Researchers, Educators and Artists Collaborate to Envision the Future of Emerging Media Education | Nebraska today

Given the speed at which technology changes and evolves, one can only imagine what media will look like five years from now – and beyond.

But Nebraska researchers are working with the state’s K-12 educators, artists, and administrators to make it happen.

Guy Trainin, Professor of Education in the Department of Teaching, Learning and Teacher Education, is leading a five-year pilot project to promote educational innovation through the arts and emerging media in public schools from Nebraska.

Emerging media is loosely defined as communications of all types based on digital technologies, increasingly with interactive components. Virtual reality, social media apps, video creation technology, and wearable media, like an Apple Watch, are just a few examples.

Teaching with emerging arts and media (art TEAMS) is funded by a $1.9 million grant from the we Department of Education, and is a collaborative effort between the Trainin team and the Johnny Carson Center for Emerging Media Arts within the Hixson-Lied College of Fine and Performing Arts.

The project is housed at the Nebraska Center for Research on Children, Youth, Families and Schools.

Art TEAMS establish a professional development program for 40 Nebraska teachers to integrate emerging arts and media into their curricula. Researchers aim to foster inclusive, arts-based classroom approaches that embrace student cultures and voices.

Besides Trainin, other project researchers include Kimberly D’Adamo, TLTE graduate student/lecturer and former teacher; HyeonJin Yoon, research assistant professor at the Nebraska Academy for Methodology, Analytics and Psychometrics; and Lincoln Public Schools Arts Curriculum Specialist Lorinda Rice.

Beginning in the summer of 2022, the first cohort of 20 teachers recruited from Nebraska public schools will participate in an intensive two-week program at the University of Nebraska-Lincoln.

Teachers will be teamed up in pairs – for example, a science teacher and an art teacher – to encourage them to think about how their work can intersect.

“We also integrate teaching artists – artists who work with teachers in schools – and museum educators, school administrators and teachers from other disciplines so that we can understand what arts education looks like in all aspects. angles,” Trainin said. “We want to encourage professional learning teams so teachers can develop ways to integrate the arts into all content areas.”

During the 2022 and 2023 academic years, participants will receive coaching sessions from Trainin and his team, who will visit classrooms to shadow teachers and provide feedback.

The program also includes two exhibitions, where the work of students from the classes of participating educators will be exhibited.

“Training is intense at the start,” Trainin said. “Then we work with them throughout the school year to make sure they are supported and given the opportunity to consult with us and learn more.”

The second cohort will start in the summer of 2023, after the same two-week instructions and coaching. Teachers who complete the two-year program will earn 18 college-level credits.

Trainin notes that with such rapidly changing technology, a sort of “fourth industrial revolution” is unfolding.

“In the future, we will automate everything we can automate,” he said. “So where humans come in is where they can create and think in an integrated way. This is where children can find a future.

One of the aims of the project is to help teachers who are ‘digital natives’ – those who grew up in the age of digital information – to consider the skills needed by students graduating in 2030 and 2040.

“We believe that emerging arts and media is an area in which students can thrive,” Trainin said. “They need to be able to express themselves creatively to deal with the huge changes that are likely to occur.”

As the professional learning model matures, the goal is to share it with a wider group of teachers across the state and across the we

“Teachers realize how different the world is for their students, so they’re looking for ways to connect and make school relevant,” he said. “Over time, this program will become increasingly relevant to teachers and more meaningful to their students as they prepare for their future.”

Read more about this project in the CYFS Research Network. This project is part of the ONE Grand Challenge of scientific and technological culture for society.

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