expectations and 21^st Century fluencies are scaffold with the SEF in mind and through a number of online activities where students embrace the traditional discussion board etc. The goal is to ensure that students know why the course is blended, understand how the course is progressing, how to be successful in a respective activity and receive online feedback that is descriptive and is extended through text, audio and video. Further to this, the online work really has to be meaningful – the students need to be logging in at home for a reason. What happens online needs to make a re-entry back into class in a way that compliments and extends the learning.

For example, through the use of an online discussion board, Gr. 9 Religion students were to share five tweets from Pope Francis. Through these tweets, students were to reflect and explain what the Pope taught them as “discerning believers.” From this online discussion, students in class then extended the online work through multi-modal design – reinforcing skilled communication. Over the course of three classroom periods, students visited the school leaning commons and used net books to create infographics that visually brought to life the tweets and extend their learning. The goal of the infographic was not to teach graphic layout but to reinforce, extend and compliment the online discussion with the goal to share student work online through social media etc.

With all of this, whether it be “blending,” “flipping,” or using tech, my question is why and how? As educators (and as a specialist in Communications Technology and broad-based technology) why are we using tech and how is it changing the way we teach and importantly students learn? Asking “what’s the point” is a step in the right direction.

For additional reading on all things eLearning, visit Faculty Focus for some great insights.

Posted in 21st Century Learning, Educational Leadership, Flipped Classroom, Technology Education | Leave a comment

Their Voices Will be Heard

Posted on September 18, 2014 by Anthony_Perrotta

When it comes to movies, it doesn’t take much to prompt my excitement. From the latest additions to Netlflix’s growing library to casual reflections on the latest Hollywood blockbuster, I believe my DNA may be abnormally linked to that of the first cinephile primate. There’s just something about the process of film-making and the reading of film as a cultural, social and political property that provokes and challenges me to be expressive, creative and critical in my communicative discourse.

In regards to my return to the classroom after a spending three years in a system resource role, I have been motivated to ensure that my students understand the active role that film (and all mass communications) plays in shaping, shifting, evolving, curating and sharing ideas and values. From my Communications Technology class where students both learn how to read and produce new media to my Religion studies course where mass media is being analyzed as a new and evolving form of scripture, it is urgent for students to understand their role as both consumer and producer of big ideas and meaning (The importance of Semiotics Theory cannot be lost).

Today, with the big idea in mind, was a rejuvenating reminder that I’m not alone in my love of all things movies and importantly in the desire to share my critical voice through creative process. Today was the first school year meeting on the Chaminade Film Club (or perhaps it should be called Chaminade Film Society – CFS). With a healthy turnout of roughly twenty-five students, the conversation was rich, meaningful and the student desire to create stories was contagious. This turnout is importantly significant in an all-boys school where athletics plays such a important role. With that, there is a community to be nurtured and the boys who attended today seem ready for a challenging, provoking, creative and meaningful adventure. They want to create – they want their voices to be heard.

So we begin on this new adventure. First off, will be the creation of a horror film produced in time for Halloween and screened for the school and wider community online through the digital publication called “The Collective.” This publication will be the holding tank for all film club productions and all school works that represent creative, critical and discerning voices. At time when education is trapped in a recycled dialogue about competencies, fluencies and everything in between, my hope is to reinforce what I have always believed in. Technology is only meaningful when critical, challenging, reflective, and creative voices are being shaped and shared.

Let it begin.

On a side, a very special thanks to my colleague Joe Costa who welcomed me as a co-moderator of the Film Club which he started just last year. His generosity is a true example of teacher collaboration and a dedication to student achievement.

Posted in 21st Century Learning, Media Literacy and Pop Culture, Movies and Television, Netflix, Technology Education | Leave a comment

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