Discover. Learn. Teach.

1. Discover. Learn. Teach. SUMMER SANDBOX

2. Recruitment • Mailboxes: RFK Community Schools (School of Visual Arts and Humanities, Los Angeles High School of the Arts, NOW Academy, Academy of Global Leadership) • Posters: RFK Community Schools • Online: LAUSD Salary Point website • Email: Facing History and Ourselves listserv, Reilly’s professional networks • Presentations: Jenkins at Los Angeles library, Vartabedian to SVAH Board, Felt to RFK Building Council

3. Interested Teachers • Signed up: 41 • Filled out applications: 35 • Participated: 21 • Week One (August 8-12): 9 • Week Two (August 15-19): 12 • Playing Outside the Box extension: 11 • Week One: 5 • Week Two: 6

4. Pre-survey • Began: 38 • Finished: 28 • Average # of responses per question: 25 • Questions: • Access and time • NML proficiency (frequency, enjoyment, self-efficacy) • Conceptual familiarity and professional comfort • Professional practice, Cost-benefit, Professional needs • Priorities • Students’ traits

5. Participants’ professional profiles • Average number of years in education profession: 11 • Summer Sandbox • Schools represented: 17 • Playing Outside the Box • Schools represented: 12 • Subjects: World History; Social Studies; AP US History; Government & Economics; Language Arts; Yearbook Production; SPED; Math; Science; Biology; Physical Education

6. Pre-survey participants’ demographics • Sex • Females: 63% • Males: 37% • Race/ethnicity: • Pacific Islander: 0% • Native American: 0% • Asian: 10% • African American: 10% • Hispanic: 25% + Other • Mexican: 5% • American with Mexican roots: 5% • Salvadoran American: 5% • White/Caucasian: 40% • Mean age: 28.45

7. Access and time • Consistent home access to computer: 100% • Consistent home access to internet: 100% • Yesterday’s activities (fewest to greatest hours): • Teaching, • Collaborating, • Writing, • Reading, • Playing, • “Other,” • Watching, • Learning, • Conversing

8. NML Frequency • Frequency of NML practice (least to most): • Never or almost never (0-3 times per year): { } • Rarely (about once every two months): Simulation, Performance • Sometimes (about once a month): Appropriation: Negotiation • Often (about twice a month): Collective Intelligence, Networking, Play • Constantly (about once a week): Judgment, Distributed Cognition, Transmedia Navigation, Visualization, Multitasking • Constantly (daily): { }

9. NML Enjoyment • Enjoyment of NML practice (least to most): • Performance • Play • Multitasking • Networking • Appropriation • Simulation • Collective Intelligence • Negotiation • Judgment • Transmedia Navigation • Visualization • Distributed Cognition

10. NML Self-efficacy • Self-efficacy of NML practice (least to most): • Performance • Appropriation • Simulation • Multitasking • Visualization • Play • Distributed Cognition • Collective Intelligence • Networking • Negotiation • Judgment • Transmedia Navigation

11. Self-efficacy vis-à-vis community impact • Self-efficacy of community impact (least to most): • Make a difference in the LAUSD school system • Make a difference in my teaching team & make a difference in the wider community in which my school is embedded • Make a difference in my school community

12. Conceptual familiarity • How familiar are you with… (0: Not at all – 10: Extremely) • the New Media Literacies framework: 5.29 • The concept of media literacy: 7.88 • The concept of learning through play: 8.17 • The concept of participatory learning: 8.25

13. Participants’ definitions

14. Professional comfort • As a teacher, how comfortable are you with… (0: Not at all – 10: Extremely) • Allowing students to use digital media to address curriculum: 8.75 • Using digital media to implement curriculum: 8.83 • Using digital media to develop curriculum: 8.92 • Using digital media to enhance learning: 9.04 • Using digital media to encourage engagement: 9.17

15. Professional practice

16. Costs vs. benefits

17. Professional needs

18. Priorities • Please indicate how important each function of your curriculum is to you (least to most): • Other • Use the same books and/or activities as fellow teachers • Models the format of standardized tests • Complements students’ work in other subjects • Requires modest resources, both inside and outside of the classroom

19. Priorities • Please indicate how important each function of your curriculum is to you (least to most): • Allows students and teachers to join in the tasks of teaching and learning • Enables and encourages connections between home, school, community, and world • Extends opportunities for creating and solving problems using a variety of media, tools, and practices • Incorporates meaningful play and experimentation • Address students’ identities and interests

20. Students’ traits • Gifted and Talented: 18% • Special Education: 32% • Technologically Advanced: 46% • Standard English Learners: 50% • Culturally Diverse Students: 65% • English Learners: 66% • Low Income: 84%

21. Thank You! For more information, contact: Laurel Felt PLAY! Research Assistant felt@usc.edu