Week 5 Posting 1

Alright, the pressure is on, I swear I'm working on a vlog and my magazine is in the making. I have my picture ideas for my table of contents and my cover is essentially done. My largest obstacle tonight is my two-page spread. I have the facts but I think I might have my finger on a layout, I was looking through magazines and found something that I may want to draw some influence from. I'm going to go draw up a sketch and start organizing my thoughts.

Alright so I came up with a basic design and then i asked for some input and some agreed that it was childish, which I could definitely see, so I changed my idea. After internally crying for a while I searched Google image for inspiration, and I found it!
The entire image is not my inspiration, just the way the boxes are laid out. I opened up my photo shop and internally cried some more, because photoshop almost always means three hours of struggling, and I was right, This example makes it look easy, and my product is less professional altogether, but I really love the look. Don't worry, now that I have my layout I can start writing, however, I still need a place for my pictures. I wonder if a slideshow would be less space-consuming? This should be really interesting...






Here's a sneak peek:

Don't worry about the W, by the way. I know, the design is simple, but it took tons of work. I'm super excited!

Week 4 Posting 3

Hello again! Great news- my live source has gotten back to me with a couple answers that I think will really benefit my research. Just in case I didn't mention before, my live source is a past teacher of mine who has worked at traditional school as well as an alternative one. She currently teaches at a Project-Based Progressive learning school in Wisconsin and speaks at conferences on non-traditional education.

I asked her a couple of things that my research didn't cover such as how teachers could apply non-traditional education styles to their classrooms and what problems they might encounter by doing so.

To start off answering how teachers could apply new type of teaching she points out the common thread that I saw in my research: individualization. She goes on to say how this individualization* might be limited, usually students drive their own education and even in classrooms today this is being seen but on a limited scale. She comments that teachers today design projects and direct implementation, students learn but the desired outcome is determined by the teacher. I suppose for a classroom to be full progressive students would drive their outcome.

After this she reiterates that it is possible for traditional classrooms to make this shift. By letting students have more "Choice and voice" in their education schools can work toward individualized education. Currently the most choice students have is what classes they check off on their course selection cards. She suggests that teachers introduce a unit topic and let students research within that area and let them find the solution to an open-ended problem. She provides a great example: "...to teach U.S. History, the class might move through the course era by era.  Students who really love music could learn about and share the music of each era, while students who love politics could research and offer that information.  When I taught Art, for instance, I created student choice by teaching a variety of techniques in a variety of media and then allowing students to create an artistic solution to an open-ended problem, using/including any of the techniques they had learned." By doing this students could fully learn about a topic from classmates depending on what they researched. So the idea of self-guided education comes into play while still encouraging students to learn about a certain subject. I think I might have touched on this in an earlier blog posting as well.

She also introduces an idea of differentiation which is when teachers teach the material to different classes in different ways depending on their learning capacity (she uses these:" (low) knowledge/comprehension-(medium) application-(high) analysis/synthesis."). She then comments that this is not truly individualized if done in groups, but only if done student by student. I imagine, with anything that is done student by student, one could always expect the obstacle of time, and in many schools, time is not a maneuverable latitude.

She summarizes to say that teachers must follow these five steps to achieve an alternative learning environment:

o   Adopt the philosophy of one or more the progressive movements presented.  A paradigm shift, a belief that education can be different, can be student-centered, is really the first step.

o   Be willing to experiment.  Experimentation involves taking some risks, trying new things, and fielding questions/skepticism from supervisors and colleagues.  They must trust the process.They must also be willing to put in extra time and energy.

o   Start small. Attempting to change everything at once can be detrimental to the process.

o   Be willing to reflect.  All too often we fail to stop, think, review, and ask for feedback (that’s scary sometimes).  Then develop new strategies/goals based on the review.

o   Connect with others who are interested in innovating.  Change is much easier with a support network.

All in all, teachers must be motivated and have a direction, this will help to lead down the road to success.


As far as obstacles go she whittles them down to a few things: a negative school community, grade level teaching sequences, traditional education paradigms, time, funding, and lack of patience.
1) Getting rid of a negative school community isn't easy, a positive one encourages individuality and respect for education, which many kids today do not have. She suggests getting many staff involved and dedicated to the process.

2) Many teachers and schools stick to the idea of learning certain things at certain grade levels, but this can limit a student and discourage real learning. I think this is a little harder to change, as many states require students to meet some sort of standard, which would make it nearly impossible for a single teacher to avoid this.Without the entire school on board this could be hard to beat.

3)Many people are stuck in their ways and believe their children or students should be taught like they were taught, even if it is not the most efficient or best way.

4) Time is always an enemy, completely individualized education is hard to achieve in a 50 minutes class period as a teacher can not meet student by student. Also in a broader perspective, alternative education programs take a long time to implement, there is so much experimentation and educators can get unmotivated and be discouraged to continue their program.

5) Funding is essential, if citizens believe everyone should have a right to free education it must be funded. On a classroom level, materials must be funded as well, in some alternative learning environments different kids need different materials to achieve their goals. There are grants out there for teachers to apply for individually but it takes time and effort for find them and apply for them.

6)  I feel that she explains lack of patience better than I can: " I truly believe that education is one of the most effective ways to affect positive change in our world.  Education, however, takes a long, long, long time—thirteen-plus years for each individual, much longer to actually see a movement or a generational shift in education itself take place.  Too many people (yes, politicians, but average citizens and teachers too!) are not willing to work and continue working while gradual change takes place.  Paradoxically, we must educate people that education is important and necessary and leads to good!"

With enough dedication any educator can overcome these obstacles if he or she works hard enough. If the educator is determined to integrate non-traditional learning into his/her classroom they can.

A huge thanks to Jennifer Plamann for the input on alternative integration

Until next time!


*She states that individualization is teacher-based, where students have choice in how they learn, just not the outcome. Personalization is where students have full control over how they learn and what the end result will be. For the sake of this posting, however, I am using individualization to represent personalization.

Week 4 Posting 2 (Cover Page)

The first step of designing my magazine was thinking of a title. I started with titles like, Education Weekly but booted that out as Education Week is already a magazine. After that came generic and safe titles like The Educator, Educate, Teach, and so on. Upon researching for a while, I asked for some outside opinion between Educate and The Educator. My friend said they were both okay, but they were both boring, and she suggested looking in the Thesaurus. Eventually I decided on Inquiry, it was simplistic but did not give away the entire premise of the magazine, and we both agreed that it was a good title.

Next, I began thinking about my cover. I made a couple of sketches of what I was thinking:

My favorite idea is the top right I have no set font and set cover lines, but as I was writing this posting I think I might use a sell line to define the magazine. Maybe something like "America's Number One Education Magazine" or "Redefining Education". I want one block of text on my page reading "Why it's time to strip away traditional education" and maybe a cover line reading "(Number of alternative learning methods featured) learning methods that could work for your classroom" but I would need to find a good place to put this cover line. The thing I am most excited for so far is the cover photo. I am planning on gathering some school related objects as well as maybe a T-Shirt and some jeans and floating them in a pool. This can symbolize summer when school is out as well as the "stripping" of objects correlated to traditional school, such as backpacks. I working on finding a friends pool to exploit, as my neighborhood pool is public. Also, we have some stormy weather coming up and maybe the lighting combined withe the weather could have a cool effect? Here is my most succinct and badly drawn design:

P.S. Please excuse my stick figures

That's it for this posting, I am really excited to start producing my actual magazine and getting feedback from my live source!

Week 4 Posting 1

I started today by learning a little about Adobe InDesign, I installed it on my Mac just fine but I have yet to finish installing it on my PC. It looks very complicated, but I feel up to the challenge. After learning about the program I went around my house and rounded up some magazines for inspiration. Something that caught my attention was that my mother had kept some magazines on display (shown on left)  in a magazine rack and about thirty others (Some shown on right) stacked in a pile in my garage. I thought, what is the difference between someone keeping a magazine rather than throwing it away? How do I make someone want to keep my magazine? Something that stood out to me right away was simplicity. none of the magazines my mother kept had shouting sub titles that filled the page, but they all had just enough. Well, what about her throwout pile? what stood out in there? One thing that struck me as interesting was the
unopened magazine (Shown at right). What is so uninteresting
about this magazine that she wouldn't even open it? I came
to the conclusion that it was just too simplistic. The designers
were aiming towards "Spring Simplicity" but spring means bright colors,
not boring greys. Even the subtitles are boring, "the eagle hunters of
Mongolia", that may be appealing to a bird fanatic or an avid hunter, but
this issue is centered around fashion. It is not only boring, but it is also
confusing. I think this is something for me to stay away from. Last, but not least on my journey is size. By the end of my wild goose chase my stack was pretty heavy. My mother had kept a thick issue of Vanity Fair but had disposed of a thicker issue of Vogue, but why? They are published by the
same company and have similar enough designs, so why keep one and no the other. I'm going to go with size (they are compared on the right) of course one is less bulky, but what matters is what cause the bulk, and if you have flipped through a thicker issue of Vogue, you know what I mean.  75% of the magazine is pure advertisement. Who wants a collection of advertisements? Again, something I will avoid.



Next time, I will talk about the beginning of my magazine building process.

Week 3 Post 2

We are heading into a new week here soon full of ample work time. But today, I want to address a hole in my research which is who benefits from alternative education.

Firstly, when is alternative education needed?

There is no one type of child that "needs" alternative education, but usually they fall on polar opposites

One of the reasons kids may be subject to alternative learning is due to behavioral issues. For example; poor attendance, failing grades, family crisis, medical/social issues, bad test performance, discipline, drugs/alcohol, criminal behavior, bad relationships, credit deficiencies, etc., can all attribute to being placed in an alternative learning program. 

However, this is not always the case. One does not have to be a "bad kid" to go into an alternative learning program, in fact, many are not challenged in traditional school. Some may even over-excel in traditional school, sometimes alternative learning can be a way for kids to learn at a faster pace.

Mixing these opposites can create a beneficial environment; kids that learn at a fast pace can teach kids that learn at a slower pace, and in turn, this creates a healthy social environment where everyone is equal. In public school this is not only a probable situation, but an inevitable one.

There is a huge stigma surrounding kids that choose to go to alternative schools, and all of these ideas are misconstrued. Coming from the mouth of a student who has seen the inter-workings of an alternative school, I can say that there is a wide range of students. Some students are motivated and others are not, but no matter how far ahead one may be than another, they will always be part of the same social structure.

I really want to address this somewhere in my magazine, I think it is important for teachers to really understand that no matter the group of students, they can always work together and co-exist. 

Week 3 Post 1

I am nearing the end of my research and really trying to wrap up my main ideas.
I am trying to contact one of my previous teachers so she can give me a view of how teachers may be able to incorporate alternative learning into their classrooms, I am excited to see what she might have to say.

I have already began addressing some of the ways teachers may be able to implement new types of learning and what some obstacles might be. For example, many of these non-traditional learning environments require a small student base which many public schools cannot offer. However this can be a glass half-full half-empty situation, the quality of the education can override the quantity of students. By showing students good teaching methods and new ways to learn, they can learn to help the students around them, even if a teacher cannot pay full attention to a singular student they can draw from the opinions of their peers. Something else to consider is motivation, many kids are motivated to get the grade and move on, not to retain or enjoy their lessons. By setting a yearlong goal for the classroom teachers can provide a better outsource of motivation. Many kids will strive to meet a goal of a standard, so the higher the expectation may be the more they will work, the lower the expectation the lower the quality of work. Another motivation method is letting students learn about what they wish to learn. For some classes, such as mathematics, this seems difficult. However, maybe a student is a visual learner, but maybe the student sitting to their left is a auditory learner. By providing different mediums (internet, models, presentation, etc.) for students to draw from they may be able to understand the topic more easily. For classes that are more open to interpretation, maybe higher level english, teacher can let students write about or research a topic of their choosing. By doing this, students could improve their writing skills while still being interested in their topic. If this is too broad students could be assigned a category (i.e. Politics, Literature, Technology)

The previous examples were focused mainly inside the classroom and coursework, but from time to time teachers underestimate the value of outside teaching sources. While it may seem cliche, professionals from the community are sometimes able to donate their time and teach students about new or interesting topics from a view point of someone in the workforce. Even getting materials to let the students use hands on could be helpful, this may seem less applicable in a math class opposed to a science class but even by using visual or physical representations in a math class students may be able to more fully understand a topic. An obstacle for using material items in teaching is that they cost money. Some schools are unable to fund individual teachers, however, teachers can apply for grants that go directly to their classroom, as long as it is a individual specified grant and the teacher can show what the money was used for.

So far I am waiting on a response from my previous teacher and I am looking into the best way to present the application guide in my magazine.

Until next time!

Week 2 Posting 2

Today during class we met with our groups, it was really interesting to hear what other people had going on and hopefully to help them along with their ideas. There four people in our group and we started relatively late into the class period, we could only really fully analyze two of our group members but another girl and I were kind of rushed. Nevertheless, I got some really great feedback. I explained I have been doing some research into alternative teaching methods but was missing an overarching idea for the conclusion. My teammates suggested that I present each of the larger styles and deduce the pros and cons for each. I believe by doing this I will be able to accurately convey my topic and present all of the information in a concise manner. They also commented that my topic was generally broad and it would be helpful to narrow it down, so I decided my topic would be to provide and suggest ways for teachers to improve their classroom with alternative teaching method. In my final analysis section I was hoping to create a dos and don'ts and even an implementation guide. I have flowcharts and design elements running rampant in my head.

One of my group members also gave me an assignment from one of his classes that he had completed a few months back which lists some of the most common alternative learning strategies (Montessori, Khan Academy, Waldorf-Stiener, Reggio Emilia, Sudbury, Froebel, Holisitic Education, and Homeschooling) which I decided to research:

 Montessori:
This style is very student-centered, children can learn at their own pace and are typically learn in general age groups, which helps create a sense of community, therefore younger peers can learn from older peers. (Source 1)

Khan Academy:
This is an online based school where children are able to learn through watching online videos and earn points for watching and instructional video and completing an assignment. The program helps the child recognize where their learning gaps are and utilizes state of the art editing software and technology to encourage better understanding of complex topics. They employ educated professionals to teach the topics online (even though I still think all of them sound like the same person)
(Source 2)

Waldorf-Stiener: 
Waldorf-Stiener Teachers encourage enthusiasm for learning in every child, even seemingly boring subjects aim to integrate pictures and graphics to help visual learners. The educators want children to be motivated from the inside out. They want "to transform education into an art that educates the whole child—the heart and the hands, as well as the head." and teach students how to compartmentalize and build capacities of children. When children are younger education focuses on play and imagination rather than hard facts and rigor. In high school students are subject to rigorous courses that are presented in a different and "real-world connection" way and the arts are involved in all of the preceding. Everything is integrated with visuals. Waldorf Education is a way to learn without technology to give a full hands on and integrated experience (Which is interesting considering that the home school is located in the silicone valley)
(Source 3)

Reggio Emilia:
This sort of education focuses on free inquiry and a strong community with similar foundations to montessori and Waldorf School. The child is encouraged to be active in their own learning and learn from the world and environment around them. I think one of the most deviant or unique ideas is teacher-parent-student collaboration. Typically, parents are a very outside force in a childs education, maybe only meeting their child's teacher once or twice a year, but Reggio schools attempt to host conferences and special lectures for parents. Much like Waldorf schools, Reggio schools believe that children learn better when every aspect of their education is visualized. (Source 4)

Sudbury:
 In a Sudbury education system the student has complete control over their own education and the level of responsibility they take for it.. Students can decide what they want to learn, how they want to learn it, and how fast they want to learn. External motivation, like grades or punishment is only necessary when a students curriculum is determined for them, when they are able to determine their own, they will be motivated to learn more and to retain the information better. Students do not participate in standardized tests and mainly rely on self-assessment and self-critique. Sudbury also encourages age mixing, as everyone designs their own curriculum and design it at their own level, Age mixing also encourages social interaction and networking. The schools also boast a participatory democracy where staff members cannot veto votes and they have equal vote in the laws passed. This encourages students to learn how to come to a consensus and advocate for the things that will effect their lives.
(Source 5)

Froebel:
This style encourages children to play and use their imagination to solve problems and to closely connect their home learning with their in-school learning. Playing with toys encourage children to find out how the world around them works and how to interact with it. Movement should also be encouraged for young learners. One of the most central play pieces is the froebel gifts, a set of blocks and mediums that children can interact with to learn about math, architecture, and movement.
(Source 6)

Holistic Learning:
Holistic education incorporates ideas from Reggio, Waldorf, Montessori, and progressive learning. Holistic education strives to cover a broad range of topics and teach kids about he world by giving them hands-on experiences. Community is encouraged so students can co-create and build their future with those around them while furthering their education. (Source 7)

I am confident and excited about some of the research I have delved into, the hard part is going to be synthesizing and condensing all of the information into a two page spread.

Source 1: Olaf, M. (n.d.). FAQ's. Retrieved March 13, 2015, from http://www.montessori.edu/FAQ.html

Source 2; About. (n.d.). Retrieved March 13, 2015, from https://www.khanacademy.org/about

Source 3: Mitchell, D. (n.d.). Waldorf Education: An Introduction. Retrieved March 13, 2015, from http://www.whywaldorfworks.org/02_w_education/

Source 4: Garrett, R. (2013, July 15). What is Reggio Emilia? Retrieved March 13, 2015, from http://www.education.com/magazine/article/Reggio_Emilia/

Source 5: Collins, J. (n.d.). The Sudbury Model of Education. Retrieved March 13, 2015, from http://sudburyschool.com/articles/sudbury-model-education

Source 6: Comparison among Froebel, Montessori, Reggio Emilia and Waldorf-Steiner Methods - Part 1. (2013, November 3). Retrieved March 13, 2015, from http://www.spielgaben.com/comparison-froebel-montessori-reggio-waldorf-part-1/

Source 7: Young, S. (2013, December 20). Studying and Holistic Learning. Retrieved March 13, 2015, from http://www.scotthyoung.com/blog/2007/03/29/studying-and-holistic-learning/

Week 2 Post 1

I have officially dived into my research. Upon exploring my topic more and more, I found that I had synthesized a completely new idea. Prior to attending traditional school I had lived in a completely different state and had gone to a school with a completely different learning environment. My previous school was a project-based, progressive learning school. Everything I did was individual-centric, my learning was up to me and myself alone, every week I would meet with my advisor (teacher) and discuss what I was working on. If I was lost, she was bale to help give me direction and keep my topics focused on a main idea. My peers were also able to help me at every step of the way. This school taught me how to be independent and begin to take on more leadership positions, solve problems, and manage my time. During my research regarding how education effects the future I really became interested in a singular topic, learning theories and a conclusion on which one would best prepare a student for the real world. I found that my audience is now more specific, which my peers pointed out was an issue with my initial idea. My magazine is now geared toward the teaching community and my issue will we on alternative learning. I am more enthusiastic about this direction as I have had personal experience and there are hundreds of individual theories to explore. 

So far I have explored four teaching methods; Progressive Learning, Constructivist Learning, Cognitive Learning, and Behavioral Learning. 

They mostly have a common thread, teaching should be based on the individual, which is one of the huge things that most traditional classrooms lack due to lack of time, resources, or maybe motivation. 

During my ninth grade year of high school I had a chance to be a student ambassador for a innovative schools network in my state, I was able to meet and listen to multiple different speakers for innovative and individualized learning. The key note speaker for the conference was Alfie Kohn (Biography).

 His main teaching idea is progressive learning, which Jim Nehring describes as "Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling." Progressive learning focuses on everything traditional school is not. Progressive learning stresses a sense of community among students, problem-solving individuals, retaining meaningful information, eliminating standardized testing and competition, working with teachers to plan and organize, and valuing the ideas of the student. While some traditional classrooms are becoming more it is student centered progressive classrooms can completely incorporate the student into every part of the learning process.  (Source 1)

Constructivist learning is also individual based, the main idea is that students reflect on their ideas and ask questions to further their learning, and teachers act as guides for the students ideas. In this situation, it is impossible for a student to become a passive learner. Not only does it stray away from rote memorization, but it also gives the student ownership and builds their ability to effectively communicate their ideas to others, which is a real world skill. Through these outlets, students are encouraged to become adults to question the real world and become independent thinkers. One of the issues I find with constructivist learning is that it would most likely have to be started from a young age. Many children in traditional school are motivated by grades and find self-reflection a bore, even questions on homework that ask a student to truly synthesize and communicate their ideas is a bore. By starting a education such as this young many students would be able to learn the importance of self-reflection and self analysis. (Source 2)

Behaviorist learning is one of the ideas I see implemented in many public schooling systems, it is simply a system of rewarding good behavior and reprimanding bad. some of these techniques include negative reinforcement (dropping the lowest test grade if the student has turned in all of their homework assignments), positive reinforcement, punishment (referral, detention), and modeling. I see these techniques as effective at younger grade levels, but as student enter high school behaviorism should become obsolete. When children are most impressionable (elementary school) reinforcement can teach ideals, responsibility, and morals. In high school, students should be encouraged to work for themselves, there is no incentive to get your work done (besides a paycheck, of course), there is typically no teacher there to congratulate you on every task you do well, by high school students should be prepared for the real world.  (Source 3)

The final theory I researched for today is cognitivism. I found this topic to be slightly less honed, again one sees individualistic learning and equal opportunity and so on. In cognitive-based learning the teachers are encouraged to take the process as well as the final product into account, if one is not encouraged to hone their process, then he/she will be unable to apply the same process to real world situations. Another point focused on being social and listening to other peoples ideas, some psychologists have theorized that the human is innately egocentric and communicate and exchanging ideas help to break down these barriers. In this theory we again see the importance of peer help as well as a guiding hand to provide structure, while the student is still encouraged to learn applicable processes for the future. I found this theory similar to Alfie Kohns progressive learning. (Source 4) 

In conclusion, I am excited to explore more learning theories, they are so interesting, I am constantly comparing my traditional education experience with my project-based experience while I am researching. I hope to do a sort of compare and contrast and maybe even build an ideal learning situation in my two page spread. I feel like I have truly honed my topic and it feel invigorating, until next time, happy learning. 

Source 1: Kohn, A. (2008, March 2). Progressive Education. Retrieved March 11, 2015, from http://www.alfiekohn.org/article/progressive-education/

Source 2: Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved March 11, 2015, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Source 3: Standridge, M. (2014, September 8). Behaviorism. Retrieved March 11, 2015, from http://epltt.coe.uga.edu/index.php?title=Behaviorism

Source 4: Cognitivism. (2011, January 1). Retrieved March 11, 2015, from http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism

Week 1 Post 2

Today we went over peer opinions, something that was pointed out to me was my narrow magazine typing, I wanted to create a complete magazine profile and my Future Generation topic just want enough, there are only so many things you can say about how the teenagers lives will effect the future. It was suggested to me that I format my magazine to be essay based, a good example is the New Republic (you can check out their website here). The New Republic is a collection of expository type essays that use current events to forsee future issues, their articles are comprehensive and expose so hidden parts of the news. This is kind of the direction I wanted to take with my magazine and provide a comprehensive view of how education today will effect the future working class, future politicians, etc. I would also like to talk about convergence and how that may encourage lazy behavior and what kind of habits technology builds for the future.  The essay format will allow me to present a broad magazine topic and consequently be able to create a specific article.  I think I want my magazine to stick along the lines of "Our Future" and have it appeal to younger adults and teens a like. I hope to research more into my topic over the weekend and begin planning the aesthetics of the magazine.

Week 1 Posting 1

My original brainstorming  is as follows:
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1. The future generation

-this is our generation

-how technology will affect our future

-are we becoming more educated or less educated, what do we learn in school, the stigma “when will we ever apply this”

-What past generations grew up with compared to us, how they adapted

-Youtube, how we influence others and how far we can reach compared to past generations,

-How technology adds students to a sea of people and its harder to get noticed, college acceptance, anything for the letter

-we learn about new concepts faster and grow up faster

-younger children have more and more technology, exposed to new ideas, grow up faster

-Children are more easily influenced by new ideas, may harm self image, influence bad behaviour, etc

2. modern school system (grading, approach,

-why grades aren’t incentive

-should schools be more student input based

-should schools be project based

-what does standardized testing prove?

-does technology improve schools or worsen them, its hindered but encouraged at the same time, laptops in class no phones in class

-does modern education encourage creative adults.

-drowned in sea of college applications, impossible to stand out, convergence, more people learn about more places easier to apply with the common app.

3. History of makeup

-origin of makeup (what was it used for)

-what it is used for today

-makeup convergence (youtube, blogging, etc.)

Target Audience:

Teenagers, Teachers

What do I want people to get out my magazine?:

I want kids to understand how technology and education will affect their future

narrow it down for one issue:

Education in the next generation

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I had started brainstorming for my project a couple of months ago, when presented with and idea I stick with it, it weighs on my mind, and it is hard to forget about. I had originally wanted to go the route of teenage self-expression, and the "this is our world" theme, but sources besides personal experience proved challenging to find. I narrowed down my ideas to three topics that I feel I have background knowledge on, School, teenage education, and makeup. I opted to avoid the latter because I feel that I can co more in-depth and reach a broader audience with either of the preceding topics. I consulted with a peer and we agreed it would be interesting to combine approach 1 and 2. I am interested in the idea of a magazine focusing specifically on teen interests, and the future generation. The issues of the magazine could cover anything from health issues to entertainment. The specific issue I would like to write about is education. Furthermore how our education today is going to affect the future. Some of the themes I would like to consider include antiquated traditional education, the boundaries of technology in education, the interconnectivity of students and how the common application allows students to get lost in the crowd, especially since it is digitalized, and so on. I subscribe to many magazine and I am hoping to browse through to start exploring design elements as well as how stories are laid out and formatted. I have also started a pinterest board for extra information, digital is more green. I am excited to begin research into patterns of convergence within the public school system and what future effects with will have on the teenage generation.