Digital Photography Below the Poverty Line
Published on Mar 23, 2016
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Divide/Inequality
Teaching below the Poverty Line
• If W.C Fields wanted to warn bystanders that the cops were coming he would yell: “The Entire town of Lompoc is Underwater”. (BTW Lompoc is a small rural agricultural town in Southwest Central California)
• A bombastic statement. I’ll be making my own seemingly outrageous claim.
• I’m Charged with the responsibility to teach the high tech digital photography paradigm to community college students.
• Many students had numerous disadvantages.
• One is trying to afford expensive digital tools.
• Quality always has a price tag.
• A bombastic statement. I’ll be making my own seemingly outrageous claim.
• I’m Charged with the responsibility to teach the high tech digital photography paradigm to community college students.
• Many students had numerous disadvantages.
• One is trying to afford expensive digital tools.
• Quality always has a price tag.
Photo by duane.schoon
Money Helps
Securing resources is the key
Speaker Notes:
• If you want to make a professional and/or artistic photographic image with visual impact its expensive.
• A heavy lens typically means its “fast” – it has great light gathering capability and that denotes big glass, big weight, Lots of light, and therefore big cost.
• There are enumerable situations like this in the realm of digital photography.
• If you want to make a professional and/or artistic photographic image with visual impact its expensive.
• A heavy lens typically means its “fast” – it has great light gathering capability and that denotes big glass, big weight, Lots of light, and therefore big cost.
• There are enumerable situations like this in the realm of digital photography.
Photo by Alex E. Proimos
How do we get there from here?
- The cost to the student has to be zero.
- Get Equipment in their hands.
- Teach workflow to all levels of preparation.
- If we don't, we're serving only the privileged.
Speaker Notes:
• The cost to the student has to be zero.
• If I’m going to recognize and counteract the “Digital Divide” or “Digital Inequality” that many of my students confront, I have to get the equipment in their hands, not just the knowledge in their heads.
• If I don’t, I’m serving only the privileged in the program.
• The cost to the student has to be zero.
• If I’m going to recognize and counteract the “Digital Divide” or “Digital Inequality” that many of my students confront, I have to get the equipment in their hands, not just the knowledge in their heads.
• If I don’t, I’m serving only the privileged in the program.
Decide, Commit, Plan
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Speaker Notes:
• I observed digital divide and inequality challenges early on in the program design. Most students could not afford even the simplest of digital capture tools to say nothing of the support equipment.
• I knew the solution - build an inventory of check out equipment.
• I had to determine the tools that the student needed for successful production in the studio and on location.
• Then, I had to find the resources and convince leadership that I could secure the equipment and insure its proper use. Not an easy task.
• I observed digital divide and inequality challenges early on in the program design. Most students could not afford even the simplest of digital capture tools to say nothing of the support equipment.
• I knew the solution - build an inventory of check out equipment.
• I had to determine the tools that the student needed for successful production in the studio and on location.
• Then, I had to find the resources and convince leadership that I could secure the equipment and insure its proper use. Not an easy task.
Photo by Leo Reynolds
Digital Divide/Inequality
- Divide: Refers to differences between advantaged and disadvantaged digital technology users.
- Inequality: Refers to a more detailed array of inequality regarding skills needed to access and employ technology.
Speaker Notes:
• “The digital divide or digital inequality originally described the gap between advantaged and disadvantaged computer users and nonusers in the United States and often focused on socioeconomic differences primarily regarding use of the Internet (A. van Deursen, J. van Dijk, 2013).
• “The Matthew effect, whereby the “rich get richer” (Helsper, 2012; van Dijk, 2005, Chapter6, pp. 96-130
• Similar to the Matthew effect is the knowledge gap hypothesis (Rogers, 2003; Selwyn, 2004; Tichenor, Donohue, & Olien, 1970). Even though eventually almost everyone might benefit from a resource such as the Internet, those with the most resources (status, cognition, education, income, access) adopt first, have and gain more skills, and use more and different activities more effectively. They thus obtain earlier and more benefits, thereby increasing, rather than reducing, knowledge gaps in society (van Dijk, 2005, Chapter 6).
• “three different sociological perspectives on sociodemographic disparities affecting online activity.”
• The first is conflict/economic, in which Internet usage and benefits are (scarce) assets.
• The second is cultural, where status inequalities are represented in resources, power, lifestyle, and social networks; so Internet usage and benefits are a lifestyle.
• The third is functionalist, where Internet usage and benefits are incentives.
• two main categories: technology and content.
• The first is technology, specifically hardware and software.
• The second is content. There is likely less practical Internet information relevant to, and at the accessible reading level of, lower-status and ethnic and cultural minorities, and in nonmajor languages.
• Autonomy of Use: The freedom to use technologies when, where and how one wishes
• Online Skill: The ability to use the Internet effectively and efficiently
• (Eszter Hargittai, “New Economy Handbook” edited by Derek C. Jones. San Diego, CA: Academic Press. 2003.)
• “The digital divide or digital inequality originally described the gap between advantaged and disadvantaged computer users and nonusers in the United States and often focused on socioeconomic differences primarily regarding use of the Internet (A. van Deursen, J. van Dijk, 2013).
• “The Matthew effect, whereby the “rich get richer” (Helsper, 2012; van Dijk, 2005, Chapter6, pp. 96-130
• Similar to the Matthew effect is the knowledge gap hypothesis (Rogers, 2003; Selwyn, 2004; Tichenor, Donohue, & Olien, 1970). Even though eventually almost everyone might benefit from a resource such as the Internet, those with the most resources (status, cognition, education, income, access) adopt first, have and gain more skills, and use more and different activities more effectively. They thus obtain earlier and more benefits, thereby increasing, rather than reducing, knowledge gaps in society (van Dijk, 2005, Chapter 6).
• “three different sociological perspectives on sociodemographic disparities affecting online activity.”
• The first is conflict/economic, in which Internet usage and benefits are (scarce) assets.
• The second is cultural, where status inequalities are represented in resources, power, lifestyle, and social networks; so Internet usage and benefits are a lifestyle.
• The third is functionalist, where Internet usage and benefits are incentives.
• two main categories: technology and content.
• The first is technology, specifically hardware and software.
• The second is content. There is likely less practical Internet information relevant to, and at the accessible reading level of, lower-status and ethnic and cultural minorities, and in nonmajor languages.
• Autonomy of Use: The freedom to use technologies when, where and how one wishes
• Online Skill: The ability to use the Internet effectively and efficiently
• (Eszter Hargittai, “New Economy Handbook” edited by Derek C. Jones. San Diego, CA: Academic Press. 2003.)
3 Issues at MSJC
- Lack of professional equipment for coursework production
- Lack of skills to employ professional equipment
- Complete absence of knowledge regarding professional digital asset management
Meaningful & Realistic Solutions
- Specifying and Assembling Inventory of Check-out Equipment
- Learning object availability in LMS for equipment use
- Digital Asset Management tools and training for security, processing and archiving
Speaker Notes:
Strategizing inventory of skill-level specific tools for 24/7 production on or off campus. (full-frame cameras, L-series lenses, Storage media)
Securing federal (Perkins), institutional (college), and departmental (Photo dept.) funding.
Organizing secure and verifiable system of accountability and responsibility for equipment check-out and return.
Hands-on skills training in class and review resources in LMS regarding equipment use
Training in Post-production tools and mass storage with 24/7 availability
Strategizing inventory of skill-level specific tools for 24/7 production on or off campus. (full-frame cameras, L-series lenses, Storage media)
Securing federal (Perkins), institutional (college), and departmental (Photo dept.) funding.
Organizing secure and verifiable system of accountability and responsibility for equipment check-out and return.
Hands-on skills training in class and review resources in LMS regarding equipment use
Training in Post-production tools and mass storage with 24/7 availability
What happens if we do nothing?
Speaker Notes:
Firstly, we shirk the responsibility we have to individual learners, society, and the profession with regard to the AECT Code of Professional Ethics. 1.3, 1.5, 1.7, 1.8, 1.9, 2.5, 3.4, and 3.7.
Secondly, we run the very real risk of teaching only to the advantaged students in class.
We lose the opportunity to provide world-class and current professional instruction to the technologically disadvantaged student in what may be the only institution of higher education to which they may gain access – the community college.
Firstly, we shirk the responsibility we have to individual learners, society, and the profession with regard to the AECT Code of Professional Ethics. 1.3, 1.5, 1.7, 1.8, 1.9, 2.5, 3.4, and 3.7.
Secondly, we run the very real risk of teaching only to the advantaged students in class.
We lose the opportunity to provide world-class and current professional instruction to the technologically disadvantaged student in what may be the only institution of higher education to which they may gain access – the community college.
Photo by SeeMidTN.com (aka Brent)
