This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.

There has been an ongoing debate on whether it is best to stick with the traditional way of expressing art or to grow affiliated with the digitized mode of the new era of technology. The two modes of art styles complement each other, existing to advance and improve artists’ methods and skills. Thus, both traditional and digital art are relevant forms to learn as an artist of this era of technological advancements.

This is a 21st century lesson plan that encourages students to engage with social media and U.S. Civil Rights history along with activist movements in the present. This lesson plan can be placed in the context of US Civil Rights, Current Events, Historical/Contemporary Middle East, classes on race and power, general 20th century Social Studies, etc. Students will be able to comment on contemporary and historical civil rights issues while using social media to convey their perspectives, effectively creating new media in this new technological era,
empowering students to join conversations over the Twittersphere, etc., and also root their opinions in historical fact. This lesson is to be integrated with units about any of the following: Civil Rights Movement, Arab World/Middle East History, Human Rights, Immigration, Activism, etc. This works best after or during lessons on the U.S. Civil Rights Movement.

Short Description:
Understanding New Media Art is an OER for introductory college art and art history courses that builds on scholarship in the field to propose a long historical context for the technologies and ideas related to New Media Art in the 21st century.

Long Description:
Understanding New Media Art is an OER for introductory college art and art history courses. The book builds on scholarship in the field to propose a long historical context for the technologies and ideas related to New Media Art in the 21st century. This OER is a work in progress and will be updated and expanded periodically as technologies change, new creative approaches and voices develop, and new historical and theoretical frameworks are proposed in the evolving field of New Media Art.

Word Count: 80895

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This resource provides access to videos produced and/or used by the Northern California Training Academy to support training for child welfare practitioners. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.

The K–12 Arts Learning Standards for Dance, Media Arts, Music, Theater, and Visual Arts can be downloaded from the OSPI Learning Standards and Instructional Materials webpage at: https://www.k12.wa.us/student-success/learning-standards-instructional-materials.
Depending on the focus of arts education in a given district or school, one or more of the five Arts Learning Standards documents can be used to guide instruction and help students develop competency in the arts.

This document covers Media Arts, which may include, but is not limited to photography, film, animation, audio/video arts, technology (T.V., radio, and audio projects, social media, and Internet projects), video game design, digital art and design, and visual communications.

This book talks about changes in technology and the impacts on consumer attitudes.

Writing Commons aspires to be a community for writers, a creative learning space for students in courses that require college-level writing, a creative, interactive space for teachers to share resources and pedagogy. Our primary goal is to provide the resources and community students need to improve their writing, particularly students enrolled in courses that require college-level writing. As mentioned in 'About Us', we believe learning materials should be free for all students and teachers‰ part of the cultural commons. Hence, we provide free access to an award-winning, college textbook that was published by a major publisher and awarded the Distinguished Book Award by Computers and Composition: an International Journal.

This course places contemporary youth activities in perspective by surveying young American's political participation over the past 200 years. Each week, students will look at trends in youth political activism during a specific historical period, as well as what difference—if any—youth media production and technology use (radio, music, automobiles, ready-made clothing) made in determining the course of events. A central theme in accounts of political participation by those who have not yet reached the age of majority are the opportunities for mobilization and expression that new technologies supply. This class explores what is truly new about "new media" and reviews lessons from history for present-day activists based on patterns of past failure and success.

This is a homework assignment I gave to linguistics students in the class Cross-Cultural Communication. It was designed as an introduction to language and new media, connecting principles of computer-mediated communication to formal linguistic concepts.

This assignment should be accessible to students in an Introduction to Linguistics class.

In this presentation from the Institute of Film and Television Studies' Ephemeral Media Workshops, Professor William Uricchio discusses his research: The recurrent, recombinatory and the ephemeral: thoughts on a textual system in transition.

Presentation produced/delivered: June/July 2009

Suitable for: Undergraduate Study and Community Education

Professor William Uricchio, MIT/Utrecht

William Uricchio is Professor and Director of the MIT Comparative Media Studies Program and professor of Comparative Media History at Utrecht University in the Netherlands. He has held visiting professorships at Stockholm University, the University of Science and Technology of China, the Freie Universität Berlin, and Philips Universität Marburg; and Guggenheim, Fulbright and Humboldt fellowships have supported his research.

Professor William Uricchio considers the interplay of media technologies into cultural practices, and their role in (re-)constructing representation, knowledge and publics. In part, he researches and develops new histories of 'old' media (early photography, telephony, film, broadcasting, and new media) when they were new. And in part, he investigates the interactions of media cultures and their audiences through research into such areas as peer-to-peer communities and cultural citizenship, media and cultural identity, and historical representation in computer games and re-enactments.

His most recent books include Media Cultures (2006 Heidelberg), on responses to media in post 9/11 Germany and the US, and We Europeans? Media, Representations, Identities (2008 Chicago). He is currently completing a manuscript on the concept of the televisual from the 17th century to the present