For this task, I chose to alter not only the mode of my task but the task itself. I changed the format of this text by shifting from a ‘get to know me’ type of text to a more informative or how-to text detailing what items are important to have when hiking. To do this I employed the popular social media app TikTok to create a series of videos. (I have loaded the videos in YouTube to simplify their inclusion in this post).
This was the first time I really experimented with using TikTok as a creator rather than simply a consumer. Through the process of creating the videos, I learnt a lot more about the various elements that can be included in TikTok videos. Interestingly, the TikTok app can be used into increase inclusivity as there are a number of ways to make them multimodal.
I use the text-to-speech function in order to display text while also having the information read aloud. Alternatively, one could use the captioning function to display captions to their own speaking. As I experimented with the app, it appeared fairly easy to edit the captions to match the speaker’s words. Unfortunately, the text-to-speech function which I used was somewhat limited with the pronunciation of certain words. For example, I had originally used the word ‘toque’ but because of the poor pronunciation of the word, I swapped it for ‘warm hat’. This is a good example of the New London Group’s (1996) suggestion that “effective citizenship and productive work now require that we interact effectively using multiple languages, multiple Englishes, and communication patterns that more frequently cross cultural, community, and national boundaries” (p. 64). While toque is a very common word in Canadian English, it may be unfamiliar to English speakers and computer programs from other parts of the globe. As educators, these cultural differences are important to recognize for our own understanding as well as that of our students especially in a world where communication technologies are increasingly breaking down the barriers of distance and international borders.
I could see TikTok as an interesting tool for education. Personally, I enjoy using it to learn about different topics that interest me but beyond using the app as a device for consumption, I think educators could leverage the popularity of TikTok for use in their classrooms as a tool for creation. I can envision students creating videos as an alternative to writing an essay, creating a slideshow, or standing up in front of the class for an oral presentation. TikTok offers a number of diverse functions, of which I have already mentioned some, that make this app an interesting tool for the classroom.
The ability to duet and stitch enable students to collaborate with a wide network of people globally and popular songs and sounds can be used to connect content with a larger theme or series of ideas. Understanding and manipulating these functions while using memes can help a creator to design content that is more successful. I think it could be argued that being able to read and understand memes is a form of literacy. Taking a meme and adapting it to another context or idea represents significant creative and critical thinking. This thinking brings me to Dobson and Willinsky’s writing about hypermedia and their argument that “hypermedia extends in significant ways our notions of textuality and literacy” (2009, p.289). They also wrote that the connectedness of hypermedia has as much significance as the content. In connecting their videos to others though the use of hashtags and the ability to duet and stitch, TikTokers are creating a vast network of interconnected content. While some content may have more educational value than others, this network is important to recognize for the power it has.
References
Dobson, T., & Willinsky, J. (2009). Digital Literacy. In D. Olson & N. Torrance (Eds.), The Cambridge Handbook of Literacy (Cambridge Handbooks in Psychology, pp. 286-312). Cambridge: Cambridge University Press.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66(1), 60-92.
Hi Lexie!
I enjoyed the way you knit together your TikTok videos and incorporated the text and speech. I also found the pronunciations amusing and it added to my likability of the multimedia.
I am actually connecting with you on this as I am wondering about this as a medium for students to talk about their art works? Have you any experience here?
I have been using the Scholantis portal for the past six or seven years. Their portfolio builds up year-to-year, it is a great way to connect images of art and textiles projects to parents and the amazing comments follow the images/videos. As of February, I will no longer have this platform. We will only have TEAMS, and I need some better ways to engage my grade 8-12 students. I’m not sure that TikTok could replace the parental connection, but I’m feeling lost in a sea of choices.
You have inspired me to try creating a TikTok, but I am nervous about it. My homework for tomorrow will be to watch some how videos with art topics and see what is possible. Until I saw your mashup, I hadn’t thought of this as an option. Thank you, I think!
Hello Robyn,
Thanks for your comment. I have not (yet) used tik tok with students but I have definitely realized the potential of it as a way for students to be creators and share information. My struggle comes from the reality that there is a lot of content on tik tok that is inappropriate for children. Obviously, this would be a good opportunity for some education on digital citizenship as I know some students are already using the app. I would definitely have to check with my administration before starting anything with tik tok. Additionally, I would be concerned about privacy laws and storage of my students’ personal information. A lot of things to consider!