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 adjustments as seemed prudent.
At the end of that semester,
we held several orientation meetings for parents so that they were 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.
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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.
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Project Process
The process of creating the
monthly digital newsmagazine took place in two phases; the first occurred
during the students' regularly scheduled language arts class at their
school, and the second occurred 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 began 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.
