The Electronic Meridian in Middle School Education
On September 15, 1851 some people living near Geneva, Switzerland saw five suns in the sky. They were stricken with fright at this extraordinary spectacle and they believed that the sun was reproducing itself in order to destroy the earth and human existence with fire. What these people actually witnessed was an optical phenomenon created by light striking ice crystals in the atmosphere (Heuer, 1978).
The process of integrating computer and networking technology into K-12 education has often seemed as mysterious and elusive as "light striking ice crystals in the atmosphere." The goal of this new on-line publication, Meridian: A Middle School Computer Technologies Journal, is to introduce educators to the reality and possibilities of applying the latest technology to teaching and learning in the middle school classroom.
A perspective on the multimodal base of middle school education
Middle school education is, above all, a process of promoting growth and development in young adolescents, preparing them for the intellectual, emotional and social challenges of late adolescence and early adulthood. Middle schools incorporate interdisciplinary, broad spectrum educational processes that are enriched by the application of computer and networking technologies.
Many researchers have argued persuasively that educational interventions intended to foster both rapid and enduring development in students need to be broad spectrum in nature, what Lazarus (1981) has termed multimodal interventions. In other words, success in middle school education depends on deliberately influencing a variety of domains that are essential aspects of human functioning. Lazarus has identified these domains as behavior, affect, sensation, imagery, cognition, interpersonal relations, and diet and physiology; he used the convenient acronym "BASIC I.D." to identify the domains.
Case studies as well as numerous research projects during the last two decades have shown the multimodal approach to influence variables important to students' learning. Case studies, for instance, demonstrated the positive effects of multimodal interventions on social and emotional development (Keat, 1985), on self-concept (Durbin, 1982), and on performance of various school related tasks (Starr & Raykovityz, 1982). Another case study (Keat, Metzgar, Raykovitz, & McDonald, 1985) showed that multimodal group activities improved school attendance. Controlled studies involving multimodal programs in the classroom yielded positive results in such areas as school attendance (Gerler, 1980), classroom behavior (Anderson, Kinney, & Gerler, 1984), achievement in mathematics and language arts (Gerler, Kinney, & Anderson, 1985), and reducing procrastination (Morse, 1987).
Beginning in the 1980's and continuing into the 1990's, research with the multimodal program "Succeeding in School" (Gerler & Anderson, 1986) demonstrated positive effects on student achievement and on variables related to achievement. Gerler and Anderson's (1986) study of the program with 900 students across North Carolina showed the program to have positive effects on attitude toward school, classroom behavior, and language arts grades. A California study (Lee, 1993) involving more than 200 students yielded significant effects in mathematics achievement. Other research (Gerler, Drew, & Mohr, 1990) showed the program to have positive effects on middle school students' attitudes toward school.
Computer and networking technology assists educators as they develop broad spectrum or multimodal strategies to promote student growth and development in the middle school classroom. Meridian: A Middle School Computer Technologies Journal will lead the way as teachers, administrators, and other school personnel work to advance middle school education through the integration of technology. This journal will provide practitioners and researchers alike with new perspectives on the application of computer technology.
The interdisciplinary and multimodal base for Meridian
The debut edition of Meridianushers in a new era of middle school publications. Meridian is unique not only in its intent, but also in the its administrative structure. As such, it contributes to the field in a most significant and critical way.
Meridian's structure is modeled after the interdisciplinary, multimodal structure of the middle school, and not the discipline specific structure of the university. The review board is comprised of a highly talented team of graduate students who represent an array of disciplines. Members of the review board come from a variety of departments across the NC State University campus: Curriculum and Instruction, Mathematics, Science, and Technology Education, Psychology, Computer Science, Graphic Design, and English.
Each member of the team brings with them a voice of expertise and experience. Electronic exchanges and monthly meetings link the members together and provide opportunities to teach one another and learn from one another. These experiences, much like the broad spectrum educational processes in middle schools, have steered Meridian into uncharted territory . Dewey refers to the individual who comes to an unmarked fork in the road experiencing disequilibrium which leads to growth. Meridian's board members have faced the unmarked fork in the road, yet their collaborative efforts have helped them to successfully chart their way. One is reminded of Dewey's classic truism, "Growth depends upon the presence of difficulty to be overcome by the exercise of intelligence."
Despite the rich and diverse backgrounds, there were complex issues that were new for all involved. Issues such as electronic copyright, review procedures, electronic archives, and electronic dissemination placed us all in a state of disequilibrium. These were questions few had asked before. Expertise from individuals across the University. The University's Attorney's Office, the University Library, and major professors all provided unparalleled assistance.
This inaugural edition of Meridian has emerged from the collaborative efforts of graduate students at NC State University and numerous university resources. The success of Meridian, however, is also greatly attributed from the contributing authors who have each written significant pieces that will begin to fill the void in the current literature devoted to middle schools and computer technologies. Moreover, the articles are significant not only in their message, but also in their use of the medium.
Durbin, D. M. (1982). Multimodal group sessions to enhance self-concept. Elementary School Guidance and Counseling, 16, 288-295.
Anderson, R. F., Kinney, J., & Gerler, E. R. (1984). The effects of divorce groups on children's classroom behavior and attitude toward divorce. Elementary School Guidance and Counseling, 19, 70-76.
Gerler, E. R. (1980). A longitudinal study of multimodal approaches to small group psychological education. School Counselor, 27, 184-190.
Gerler, E. R., & Anderson, R. F. (1986). The effects of classroom guidance on children's success in school. Journal of Counseling and Development, 65, 78-81.
Gerler, E. R., Drew, N. S., & Mohr, P. (1990). Succeeding in middle school: A multimodal approach. Elementary School Guidance and Counseling, 24, 263-271.
Gerler, E. R., Kinney, J., & Anderson, R. F. (1985). The effects of counseling on classroom performance. Journal of Humanistic Education and Development, 23, 155-165.
Gerler, E. R., & Herndon, E. (1993). Learning how to succeed academically in middle school. Elementary School Guidance and Counseling, 27, 186-197.
Heuer, K. (1978). Rainbows, halos, and other wonders: Light and color in the atmosphere. New York: Dodd, Mead & Company.
Keat, D. B. (1985). Child-adolescent multimodal therapy: Bud the boss. Journal of Humanistic Education and Development, 23, 183-192.
Keat, D. B., Metzgar, K. L., Raykovitz, D., & McDonald, J. (1985). Multimodal counseling: Motivating children to attend school through friendship groups. Journal of Humanistic Education and Development, 23, 166-175.
Lazarus, A. A. (1981). The practice of multimodal therapy. New York: McGraw-Hill.
Lee, R. S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance and Counseling, 27, 163-171.
Morse, L. A. (1987). Working with young procrastinators: Elementary school students who do not complete school assignments. Elementary School Guidance and Counseling, 21, 221-228.
Starr, J., & Raykovitz, J. (1982). A multimodal approach to interviewing children. Elementary School Guidance and Counseling, 16, 267-277.
