Language Arts Comes Alive as Middle School Learners Become Information Producers
 Title Page

I hear, and I forget
I see, and I remember
I do, and I understand.

ABSTRACT

This article demonstrates how technology and multimedia can shape classroom knowledge and instruction by integrating all aspects of the language arts in a student-centered environment. In our classroom, learners become information producers and take responsibility for their learning, learning is active, and groups work cooperatively to evaluate and make relevant meaning through communication. Using iMovie™, students created a multimedia newsmagazine that was regularly broadcast to their school. Student multimedia presentations are showcased throughout the article.

INTRODUCTION

Knowledge, meaning, and understanding do not exist outside of meaningful, intentional activity.
David Jonassen (2003) Learning to Solve Problems with Technology

In this article, we provide an overview of an ongoing partnership between a university professor and a middle school teacher, and gives evidence of the impact of teacher research on how we teach and how our students learn. We demonstrate how technology and multimedia can shape classroom knowledge and instruction. We describe how we use technology to teach language arts and how our students, in turn, use technology to communicate their learning to their teachers and their peers.

Technology is the tool that helps us integrate, in a seamless way, all aspects of the language arts: reading, writing, listening, speaking, viewing and presenting. In our classroom, we use a student-centered approach that views learning as a social process, and learners as active participants in their learning and therefore responsible for their own learning paths. They construct individual knowledge in an environment that features collaboration as well as feedback from peers and teachers.

 

After a review of relevant literature, we describe how we established our partnership, curricular goals of the project, and project principles. Because we believe in the old adage that a picture is worth a thousand words, we then present a movie, Project Description, describing and showcasing the project, followed by a verbal discussion of all aspects of the project. Following this description, we present a movie, Student Reflections, that highlights how the learners view our teaching, their learning, why they
use technology to communicate their new understandings, and how they choose which technology will most effectively communicate their learning. We then explicate major benefits to participants, present a student-created movie montage, Our Chance of a Lifetime, and conclude with short pieces by each author that describe the learning that occurred during the project and the growth or development of each author. This paper describes the final year of a three-year partnership that occurred when the students were in sixth, seventh, and eighth grade; they are now juniors in high school.

REVIEW OF THE RELEVANT LITERATURE

We examine several bodies of literature to theoretically situate this project: constructivist learning theory, visual literacy, and the new role of teachers and students as information producers, not just information consumers.

Constructivism is a process that occurs among a community of learners that uses authentic tasks, experiences and assessments, and emphasizes problem solving and hands-on or real-life experiences (Jonassen, 2003). In such an environment, learners actively create their own knowledge, piecing together their prior knowledge with their new understandings to make sense of the world around them. Such

 

engagement can lead to "deeper cognitive processing" (Tobias, 1994, p.37) that in turn leads to new, often creative ways of thinking and problem solving.

Spiro and Jehng (1987) urge educators to think of learning in the context of the exploration of a child's backyard. When a child is allowed to explore a new environment full of objects and concepts new to the child, surprises, and challenges, s/he will at first be lost and fearful of mishaps. If s/he is allowed the time and encouragement to explore the domain of her/his backyard at will, s/he gains confidence and eventually masters her/his complex environment. If the child's parents restrict their child to well-structured paths, however, s/he will gain only a limited understanding of the complexity of the backyard. Another similar notion is that of a microworld (Papert, 1980) that allows learners to interact with a stimulating environment and then reflect about what and how they learned.

 

When constructivist learning is applied in a digital environment, learners, teachers' texts, media, and content are interconnected in a community of inquiry where learning is relevant, concrete, and challenging (Goldman-Segall, 1998). In environments where students and teachers are co-learners, the learning is more personal, connected, and immediate (Papert, 1996). Such learners actually become part of the world they study (Hammersley & Atkinson, 1983).

Driscoll (2002) describes learning as having four key characteristics. First, learning occurs in context, including new ways that technology tools can facilitate (such as digital media). Second, learning is active and often includes brainstorming, concept mapping, and decision making that help learners deal with complex ideas. Third, learning is social, so collaboration - often facilitated by technology - brings learners to a
deeper understanding than individual students are likely to achieve alone. The old adage "a whole is greater than the sum of its parts" encapsulates the social nature of learning. Finally, learning is reflective. Students reflect on their successes and mistakes, their learning processes and products, as well as on the collaborative nature of learning. These principles (and several others listed below) served as the cornerstones of our project.

When reviewing the literature on visual literacy and multimedia, Topper (n.d.) discusses models of symbolic representation. In a world where "traditional educational materials are prominently textual" (Topper, n.d.) Topper believes that language is often ambiguous, but visual expression of ideas help people reach a common understanding. Through using technology tools available to represent ideas visually, students begin "to construct their own representations of the phenomena they are studying" (Topper, n.d.). Further, visual representations are useful to students with nontraditional learning styles. Individual students learn best when information is provided in their preferred learning style (Riding & Grimley, 1999).

Students build visual literacy by using numerous visualization tools such as iMovie™, PowerPoint™, Kidspiration™ or Inspiration™. These tools help students clarify and organize their thinking, reinforce understanding, integrate new knowledge, and identify misconceptions. Such concept map or multimedia presentations help students build their critical thinking skills (IARE, 2003).

Gold (2002) notes that when teachers and students focus on communication skills, multimedia can be instrumental in achieving language arts goals. In this study we used digital video, rather than the written word, as our medium for communication. Such media are characterized by Lemke (2001) as "real world tools to accomplish 21st century work. These tools are supported by the conceptual and contextual framework that facilitates communication and collaboration" (Lemke, 2001).

Another advantage of the use of multimedia is the flexibility of learning it provides. Students have more choices regarding mode of presentation than in a more traditional learning environment. Coupled with choice of content, students feel greater control over their learning efforts. (Riding & Grimley, 1999). In addition, these researchers believe that "this choice is likely to increase with each new generation of material" (Riding & Grimley, 1999, p. 55).

Since the use of digital media as a technology tool to enhance learning is fairly new to K-12 schools, there are a limited number of studies or thought pieces on this topic. Hoffenberg and Handler (2001) do shed light on this emerging new tool, however. They indicate that "students find video motivational, and more important, they demonstrate higher-level thinking skills when producing digital video clips" (p. 11). They cite the experience of a California teacher who believes that digital video gives his students a voice; further, his students are no longer working for grades, but because they enjoy digital video production. They conclude that "meaningful tools in the hands of students create lifelong learners, preparing our students for the challenges they will face in a digital world" (Hoffenberg and Handler (2001), p. 15).

In this digital world, today's students are not just information consumers, they are information producers (Gold, 2002; Christie, 2003). Using iMovie™, PowerPoint™, or Web editing tools, teachers and students become authors who share their creative efforts with local and global communities. Once students assume ownership of their work, their learning knows no bounds (Christie, 2003). With broader audiences, students put more care and energy into their work. They no longer are "doing an assignment" for their teacher, they are producing works that will be viewed by audiences near and far. One student summarized this change in attitude and learning when she said "I no longer work for a grade, I work because lots of other students and teachers will see my work. I want it to be the best I can do" (Christie, 2002).

This visual literacy project is based on constructivist principles and uses technology tools available to K-16 educational settings to help teachers and students become information producers in the digital world in which we live.

PROJECT DESCRIPTION

Establishing the Partnership

This partnership between a university professor and a middle school teacher greatly impacted the learning of twenty-three middle school students. Because both teachers were enthusiastic about the partnership, the process of establishing parameters and seeking and getting approval went quickly and smoothly.

We began a dialogue about a possible partnership at the beginning of a semester. Within three weeks we had established project goals and research goals and brainstormed a variety of ways to accomplish these goals. During the next three weeks, we established our curriculum based on language arts state standards and ISTE NETS-S standards. By mid-semester, we had submitted proposals to our university and K-12 district outlining our project and the research goals connected with the project. Within two weeks, our project and related research were approved. We conducted a pilot project over the next few weeks and made adjustment as seemed prudent.

At the end of that semester, we held several orientation meetings for parents so they we aware of the project. At these meetings we garnered support from the parents and permission for their middle school children to participate.

Throughout the next semester, middle school students came to Arizona State University West to participate in a technology-rich learning environment. The project facilitators continually reflected on each lesson and adjusted as needed. This debriefing/reflection occurred after each session for the remainder of the semester. Each successive year of the project progressed in a similar manner with facilitators and students reflecting on each phase of the project.

Project Goals

In this project, twenty-three middle school students created a monthly video newsmagazine for their school. Much of the research and filming was done at their school; the editing and production of their movies was done at the nearby university computer lab.

Project curricular goals included the following:

  • to plan, organize, develop, produce and evaluate an effective multimedia presentation, using a variety of media such as videos, music, charts, maps, tables, posters, newspapers, magazines and computer images;
  • to use technology to enhance learning, increase productivity, and promote creativity;
  • to communicate information expressively, informatively and analytically through a variety of media to audiences inside or outside of school;
  • to use productivity tools to collaborate in constructing technology-enhanced creative works;
  • to use technology-enhanced creative works to communicate information and ideas effectively to multiple audiences; 
  • to identify group goals and work effectively to meet them; and
  • to manage time efficiently.
Project Process

The process of creating the monthly digital newsmagazine took place in two phases; the first was during the students' regularly scheduled language arts class at their school, and the second was during their monthly trip to Arizona State University West. The first phase involved a four-week long language arts unit on media literacy (unit posted on the Arizona Learning Interchange). Prior to beginning this unit, students participated in a unit on persuasive writing. To give students a rationale and some background on the media in our society, students began the unit by completing a questionnaire about their own media viewing habits. They compiled the data from their classmates, drew generalizations about the data, and then used those generalizations to develop a survey to conduct with family and friends. Next, students examined media messages by viewing, reflecting upon, and reacting to a music video. (I used the video by Jewel called "Hands"). Students then wrote an essay on themes in music videos.

The second week involved training in both the video equipment and editing software. This was accomplished via stations for small group instruction and demonstrations on the hardware, as well as individual and whole group instruction on the software tutorial. Students read information on how to shoot quality video, as well. Storyboarding was introduced, and students practiced all aspects of media production as they worked in groups of 3-4 to complete a mini-documentary on the topic "Creativity." Steps included:

a. Create storyboards
b. Write script
c. Shoot video
d. Edit
e. Present to class

Students then completed a self and peer assessment of the products and process of media production.

Before students begin to create their own school newsmagazine, they viewed, analyzed and evaluated a local news magazine. Design of their own production began with a group discussion and consensus-reaching on the segments and their content. Students formed their own groups based upon segment interest and assigned roles for the members of their groups. (Camera work, storyboard creator, scriptwriter, editor, reporter, etc.) They were given a week to complete their segments and present them to the class for feedback before compiling into a finished product for school-wide viewing.

The second phase continued for the remainder of the school year. Students did their filming on their school campus and completed most of their editing work during their five-hour, once-a-month visit to Arizona State University West. Each student had access to a computer and video editing software and a long block of time to complete video editing and production for their monthly newsmagazine.

During each phase, the two teachers served as teacher/researchers. In our teacher role, we observed, took notes, and reflected on how students and the project were developing. We adjusted our instruction, as needed, to better meet the needs of students. In our researcher role, we observed, took field notes, and kept journals about the project. In addition, we collected extensive data from students including all documents produced (notes, storyboards, scripts, unedited and edited video, and final video projects), monthly student reflections, and focus groups with representative students.

School Digital News Magazine Production

In this section, we delineate the tasks students completed during the project. It is our hope that teachers can understand how we planned and carried out our instruction, and then adapt any of our ideas to their own classrooms and goals.

Week One: Rationale, Background, and Data Gathering

1. Complete a questionnaire on their own personal television and movie watching; using data from class questionnaires, categorize information and create a schematic web using Inspiration software

2. Discuss, make generalizations from class data on media viewing habits

3. As a whole group, formulate questions about media viewing; design a survey to be distributed to friends and family on media viewing/preferences; conduct surveys;

4. Share results, analyze and categorize data from surveys; use data to create a data base (MS Works, or Access)

5. Working in small, randomly assigned groups, draw conclusions and make generalizations based upon analysis of data, and complete a self and group reflection on group work and participation

Week Two: Examine Media Message by Reviewing, Reflecting, and Reacting

6. After reviewing theme in literature, view and critique music video (I use "Hands" by Jewel, as it has a positive message); in small groups, list and describe the components of the music video. Share observations and interpretations, supporting analysis with evidence from the video

7. Use Inspiration software to create a schematic web/graphic organizer describing and categorizing observations

8. Review essays; write a five paragraph essay on the theme of the music video

Weeks Three and Four: Camera and Editing Skills

9. Complete the iMovie 2 tutorial (takes approximately 2 hours)

10. Observe demonstration of video camera controls and operation (this can be done while students are completing the tutorial, as a separate center they can visit in groups of 3-4); label parts and controls and restate proper care of equipment (this can be done in pairs using a check sheet for assessment, or in an individual quiz format)

11. After reading the "Tips and Tricks" from Apple on how to shoot great video, (http://www.apple.com/education/dv/tips/index.html), students work in randomly assigned groups of 3-4 to practice shooting video by completing a mini-documentary (1-3 minutes in length) on the topic of "Creativity."

a. Create storyboards
b. Write script
c. Shoot video
d. Edit
e. Present to class
f. Self and peer assess

Weeks Five and Six: Continue to Examine Media Components - Plan School Newsmagazine

12. Review writing concepts: audience, author's purpose, and forms of persuasive writing. As a whole class, view a television commercial (try to use one where the product isn't ever mentioned by name &endash; example Mercedes car commercial), identify intended audience and persuasion technique(s) used. As a whole class, discuss effectiveness of the ad in reaching it's target audience and power of persuasion

13. Bring in an example of a print ad and in small groups, explain the ad by focusing on the audience and persuasion techniques used. Compare and contrast print vs. multimedia ads using a Venn diagram (MS Word drawing tools)

14. Self-select 3 advertisements (include at least one media version, and any other combination of Internet, newspaper, magazine, or bill board), and analyze to identify audience, and persuasion technique(s), (i.e. bandwagon, testimonial), giving support from the ad. Present findings in small groups. Each group surveys members on which form of ad they felt was most effective. Share findings with whole group and as a class form generalizations about what makes the most effective ad.

15. View video "TV-What you Don't See" (http://gpn.unl.edu/cml/) then discuss impressions in small groups. Identify any new information, and things they were already aware of. Individually, compose a paragraph stating the message of the video.

16. View a local news show (30 minute format). As a class, list the component segments; then, following the same format you used with the music video, create a schematic web (using Inspiration software) listing and categorizing the components.

17. Working as a whole class, brainstorm a list of possible reports for a news show about their school (i.e. current events such as student council elections or activities, a band concert, sport activities, etc.) Break into small groups and brainstorm at least three additional possible "special interest" segments besides current events on campus that would appeal to the school audience. Share with the class. Students vote by secret ballot on what current event, and special interest project they are interested in collaborating to create.

18. Identify jobs/skills involved in video production. Complete job application for participation in school news video production.

Weeks 7 and 8: Production and Peer/Self Assessment

19. Meet in production groups assigned by teacher based upon job applications. Discuss roles/jobs, necessary tasks and goals, then create a timeline to accomplish tasks and goals. Create storyboards for individual segments and write scripts for anchor/reporters to introduce and conclude segments

20. Review and restate requirements for citing sources, and copyright issues, with emphasis on application to the use of music in video production.

21. Brainstorm criteria to evaluate projects as a whole class, create assessment rubric, (to include cooperative team work component).

22. Take needed footage, gather any appropriate still photos, and record any introductions and commentary.

23. Each team edits its own footage into production segments and producer team edits all segments into a cohesive final production

24. View finished product, each individual completes assessment rubric, then share with group, then groups share with class. Make any necessary changes based upon class decision.

25. Decide upon an air date and time and air the video to the school.

26. Develop a satisfaction survey for school population. Each group distributes and collects the survey to a different grade level sample, including staff and students.

27. Small groups read and reflect upon school feedback, form generalities and share with whole class.

Weeks 9 through Project Completion  

28. Decide on new topics for the next edition of the newsmagazine. Repeat steps 22 through 27 for each newsmagazine produced throughout the school year.

Project Principles

Principle I: Learning is an active process facilitated by an environment that encourages: risk-taking, creative thinking, and critical thinking.


Principle II: Teachers create such environments to:

  • Facilitate learning;
  • Provide opportunities for self-reflection and self-evaluation.

Principle III: Learning is social and is fostered by collaboration.


Principle IV: Learners learn by doing within a specific context.

Principle V: Learning is reflective and incorporates feedback from teachers (co-learners) and peers.


Principle VI: Students and teachers learn through their mistakes. (The sound of the water completely "washed out" the sound of the voices!)


Principle VII: Technology is a tool to facilitate learning and is NOT the focus of learning.

Digital Project Description

Insert "Project Description" (digital video) here.

Textual Project Description

Secondary Curricular Goals

  • To teach students to reliably and responsibly use the Internet;
  • To research authentic current problems and issues related to the media and current events;
  • To enhance students' reading, writing, speaking, listening, viewing and presenting skills;
  • To teach students to critically evaluate a media production; and
  • To guide students in the production of videos that helped students meet district curricular goals.

Project Participants

Twenty-three eighth grade student who were part of a Language Arts class from a K-8 school middle school participated in this project. Students were bussed to the university for eight, five-hour sessions in the university computer lab. This article describes the newsmagazine production, which was one of several projects in which students used iMovie™ to complete the standards-based units in their eight grade Language Arts curriculum. Other projects included:

  • Informative Reports on Creativity
  • Public Service Announcements or "Uncommercials"
  • Shakespeare Interpretations
  • Science Fiction Research Projects

Project Facilitators

Dr. Alice Christie
University Teacher/ Researcher (left)

 

Mrs. Valerie Naish
Middle School Language Arts Teacher (right)

Insert "Student Reflections" (digital video) here.

Benefits of the Partnership

This partnership was a win-win-win-win situation. All stakeholders benefited from participation. Those benefits are summarized below.

Benefits to the University Partners:

  • Undergraduate students observed sound uses of technology;
  • A university professor conducted an extensive research project;
  • An ongoing partnership with a local K-12 school district was established and maintained.

Benefits to the Local K-12 School District Partners:

  • Middle school students used university computer facilities;
  • Middle school students enhanced their research, language arts, and critical thinking skills;
  • An ongoing partnership with the local university was established and maintained.

Benefits to Participating Students:

  • Students gained an understanding of how to effectively use different media;
  • Students gained self confidence;
  • Students enjoyed doing their language arts assignments using digital media more than assignments using more traditional media;
  • Students boosted their creativity and professionalism;
  • Students earned how to work well in groups;
  • Students gained insight into higher education by being on a university campus that fosters an appreciation for continuing education and lifelong learning;
  • Students learned from each other as well as from the project facilitators;
  • Students learned to meet deadlines for creating complex digital media projects;
  • Students had access to advanced technologies.

Benefits to the Partnership Facilitators:

  • Our students were highly motivated by authentic, interdisciplinary tasks;
  • Our students' engagement and effort were at a very high level;
  • Our students took responsibility for their learning and enabled us, the facilitators, to be midwives rather than information bankers (Freire, 1970);
  • Our students collaborated with peers and appreciated others' contributions;
  • Our reciprocal teaching developed naturally in this environment;
  • Our collective resources allowed for differentiated instruction.

WHAT WE GAINED FROM PARTICIPATION IN THE PROJECT

As authors with a collective voice, we thought we would end our article with short pieces by each of us so readers could also get an idea of our individual voices. Below, each of us has expressed in our own words what we gained from participation in our project.

Alice's Perspective

If I accept you as you are, I will make you worse.
If I treat you as though you are what you are capable of becoming, I help you become that.
- Goethe

I am a constructivist teacher. I believe in active learning that is challenging, authentic, multidisciplinary, and joyful. I strive to create classrooms connected to the real world and tailored to the particular needs and purposes of individual learners. I work collaboratively with students, other teachers, and members of local and global communities. My goal is for students to develop a sense of ownership about their learning, and ultimately a lifelong love of learning.

 

This project illustrated constructivism at its best. We were truly a community of learners working together to make meaning out of a technology tool, iMovie™, that was new to all of us, students and teachers alike.

Working with Valerie Naish and her curious, energetic students was a joy. Not only did it keep me "in touch" with the realities of K-12 education (a good thing for professors training students to become teachers), it offered me an opportunity to stretch and grow to meet the challenges of bright,inquisitive, and creative middle school students. Within a short period of time, we formed mutual trust and respect for one another that still exist today.
The classroom environment that Valerie and I sought to create invited critical thinking, alternative solutions, and "thinking outside the box." I was overjoyed at the numerous times when I learned something new from one of the students. When I was stumped by a student question, I never hesitated to call on the collective expertise of everyone in the room, as I thought of all of us as co-learners working together to make sense of how digital video allowed each of us to communicate with others in novel and unique ways. Working with Valerie and all her students helped make me a better learner and a better teacher; technology was the tool that enhanced our teaching and learning.

Valerie's Perspective

There is nothing more valuable to me as a teacher than to have my students want to learn MORE! It is the ultimate achievement in teaching when your students become so intrinsically motivated that they spend vast amounts of time, outside of the classroom, on learning. This project gave my students that motivation. It demonstrated to me firsthand the value of quality integration of technology into the curriculum, and how authentic tasks and assessments lead to high student achievement.

For many of my students, I believe this was their first experience in using technology as a learning tool. It was exciting to see their approach to the learning environment change as technology was implemented to accomplish

 

their goals. Differentiation of instruction and product came naturally to me as students began to take responsibility for their learning. The reflection logs students completed gave Dr. Christie and me great insight into their individual needs, concerns and accomplishments.

Collaborating with Alice Christie, a university professor, was also a project highlight for me. Dr. Christie shared her vast experience, in both the area of technology and classroom instruction, to make this project the success it became. While I had worked with colleagues in the past, I had never collaborated to the degree Dr. Christie and I were able to do on this project. We planned, evaluated and reflected upon each phase of the project, monitoring and adjusting to meet student needs and increase not only motivation, but student success, as well.

Now, three years after the completing of the project, as I see the way students continue to incorporate technology into their learning, and how they continue to be motivated learners, I am reminded that it is not so much the technology that makes the difference in the classroom, but the ability to choose the tools of discovery and the medium in which to share their learning that makes all the difference.

Students' Perspectives

Insert "Our Chance of a Lifetime" (digital video) here

Jayme's Perspective

 

During the years which we traveled to ASU West we learned a lot. Our visits to ASU West were part of our English class so the technology fundamentals we learned became a method to express ourselves, just as students in any other class would express themselves by writing. The major difference was that we were shown more ways than the five-paragraph essay format to pass on our ideas.

For instance, we used PowerPoint™ as an aid in verbal presentations. We also created Web pages to describe
events or projects in each of the grades at our elementary school. Throughout our eighth grade year in language arts, we used iMovie™ to put great emphasis and power into projects we were doing. A major ongoing project which we did as a class was a series of newsmagazines that were presented over the TV system at our school. We taped school events such as kindergarten water day, track and field meets, choral concerts, or the reading of a speech to the armed forces on Veterans Day. We then edited and enhanced these clips using iMovie™ to create our newsmagazines, which were then shown to all students and teachers in our school. This allowed us not only a chance to practice what we had learned, but it enabled us to get everyone in school involved also.

The most memorable project was an "uncommercial" about current problems in America. These "uncommercials" consisted only of still clips, text, and sound, but I can guarantee that they were more powerful than is even possible for a persuasive essay to be. ("Uncommercials" about abortion, capital punishment, and racism were included in videos found later in the article.)
Uncommercial Planning Document
Uncommercial Rubric

 


I didn't stop using technology tools in English projects after eighth grade; in fact I have used them in every possible project I could. I have found different types of media to make my book reports more individual, and more enjoyable to create. I brainstorm possible ideas and have already completed a fully interactive game using PowerPoint™ and a two minute long flash animation that is a trailer for a movie about a book I read. The same concepts of book reports are kept, yet they are made more appealing to the students making them and to the students listening to or viewing them.

What we have learned has also spread to out-of-school activities including a movie production company. It has also encouraged me to learn more about technology and how to express ideas through it. I have started playing with digital photography and creating Web sites, which I greatly enjoy. Cory and I have also been able to produce a well-planned Web site [http://coe.west.asu.edu/chsrobotics/] for our high school's robotics club, giving vital information to teammates who would otherwise not be able to easily access this up-to-date information.

I think that overall those days at Arizona State University West during the last two years of my middle school career will prove very beneficial to any future career options.

Joey's Perspective

I have received more than just technology training while in the Dr. Christie's and Mrs. Naish's multimedia educational partnership. I remember that on our first visit to ASU West we were introduced to the digital video editing program, iMovie™. Instantly there was intensity in the room because everyone was excited about this new experience. Soon we learned all about how video is edited and we discovered this was something we could do ourselves. We all grew each time we visited ASU West, and gained a wealth of knowledge about all kinds of things. We discovered how to

 

capture video on tape, edit the video using a computer, and produce high-quality projects. We also learned other important things about film including establishing shots, the power and importance of camera angles, and the practical uses of special effects. We also learned how to use other computer programs including PowerPoint™, Claris HomePage™, and Adobe Photoshop Elements™.

There were things that each individual also learned that couldn't be taught in a classroom like how to work with others in groups, and how to solve any problems that came up without having to ask the teacher every time; we gained confidence that would last us into high school.

 

We also brought the things we learned from ASU West back to our middle school classroom. We were able to make school projects with video, we captured school events on film, and we even made a news program that we broadcast over our school's video announcement system. Dr. Christie's and Mrs. Naish's partnership has definitely enhanced my academic life.

I have also been able to volunteer to help in Dr. Christie's summer classes. For the past two years I have spent about a month during the summer helping out with Dr. Christie's EDT 545 and EDT 546 classes. The interesting thing about these classes is that they are made up of mostly teachers from around Phoenix. In these classes I helped teach graduate students (who are practicing teachers) how to use iMovie™, PowerPoint™, Claris HomePage™, and Adobe Photoshop Elements™. I am able to help others learn and grow because of the things I learned from Dr. Christie at ASU West.

I still use many of the things I have learned in Dr. Christie's and Mrs. Naish's partnership today. Ever since I have entered high school, I have completed several projects using iMovie™. My teachers are surprised and pleased when I use multimedia and I have received a grade of 100% on each project. I have had the opportunity to make several commercials for clubs that I am in, and I use my knowledge of video editing to complete these tasks. With friends, I have also started an amateur movie making company called Duck Eat Man Productions. We write our own scripts and make movies using our knowledge of digital filming. All these things were made possible by our multimedia project and I am thankful that I was given the opportunity to discover a whole new world through digital video.

Cory's Perspective

My name is Cory and during my middle school years of 7th and 8th grade through the partnership of Dr. Christie, a college professor, and Mrs. Naish, our language arts teacher, I was introduced to the digital world. My experience with technology prior to that time was only in the world of video games; computers were something I put a CD into and my favorite heroes ran around under my control. In 7th grade our class went to Dr. Christie's classroom at ASU West and started to learn how to

 

make our own Web pages. Later that year our class was studying the holocaust and our assignment was to make a WebQuest on tolerance with a partner. We went through search engines and found Web resources, wrote up questions, attached links and over all made a descent sized Web Quest. The next few visits were spent creating Web pages for each of the nine grades at our K-8 school [http://pioneer.peoriaud.k12.az.us]. In eighth grade things really started to get interesting.

Then we were introduced to a little tool called iMovie™ which is a video editing program made for Apple computers. The first visit we only had the chance to play around with the tutorial and familiarize ourselves with the layout. Soon, our teacher had us writing scripts and story lines for projects on creativity and uncommercials. We had to put what was in our minds essentially onto the little computer screen while we cut, cropped, stripped down, rearranged, added effects, titles, voice-overs, and, in some cases, went back and refilmed parts that weren't quite perfect. If we ran into a problem the teachers were there to help, but they were learning right along with us. Six times out of ten when the students had a problem the teachers didn't know the answer. This made us think outside the box as we thought of ways we might be able to get what we wanted. Through tweaking and testing, we not only achieved the effect we wanted, we also learned many new techniques we could try with other clips. After we, the students, had learned something new, we would then teach the teachers what we had learned.

We started a school video magazine where we would take the cameras to school events and tape them. We would interview teachers and students then come back and edit the raw footage into a two to three minute segments. Every student was running with his or her own ideas with minor assistance from our teachers. In a sense it was like a real world working environment where the bosses (Mrs. Naish and Dr. Christie) would give us a broad concept to work with, and the workers (the students) would create pieces for the video magazine. We would then take all the segments we had, film our anchors talking, and arrange all the clips in the correct order, then watch it with the entire school over the video announcement system.

 

In High School we no longer had class with Mrs. Naish or Dr. Christie, but that didn't turn us away from using the technology tools we learned over the last few years. We made many movies including projects for classes (that somehow always got the A) as well as a forty-five minute movie about a power struggle for a throne by three men. Often during group projects, my friends and I have made movies for book reports that have dazzled our high school teachers. Sometimes, just for fun, my friends and I will think of a crazy idea and go and put it onto film. For one film, we made a robot out of tin foil, cardboard, flexible air duct, and a Halloween mask. Our best was a film about a guitar-banging, folktale-singing, hobo living on the street; this film brought tears of laughter to the eyes of our parents, teachers, and non-film-making friends.

I also created a visual aid for the robotics club that I'm the Vice President of. Our historian, Jayme, takes pictures and video of club events and post them on our Web site [http://coe.west.asu.edu/chsrobotics/]. We made this Web site after we learned what makes a good quality Web site while helping as student aides in a multimedia class that Dr. Christie teaches to graduate students over the summer. I've created PowerPoint™ presentations that make oral presentations a breeze and helped me get a good grade. When I'm watching a movie I look for what angles the camera is shooting at and why they would choose that angle or in older movie's when a special effect happened how they might have done that. Without the opportunities I had as part of the partnership between Dr. Christie and Mrs. Naish during middle school, many of the things I enjoy doing today I would only dream about doing.

Jason's Perspective

My time at ASU West was an educational but exciting experience. I learned so much in our visits to the technology-based classroom. What we were taught was the next step to integrating our new knowledge into our school system. We recounted school accomplishments and events through our TV shows broadcast in each classroom. We used a program called iMovie™, which incorporated video editing, transitions, and music. Other multimedia projects we worked on were videos about creativity and its power, and an uncommercial which showed a less-known problem about America in a compelling and effective video of sound and still clips. Our projects not only informed our audiences, they also helped us work in groups - using more than one mind or approach. My whole educational experience has been better for the skills I acquired. A hands-on approach to technology and education is far more effectual for learning purposes.

 

The next step to learning to use technology was to incorporate it into our lives. I can tell you that this concept was completely new to my high school teachers and it blew them away. Freshman year, a friend and I created a movie for our book report project in English; it included transitional effects and voice-overs. We received an A+ for our work because it was well planned and more original than our teacher had ever seen. Right now the multimedia business is booming so getting an early start has really boosted our experience. I now take every chance I can to put myself in computer classes to learn more. I have created Web sites and flash movies in school and next year I enrolled myself in the school media class. I'm hoping my prior experience can bring something to the class and maybe something new that the school hasn't seen yet. I have seen the benefits and I can't wait to see what comes in the future.

CONCLUSION

This visual literacy project was based on constructivist principles and used available technology tools to help teachers/co-learners (Alice and Valerie), and students (Jayme, Cory, Joey, Jason, and many others) become information producers in the digital world in which we live. Our love of learning and the countless learning possibilities that digital media provides was renewed for all the authors as we worked together to write this article. Even though three years has passed since this project took place, we are all very excited about the potential of digital video to transform teaching and learning.

REFERENCES

Christie, A. (2003). Constructivist Learning in the 21st Century: Students as Information Producers, Not Only Information Consumers. Retrieved November 2003 at [www.west.asu.edu/achristie/].

Christie, A. (2002). Building Student Ownership through Web Publication. Retrieved November 2003 at [www.west.asu.edu/achristie/].

Driscoll, M. (2002). How people learn (and what technology might have to do with it). (Report No. EDO-IR-2002-05).Syracuse, NY: ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No. ED470032).

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Jonassen D.H., Howland, J., Moore, J, & Marra, R.M. (2003). Learning to solve problems with technology: A constructivist perspective, 2nd Edition. Columbus, OH: Merrill/Prentice-Hall.

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Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.

Papert, S. (1996). The connected family. New York: Longstreet Publishers.

Riding, R.M. & Grimley, M. (1999). Cognitive style, gender and learning from multi-media materials in 11-year-old children. British Journal of Educational Technology, 30, 1 p. 43-56.

Spiro, R.J. & Jehng, J. (1987). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. Tenth Annual Conference of the Cognitive Science Society. Hillsdale, New Jersey.

Tobias, S. (1994). Interest, prior knowledge, and learning. Review of Educational Research, 64, 37-54.

Topper, A.G. (n.d.). Electronic Visualization: Theoretical rationale [Online]. Retrieved November, 2003 at [http://commtechlab.msu.edu/sites/letsnet/noframes/bigideas/b5/b5theor.html].

HELPFUL LINKS

K-12 Students Using Video in the Classroom

Tips and Tutorials

Planning and Assessment

Articles of Interest

Free Online Resources

Additional Online Resources

Find additional online resources about digital media and how teachers and students are using digital media for teaching and learning on Alice Christie's Digital Media Page and Alice Christie's HomePage.