If using a fully digital curriculum, my lesson on Civics would include the use of multimedia. I would begin by developing a website to aid in the arrangement of lesson activities. The Site will include a logical progression of links to all content and material to be covered.
Students will follow links on my Site to obtain Presentations of lesson material created through software, such as, Prezi and/or PowerPoint. Following the link for Presentations will be links to Websites and podcasts with relevant information. I would provide a link for a class blog, which will be set up to resemble a newspaper for students to build upon lesson material. I would manage a threaded discussion board to be used by students for the engagement of discussions and development of opinions with peers.
First, I would be sure to use materials that are not only very thorough but also historically accurate. I would ensure that the content and materials used enable my students to read and write brief responses to the content I provide.
Second, Students would be required to analyze documents and answer questions about the content emphasized in the documents in a threaded discussion board, which will allow for me to check the students’ understanding.
Say for instance, I deliver a Presentation on Marbury v. Madison. I would then provide students a link to http://www.pbs.org where they can obtain an overview of this landmark case. I would then provide a link to the podcast “60-Second Civics: Episode 2042, We the People, Lesson 21, Part 4: Marbury v. Madison explained” found on the Site http://www.podcastchart.com/podcasts/60-second-civics-podcast/episodes/60-second-civics-episode-2042-we-the-people-lesson-21-part-4-marbury-v-madison-explained.
After the basis for Judicial Review is established, students will follow a link to a current news article, which provides relevant information about how this case has influenced court decisions in other cases (Brown v. Board of Education). Students will then apply what they have learned to create an article for the class blog and will tell the story of how judicial review was used in Brown V. Board of Education.
Finally, students will use the threaded discussion board to express their opinions and potentially debate their findings relating to both cases.
Let us think about the future, the future of broadcast television ten years from now. What may we expect to see?
First, it is likely that we will see broadcast television come to an end. After all, it was not very long ago when we witnessed a push to end governmental support for PBS—one of the most important television stations for news and educational programs. Within the next decade it is likely that PBS may no longer be available to the American public leaving many with low income unable to attain exposure to educational programming for children (Word Girl, Martha Speaks, Sesame Street, and Wild Kratts), the arts, history, and science (Nova, Nature, American Experience, and American Masters), and news programming (Frontline and NewsHour). Local news can be accessed online and FaceBook make it possible to keep up with local news stories. As the Digital Divide narrows and becomes obsolete broadcast television will no longer serve a purpose.
Second, Smart TVs and tablets made it possible for typical television viewers to access YouTube, Netflix, Amazon, and many other apps allowing for one to gain access to programs available on broadcast networks. This will be the future of television viewing. The Internet will more than likely be responsible for the decline of broadcast television. More and more we bear witness to households canceling cable television subscriptions to the benefit of instant streaming.
Television via Internet will allow for viewers to participate with knowledge communities leading the way. The future of television will be one of which the viewers decide on content to be aired and access will be obtained without a time restraint. This will make it difficult for media conglomerates to address but if it is recognized already then they can begin planning now for their monetization of programs. They may charge per channel or per program. It will be interesting to see how this will actually play out. Even now many viewers select to pay per season or episode on apps like Amazon and I believe it is highly likely that broadcast companies will follow suit. How will this affect the ethical lines of production and marketing manipulation?
Well, the effects of production and marketing manipulation on ethics have already shown us that broadcasters serve their own means.
Ethics in production and marketing manipulation seem to be missing in broadcast television already so there is no reason to assume that the ethical line will even exist a decade from now. This is why it will be even more important that knowledge communities have more say in what is produced and how society can be marketed too.