On the Language of Internet Memes

an arts-based educational research dissertation in arts & visual culture education

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The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work


This paper presents an expansion of the Will, Skill, Tool model of technology integration originally developed in 2000 (Knezek, Christensen, Hancock, and Shoho, 2000). This model posits that educator desire to use technology (will), training in use of technology (skill), and access to information processing hardware, software and support structures (tool), are all necessary for full integration of technology into the classroom environment . The expanded Will, Skill, Tool Model is designed to provide a workable framework for examining the interplay of multiple variables in operant, phenomenological, social cognitive, volitional, and socio-cultural aspects of the student, teacher, and technology relationship.



Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom

This qualitative study explored pre-service teachers’ behavioral, normative, and control beliefs regarding their intentions to use Web 2.0 technologies in their future classrooms.


Initiatives like One Laptop per Child have had a huge impact in shaping my beliefs and teaching philosophy about the integration of technology into the learning experience. Especially how such integration must take special care to not turn students into a handful of consumers for specific proprietary software, but must instead function as a launching pad for students to learn not only about the plethora of digital tools out there, but must also try to shift he paradigm of students as consumers of a specific brand and try to make them producers of their own. On the other hand,the branding alone of projects like Google African University Programs makes me cringe a bit, even if the ultimate goal is quite similar.

Watch “Is YouTube Making Us Smarter? | Idea Channel | PBS” on YouTube

Essay calling for digital skills to be added to liberal arts disciplines

Computing Ed Research - Guzdial's Take

An interesting piece, which argues that proficiency with computing is an important part of a modern liberal arts education.  The argument is a modern and updated version of the argument that Alan Perlis made back in 1961. The specific computing literacies being described go beyond computational thinkingit’s explicitly about being able to make with computing.  Steve Jobs’ made a similar famous claim that computer science is a liberal art.

Students who graduate with a degree in liberal arts should understand the basic canon of our civilization as well as their place in the world, sure, but they also need to understand how to explore and communicate their ideas through visual communication, data manipulation, and even making a website or native mobile app. If they can’t, they’ll just understand the global context of their own unemployment.

via Essay calling for new skills to be added to…

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Your IQ Doesn’t Matter & Other Lessons About Creativity From Children :: Articles :: 99U

From 1962 to 1967 researchers selected students with low-income and low-I.Q. parents at the Perry Preschool in Ypsilanti, Michigan and divided them into two groups. One group received a special high-quality education, while the control group used the school’s normal curriculum.

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via Your IQ Doesn’t Matter & Other Lessons About Creativity From Children :: Articles :: 99U.


“Digital Aristotle: Thoughts on the Future of Education”

The 21st century and beyond student. Still merely consuming?


I find that the entire notion of 21st century learners stll places too much emphasis on the consumption of content and even when it refers to the production/generation, it mostly deals with it in a consumer-based paradigm where students are only expected to create on the basis of existing software and the possibilities (inherently reductive) that it may provide. In this sense I wonder if initiatives like Codeacademy may provide a more hands-on, from the ground-up approach to educate the so-called 21st century learners.


The burgeoning notion of open courseware has been finding a niche not only in the offerings of Open Education Endeavors (like Peer to Peer University) but also within time-honored institutions like MIT; however, can the 7 principles for good practice in undergraduate education be implemented while simply offering reading materials and assignments asynchronously?

Furthermore, are said principles even relevant to an art education research project like this one, which is inherently centered around the idea of Learning Objects modeled after cultural nuggets that are traditionally disseminated in a horizontal, rhyzomatic, anonymous fashion like internet memes? How can contact between students and faculty be encouraged when there is no faculty to speak of?


I am not sure, however I am interested in the potential for this material to be re-contextualized in the form of Learning Objects; for example, could we take the syllabus for the class Writing and Reading Poems offered in 2006 and change it so that students’ responses took the form of Internet Memes (e.g. animated GIFs) instead of essays and poetry? An interesting proposition particularly since the language of poetry and of internet memes might have much more in common than otherwise expected.


The open development of a School of the Open in many ways requires those who hope to collaborate to follow through a systematic, scaffolded process akin to Blooms revised taxonomy that culminates with the creation of new courses regarding the open. It is within this notion of the open that I plan to develop research regarding the potential for the language of internet memes to be exploited as learning objects and open educational resources.