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By Michelle Mann Helping Students Express Their Passion J ust a couple of years ago, Sam Kitondo was struggling to succeed at his London, England, high school. He was a spirited and outspoken teenager but had earned a reputation as a trouble- maker and was struggling to buck the gang stereotypes that plagued his community. Then he got involved with Adobe Youth Voices (AYV), a global educational program spon- sored by the Adobe Foundation, the philanthropic arm of software maker Adobe. The education-based initiative teaches underserved kids aged 13–18 how to use digital media to comment on their world, share ideas, and take action on the social issues that are important to them. The AYV mission is to help students “create with purpose” and spark a dia- logue for change around the world by harnessing the energy and insight of young people. Sam took this mission to heart. British Acad- organization managed by Under the guidance of his AYV- emy of Film young adults, and he leads trained instructors, he produced a and Television a workshop on producing striking film called “What about the Arts (BAFTA) short films that tackle so- Families?” a psychological inquiry award-winning cial issues. The students also into the effects of prison life on the director Noel may get the chance to screen offenders’ families. Clarke and hopes their films on television. Sam’s Today, Sam’s own life is headed in a to have a cameo role passion for inspiring young people sh completely new and exciting direction. in Clarke’s next moved him to appeal to the mayor of ri a_ As a direct result of the inspiration feature film. London for more funding to help ex- m m/ he found while working with AYV, Sam wants to give back some of pand the youth center’s activities. He o o.c he is now in his first year of a media what he has gained as well. He devel- has expressed an interest in becom- t ho and cultural studies degree at the Uni- ops and oversees media projects for ing an AYV educator and is putting a p ck versity of East London. Through the hundreds of local kids as chairman proposal together to implement the o st program, he also became a protégé of of the Brixton Road Youth Centre, an program at Brixton Road. i Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 10 Learning & Leading with Technology | March/April 2011 Helping Students Express Their Passion Adobe’s global philanthropic program, Adobe Youth Voices, gets to the root of the achievement gap by inspiring kids to actively engage in their own education with digital media technologies. Re-engaging Youth education is to use something that al- point. The program has also worked Educators and policymakers world- ready interests them—technology. to help educators understand how to wide are facing the same problem: For years, Adobe has worked closely make what kids learn, and the way they figuring out how to improve the qual- with educators and community orga- learn it, more meaningful and useful. So ity and impact of secondary educa- nizations around the world to find out far, AYV and its education partners are tion. So far, much of the public dis- how technology can motivate and em- demonstrating that the right applications cussion has focused on measuring power students to participate more ac- of technology can inspire students to student achievement and teacher tively in their own education. AYV and develop new communication skills and performance. But, at a time when so its partners are trying to achieve just actively engage at school and in their many students are struggling just to that by helping educators use digital communities. And they are discovering stay in school, the Adobe Founda- media to breathe new life into lessons that many students, like Sam, are not tion saw that the issue was even more about communication, team collabora- only changing the course of their lives, fundamental than raising test scores. tion, narrative, analysis, and writing. but also changing the world as a result. It has to do with student engagement. Of course, implementing a technology- (See “Changing Lives around the World And one way to get kids interested in based curriculum is only the starting on pages 12–13.) Continued on page 14 Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. March/April 2011 | Learning & Leading with Technology 11 Changing Lives around the World Adobe Youth Voices has had a profound impact on the lives of students and educators around the world. Beyond digital literacy, the program is making a real difference by unlocking those exciting “ah-ha” moments when students discover their own voices and start to realize their own potential. Here are just Students at Newcomers High School, a few examples of inspiring projects that participants have completed. a school for recent immigrants in New York, created “No More Silence,” a video about the domestic abuse of un- Kyle Ames, a 17-year-old from documented immigrants. As part of the San Jose, California, created a public school’s integrated approach, the video’s service animation titled “Don’t Spread creators were invited into other classes High school students in Redwood City, the Hate,” which conveys the sadness to lead discussions, furthering the reach California, created “Make it Right,” a and futility of discrimination. AYV gave of the lessons learned when they created music video that addresses problems Ames and other youth a forum where the video. they experience daily in their community. they could discuss important topics and “We came up with the song because we openly share their views, which fostered were at the stage in our lives where we an environment that promoted learning wanted our voices to be heard,” explains and increased understanding. Victor Rosas, one of the video’s creators. “Once it was out there, it opened up our futures.” “I’ve learned to have more dedication, not only in my schoolwork or projects, but in life.” (age 17, United States) “I learned how to express myself in ways “How to channel my ideas into a high-quality that people would and could listen to, see, piece of media that represents who I am and and understand.” (age 16, Canada) what my ideas are.” (age 18, United Kingdom) By the Numbers An independent team of professional researchers from the Education Development Center annually evaluates the Adobe Youth Voices program’s 97% reported they were encouraged to be creative. worldwide impact from the perspective of both educators and youth par- 93% of participants report that they are interested in continuing ticipants. The evaluation focuses on student engagement and development their education after high school. of digital age skills. The results contribute to the ongoing development and growth of AYV and help the program reach and positively affect more 90% of youth reported that they tried their best on their AYV projects. young people each year. Results from the 2009–10 program year indicate: Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 12 Learning & Leading with Technology | March/April 2011 Kayf Abdulqadir, an 18-year-old from Canada, says that AYV has helped her A team of young AYV filmmakers in speak up about how the hijab, the head South Africa captured the hardships Ruh al-’Alam, an AYV educator from covering traditionally worn by Muslim that mothers face raising children alone London, England, teaches a group of women, is portrayed in the media. in the township where they live. While deaf students who are creating a series Through her team’s video, “Fabric: highlighting the families, the filmmakers of new media artwork that will challenge The Unveiled Truth,” she gained the also celebrated each mother’s resilience preconceptions of deafness and reach a confidence to share her perspective in overcoming the struggles of daily life. global audience. What is truly amazing about the project is that it enables others on a sensitive issue and learned the Throughout the process, the students to “hear” deaf people through the visuals value of teamwork, all while building used their newly developed storytelling they produce. Introducing these stu- invaluable technical skills. and technology skills to weave together a dents to new creative technologies and compelling piece that called for action in processes opens up a world of potential. their communities. This short film was se- Working on their own and in teams with lected as part of Youth Producing Change, teachers and mentors, the students the first exclusively student-produced engage in interactive discussions and program of short films at the Human storyboarding, then use imaging, video, Rights Watch International Film Festival. and audio technologies to capture and communicate their work. Whenever pos- sible, they go out into their communities, interview peers and community experts, and, along the way, capture real-world footage and images that they can work into the final project. “What matters is what and how they express themselves,” says al-’Alam. “It’s the beauty of hearing their voices and stories as well as helping bring them to life.” “I learned a lot of things—that I have the right to be heard. Using media is another form to get my voice out there.” (age 16, New Zealand) “I learned how to make videos and gain “I have learned how to take initiative on much more confidence in interacting issues that affect us.” (age 17, India) with other people.” (age 13, Uganda) 89% of educators reported that their students expressed interest 86% report that they can influence others with their ideas. and enthusiasm about the topics of their media projects. 80% reported that the things they are learning through AYV 87% believe that, as a result of AYV, their opinions on issues they are important to their lives. care about matter. 79% of youth improved their abilities to work in a group setting 87% report that they were expected to make high-quality media. to solve problems. Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. March/April 2011 | Learning & Leading with Technology 13 Continued from page 11 Working Together By sharing their perspectives through creative projects of their own AYV teaches young people how to making, students are able to find their own voices and apply their work with both teachers and fellow newfound confidence to other academic and life challenges. students to create videos, animations, photo essays, presentations, music, and other media projects on the topics In the AYV model, all students are teacher training, and ongoing support. they are interested in. By fostering this encouraged to participate, and the It also offers them the opportunity type of collaborative learning environ- teacher’s role evolves from an infor- to submit student work to festivals ment and creative expression, AYV is mation presenter to a facilitator of and events. helping educators develop forward- student-generated knowledge. Educa- The rich teacher training compo- thinking lesson plans that get students tors participating in AYV say they are nent of the program gives educators a excited and involved while teaching now more aware of what young people theory and approach to youth media, creative media technologies that pro- value and care about, and they have an introduction to Adobe tools, and mote digital literacy. begun basing more assignments on hands-on experience making media in Some might question whether mak- topics that really resonate with them. the form of either a video or graphic ing videos or other digital media proj- This shift is essential in helping stu- design project. The mentors respon- ects can really make a difference in dents connect the skills they learn in sible for training the teachers are ex- young people’s education and devel- school with their own life experiences. perienced media artists who provide opment. But research has shown that It also broadens student awareness of ongoing coaching. And as the teachers 93% of AYV kids planned to continue topical issues as they discuss and view advance their skills over time through their education after high school. Al- the work their peers create. their work with AYV, they also learn though this can’t be attributed solely While the students work on projects how to teach courses on technology- to the program, the statistic is telling, to share with local and global audi- based subjects such as animation, as the schools and communities that ences, they also build valuable skills graphic design, and motion graphics. qualify for the program traditionally that can open doors to future success. For schools not in the AYV net- have few resources. The results are frequently transforma- work, the Adobe Foundation has also The program provides software, tive, as they develop creativity, com- launched Adobe Youth Voices Es- teacher training, mentoring, online col- munication, and collaboration skills sentials (http://essentials.youthvoices. laboration tools, education materials, that are essential for success in today’s adobe.com), a set of curricula and and curricula. It also produces or sup- global workforce. resources that are free for download ports exhibitions that give students a to help busy teachers create engaging public forum to share their perspectives Getting Involved new learning experiences for students. with a broader audience. The students The Adobe Foundation issues AYV Crafted by digital media experts and who participate in these public screen- grants through a request-for-proposals trainers, Essentials includes step-by- ing events reach a level of personal process to both governmental and non- step lesson plans and activities for achievement and fulfillment that they governmental education organizations. print, video, photography, and anima- rarely experience in the classroom. By These organizations are best informed tion to help educators launch, guide, sharing their perspectives through cre- and situated to select the local schools and sustain effective youth media pro- ative projects of their own making, stu- and programs that would most benefit grams. Each curriculum provides valu- dents are able to find their own voices from being part of AYV. Adobe then able lessons that not only strengthen and apply their newfound confidence to donates to the selected schools soft- media-making skills, but also encour- other academic and life challenges. ware, grants for production equipment, age critical thinking. Students are asked to consider the world around them and how they would create To learn more about the program and see the work Adobe Youth Voices change through their own writing, col- students are producing, check out these sites: laborating, and critiquing. The lesson Website: http://youthvoices.adobe.com plans focus on youth-centered instruc- Facebook: www.facebook.com/#!/adobeyouthvoices tion, media production, and strategies for exhibition and distribution. Essen- Twitter: http://twitter.com/adobeyv tials also provides real-world examples YouTube: www.youtube.com/user/adobeyouthvoices of the media projects the young people Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 14 Learning & Leading with Technology | March/April 2011 While the students work on projects to share with local and global on others, and it creates a snowball ef- audiences, they also build valuable skills that can open doors to fect as the program gains momentum future success. and more people become aware of it. Today, education is as important in the program have created to serve as a focus on visual and multimedia as ever in contributing to individual inspiration for other students. art, and/or a mission to use or teach and global well-being. A focus on design as a tool to address social is- giving students more opportunities Extending the Program’s Reach sues. Recent partners include the to learn and expand their skills is es- Since its inception in 2006, AYV has Black Eyed Peas Peapod Foundation, sential for success in today’s global engaged more than 64,000 youth and the PBS Foundation, and the Intel markets. There is ample reason to be 3,000 educators from 45 countries Computer Clubhouse Network. These optimistic. Many positive, technolo- in its programs to develop original, partnerships are an effective method gy-based initiatives, such as AYV, are thought-provoking content on a wide of extending the program’s network, showing how education can evolve range of issues, including bullying, which allows it to reach more people to reach more young people like Sam domestic violence, climate change, in more areas. Kitondo, engage them, and send them poverty, eating disorders, and the Student media projects from AYV on their way to more successful, ful- impacts of war. The program aims to have also been showcased at such filling lives. reach more than 7,000 educators and prestigious venues as the Human 150,000 youth by the end of this year. Rights Watch International Film Fes- Michelle Mann has been One way it strives to do that is tival, the Sundance Film Festival, and the executive director of the through partnerships. AYV has joined dozens of community events across Adobe Foundation for nearly seven years. forces with, and offered grants to, the world. The exposure the projects companies and organizations that receive allows the students to see the have aligned philanthropic goals, real-world effects their work can have Free! NNNooo aaadddsss!!! Exactly what you need. Exactly when you need it. Saves 12,000+ reviewed time resources CCrreeaattiivvee CCllaassssrroooomm Ideas Follow TTTeeeaaaccchhheeerrr us on TTrruusstteedd @teachersfirst TeachersFirst.com Thinking Teachers Teaching Thinkers® From the non-profit For teachers. For families. For excellence. iste-ad-1103c.indd 1 1/7/11 1:08 PM Copyright © 2011, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. March/April 2011 | Learning & Leading with Technology 15