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New & Noteworthy

School Security

Multimedia Literature
June 2007

Before teachers can integrate the multimedia resources available online into their instruction, they must have several pieces of technology available for classroom use on a daily basis: a laptop or a desktop computer equipped with speakers and Internet access, and a projector. Not only will this enable them to be more effective in the administrative aspects of their job, from communicating with parents via e-mail to using an electronic grade book, but also it will allow them to create and deliver multimedia-infused lessons with ease. For instance, during a poetry unit, the educator can use the computer to access Poets.org to play an audio clip of Langston Hughes reading his poem "The Negro Speaks of Rivers," while the students follow along with the projected text, listening for inflection and pacing, says Nancy Pelser- Borowicz, district media specialist for Orange County Public Schools in Orlando, Fla. Not only will they gain a deeper understanding of the roles that inflection and pacing play in poetry as they listen to him read his work, but the clip includes Hughes explaining the inspiration for the poem, providing insights that would be likely not included in a standard textbook.

Even without a digital whiteboard, teachers can download free Smartboard software, which allows them to have a digital whiteboard on their screen they can use when they present the material. After the lesson, educators can e-mail the file or post it to the school's Web site so students can access the material on later occasions. If they add a Web camera to the mix, teachers can use the equipment for videoconferences, which allows authors to make virtual visits to the class. Other useful digital equipment includes digital video and still cameras, podcasting kits to help users create, produce and promote podcasts, personal digital assistants, document projectors and scanners.

"Those are the kinds of tools that every teacher needs to have in today's media-saturated world," says Gregg Festa, director of the ADP Center for Teacher Preparation and Learning Technologies in Montclair, N.J. "We have this pressure to use technology for teaching and learning. For the last 20 or so years, it was a top-down pressure from the administrators, the boards of education and the taxpayers who funded the programs. But now the pressure has shifted. It's more of a bottom-up pressure; the students want to know why the teachers aren't using this stuff and why they don't have access to it."

Current technology tools have countless applications in English and language arts classrooms, such as the broad array of free and fee-based online curriculum resources in the "Integrating Multimedia: A Cross-Curricular Concept" sidebar. For example, students can try their hand at writing their own poetry, posting drafts on a blog so that their classmates can offer constructive criticism online. After they have a final draft, students can use podcasts to record themselves reading their original work of poetry while focusing on emphasizing their own key words and then create a PowerPoint slide presentation with embedded multimedia and their poem's text to present results. Carrie Deahl, who teaches freshman and honors junior English at Alhambra High School in the Phoenix Union High School District in Arizona, has her students submit their poems for publication online at sites such as TeenInk.org.

"It's not enough anymore just to watch media," says Scott C. Kinney, director of the Discovery Educator Network. "Kids want to interact with it; they want to produce their own media. The skeptics say, 'They learned how to use iMovie and made a digital story. So what?' But what people are missing is if you look at that process, it's the same demonstration of knowledge as it is in any other form. To get to that point, they had to go out and research topics, synthesize information, put it into a sequence that made sense, write and review a script and then communicate that script. It's not absent of all those wonderful things that we've always done; it just gives them ownership."

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