Journal #2: Finding Students Who Learn with Media

Bull, G. (2010). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D

Summary:

This article was a very interesting look at the use of web-based authoring tools that allow students to create their own media. Within just one class period, students are able to create mini-documentaries with an extension of a program called primary access known as primary access storyboard. Prior to such developments there were complaints that too much class time was being used to explain how to use the technology rather than going over actual content. This extension addressed that issue making it easier and more efficient for students to access primary sources and edit their stories with text and narration. The fact that the pilot study revealed that students who engaged in the storyboard activity performed as well as those who wrote traditional essays on an examination on the content of the lesson.

Constant evaluation and reflection is very important in all classrooms, but especially when new innovative methods are being used because it is crucial to find what works best for the students. Finding how they respond to different tools and using that information to adapt the lesson to engage all students will be the challenge of every teacher trying to use new programs in the classroom. One useful tool is the Classroom Assessment Scoring System which allows teachers to further evaluate effective teaching methods by measuring student engagement. Because new technologies are allowing teachers to evaluate such engagement and performance as the lesson occurs, more effective approaches can be attempted earlier rather than later.

Q1: How could I address different levels of technological experience and content knowledge in my classroom?

The article mentions the reality that different students will have different needs and I will have to implement a variety of levels of structure depending on the student. Also, heterogeneous grouping may help in a situation where a student is technologically sound and engaged in the media aspect of the project while another grasps the content better. Partnering students with different strengths may help to teach them collaboration which is key to implementing technology in the classroom. However, it may not help and I will just have to keep trying new ways to engage all my students because without their attention it will be nearly impossible to convey content.

Q2: Why are student-authored media tools valuable to learning?

Students are not only exploring different intelligences they may have, but they are taking control of their learning by the responsibility of creation. These types of tools do not just rely on one strength, but a variety of skills that children can discover in their repertoire. A student may struggle with history, but excel at the artistic or technological aspect of a project. Therefore, they are becoming more aware of their strengths and weaknesses and can transfer the confidence from one realm to the other which may be lacking.