Why Use Multimedia?
The case for using computers and technology in the classroom is a strong one. We do not know what our students will need to know. We do know that they will require problem solving strategies, familiarity with a variety of tools and an understanding of the intrapersonal skills necessary to work within a group. This will prepare them for the real world for the amount of information available to us is increasing exponentially, student need to know how to find out this information.
Larry Cuban (2001) cautions us to use computers wisely. Preparation
Firstly, I worked my way around the current site. Determined which materials to archive, which to maintain and which pages were outdated and needed to be trashed. As is the way in education, there were many retirements and transfers that year. I created a page of student and staff resources on which quick access can be had of on-line information. The offshoots: I helped the Parent Advisory Council, at their request, post information available for busy parents, unable to make meetings and to help them keep informed. I convert the School Newsletter to a web page, for the same purpose. This year, teaching a split-grade class of busy young people, I have decided NOT to HTML the Newsletters as there isn't enough time to do so!
I first began teaching at Manordale P.S. in September of 2001. I found a wonderful base from which to start. The previous Web Masters had created a portal page, which encouraged me to maintain and improve their work. The Virtual Tour invited parents and students to view the site via a map, and locate classrooms and peers. The Historical Page, created by a previous web master's students, provides information on our [former] City of Nepean, now amalgamated with Ottawa. The School Profile highlighted the students, staff, program and its uniqueness. Students were encouraged to read, write and create web pages about their diversity and varied backgrounds, their multicultural heritage and special holidays. My student's Remembrance Day page, based on previous classes work, has been wondeful to edit. They have an appreciation for research, as well as history, and have created some wonderful poems for me. Students who are creating a video use a writing plan. These videos are evaluated using this rubric.
My grade fours have begun a bulb growing project, which has aided our studies of Habitiat and Life Systems.
I created a survey of staff needs. During a Junior Teacher workshop, and some staff members worked on developing their own classroom web pages. We are quite pleased with their progress and intend continuing with this form of professional development. I knew that my students could teach the teachers in Home page development, how to use the technology, and model a confidence in new initiatives.
I have undertaken the web pages in the last three schools in which I have worked. It is an intriguing task for one who is self-taught! There are a number of difficulties in managing a web page, but the benefits are immense.
Good web-page design (Goto & Cotler, 2002) requires that the design team
1. define the project2. create a concept design
3. develop a site structure
4. create a design strategy.
Creating and managing a web page is a daunting task, not taken up by all classroom teachers. It requires organization, focus, creativity and the culling of every resource, human and physical, in order to ensure success.
Defining the Project: the purpose and the target audience
We chose focus on three-fold purposes for our web page. One was to maintain the information page previously created, and to communicate the administrative updates available for parents and other interested target audiences. Secondly, we chose to present school and classroom activities, which will highlight the exciting school-based activities in which we participated. Finally, I wanted to provide the students with real-life technology problems to solve by trying to present their written work to others. Hence, students created an I-book of activities written during creative writing periods. Once they had done this, they chose to provide graphics, which would enhance their work. I cautioned them in using only shareware or creating their own gifs from the Claris Home Page library, already licensed to our school board.
I began to engage the learners. We brainstormed possibilities and scoured the school for the technological equipment we knew was hidden in a few classrooms. I began my work on creating learning opportunities by facilitating a curriculum in my classroom to build upon previous learning activities. We began with refining reading, writing, poetry, technology and drama skills. We developed skits, performed at assemblies, and generally began to form a classroom community based on co-operative learning activities.
The students had used Hyperstudio previously and they were familiar with creating stacks. Their former classroom teacher, now at a different school, facilitated the project. Last year's work was not saved to the web, as staff did not have the means, time nor knowledge, to do this. A previous web master was now teaching full time, in a Special Education class. Her hands were full. It was a loss of a great deal of work but we began to experiment with various applications to create projects, which would highlight our work and our skills and focus our thematic approach. The students were keen to tackle various events and school activities and broadcast them for their families.
Concept Design
To facilitate the management of our web site, I assigned teams of students to various projects. The students on student council, for example, worked on the Student Council web page. Teams were created as the need arose. Participants on team sports added new information, such as practice times, to the sports page and wrote reports as they participated in tournaments. Students were taught and strongly encouraged, to form interest groups or groups of heterogeneous groupings. They would brainstorm, create some possibilities and then explain their work to all of us. Some teams were responsible for taking photographs, digital and videocamera, when requested by staff members, teaching and non-teaching. As each new month arrives, one student is responsible for creating the monthly calendar.
We spent some time exploring exemplary sites evaluating what we had seen, what we could do what we should not do. The opportunities for lauding one's school jumped out at us. The photographic images on other sites draws students, visitors and administration in. I taught the students to use the digital camera and they began to take photos of themselves and special events around the school. Eventually, we learned the finer points of the digital video camera found managed to create numerous iMovies to highlight our efforts at drama and music.
Site Structure
There are various ways to organize a site. Due to the complexity of our site, and after trial and error attempting to update the links on a regular basis, I chose to provide a simple link back to our main page, at the bottom of each information page. Student classwork links back to our main classroom page. I found that the work involved in updating a more complex hyperlink was immense.
Students worked on creating individual web pages and this year's current work (2002/3), includes an activities page, sports events page, a page which demonstrated their facility in the use of digital cameras and video cameras. It is a visual document of our work. Our school calendar, created during our thrice weekly computer lab visits, provides information to families on our monthly activities. They created a page for the Student Council. This year, rubrics such as this Novel Study evaluation, have been posted to allow parents to check in with work expectations.
Design Strategy: Word Processing, HTML design & Site maps
Those of us in education are limited to the hardware and the software provided to us. My school board is amalgamated. The former Carleton Board, of which we were a part, is Mac-based. The Ottawa Carleton District School Board is also made up of former Ottawa schools, which were PC schools. This has created an interesting conundrum for teachers and administrators who transfer schools!
Our students used a variety of means to create their written work. If they used PCs at home, they often e-mail the story to me, duly edited and revised, and I save it to their student folder. During our 40-min computer lab periods, we edit the work, add it to our web page and anchor link it in the body of their home page.
We primarily use Appleworks as a word processor at school, from there we create spreadsheets, which can be dragged and dropped into Claris Home Page. In Appleworks we can spell-check, create graphics work and similarly drag and drop work onto our web pages. Netscape Composer is another choice, as well as Dreamweaver.
Site maps can be created using Appleworks drawing but Inspiration (Inspiration.com), as well as Visio (www.microsoft.com/office/visio) can assist in the creation of a design. It is most important to visually understand how your pages link. Web Page creation is incredibly abstract. A site map helps students to visualize cyberspace and cyber travel. I create a bulletin board with a piece of paper representing the home page. I tape pieces of string from the home page to sub-pages, helping illustrate the pathways to and from our site.
Students in my 2001/2 class began by creating a staff interview page. They brainstormed interview questions for staff members, practiced their interviewing skills and techniques during drama. next, they honed their digital camera skills and worked in pairs to record, for posterity, the teachers, administrators and support staff who influenced them. Students wrote interview questions, brainstormed and shared good questions, practiced manners and social skills during Drama lessons. They checked their work, edited it for mechanics and content, and gave the final product to the staff member to correct or laud. In 2002, my new class interviewed new teachers to the school, prepared a final copy, which was edited and approved by the interviewee.
Last year students found that the Hyperstudio application was difficult to work with. We bought Flash, with Grassroots funding, which is a complicated application, but much more flexible than Hyperstudio. Students created headers .GIFs for their web pages to give them a look of professionalism. Two students have requested that I teach them the use of frames their very first day in the computer lab. they already had a vision, which I helped them fulfil. In addition, both being quite keen, Matt and Andrei have incorporated a date stamp, as well, which took an bit of research by our EIT at the school board office.
Students took photos of our Jump Rope For Heart Fundraiser, from which they will begin creating iMovies. One group created a web page of our Newspaper Unit, another photo movies of our art work. Another experiment! One students videotaped our Space Contact assembly with Joamie P.S. in Iqaluit. Another student graphically edited our Hallowe'en photos into a photogallery. his is synergistic, dynamic learning at its best. Students remain keen and focused and continue to work hard in other subjects.
Students had the opportunity to explain their work to the world. All these projects we recorded for posterity, either through digital camera work, or through the Kodak photography project, during which time we created web pages based on our photographic research and our work.
In other curriculum work we explored a Budget Project, creating a job, discussed mock living expenses, expense sheets and discovered some practical life skills.
In December of 2001 we wrote to overseas Peacekeepers and received back some pen pal messages from PO1 Irwin. We created a Flash movie of photos he sent us. He was inspired by the personal stories of my student's lives, as they were intrigued by his life at sea. Students were challenged by this technology and pleased that a song we created in honour of our peacekeepers could be digitalized and saved to our web site. We sang a Sharing Song at an assembly.
Our final term included creating iMovies, using 6 iBooks, loaned by Apple Canada, for two weeks. We worked in our portable, creating various media productions, enjoying the benefits of wireless Internet. I was sheer joy as students would find an answer to a probing question. We were studying Flight at the time, and found the Internet a handy tool with which to answer questions.
In the fall of 2001 my student teacher created a unit on Harry Potter. The students participated in activities, which integrated several subjects. We chose to create a web page documenting our progress and our learning activities. This provided a summary of all we had accomplished, several students taking turn to work on the page.
Students created a response to the song, "Francis Tolliver", the Christmas song, and reflected on War & Peace. One student independently created a table which includes data from four wars comparing the number of Canadian soldiers, women serving, deaths and Prisoners of War. Students wrote some response poems, as well.
Compatibility and HTML Validation
It is vital that web pages be maintained, validated and evaluated. A web page should be a fluid, ever-changing creature. It often develops a life of its own. We must maintain a site, ensure that all the links work and that the web work is compatible with different browsers. It is very important to test your web page on a different computer than the one on which it was designed! I often e-mail URLs to friends for such validation. Professional web page designers hire folks for such purposes. There are HTML validation sites provided for free. Just go to your Search Engine and type in HTM Validator. The type of computer you use will guide your choice!
Evaluation Strategies
Students works was peer and self-evaluated. We used performance evaluations for those works that included pieces of music. I use this rubric when students are watching an Arts group perform, as well as evaluating others. Students who are creating a video use a writing plan. These videos are evaluated using this rubric.
Redesign Strategies
Jakob Nielsen (2000), an International mover and shaker in the field of Webpage Usability, has created very clear, although pricey, research reports, which provide some basic guidelines in the creation of easy to use, and usable web sites. He advocates for another step, Sites must be user-friendly, efficient, easy to navigate, easy to find, error tolerant and subjectively pleasing. In addition, there is an industry standard of load time of no more than 10 seconds.
Evaluation and assessment was an intrinsic part of the experience. No sooner did we create a new piece of work, but there was much eagerness to share it and receive feedback from our peers. The students were very positive with each other. The minute they created something new, others demanded they teach the skill to each other. Many didn't realize how much they were learning as they mastered new applications, such as Flash, Appleworks, Claris Home Page. One student's evaluation of the learning experience was that he "didn't learn much". I know he did! I observed him working at his Flash slide show, taking his group to places they'd never been before. His group contained unwilling learners, some who had never touched a keyboard willingly. He was demonstrating leadership abilities and sharing his expertise.
Students are eager and motivated to learn the use of technology, to create language-based pieces of work that they may share with each other. This year I have already had a year's experience at this school managing this web page, I have been able to jump into the projects much more quickly. Students were able to focus on their personal pages, as well as reporting on school activities and learning camera handling skills quickly and easily. My students give mini-demos to staff members who desire to take digital photos in their classrooms!
Student are motivated to create their own web pages. They are given a creative writing topic, perhaps they are read a story which pique's their interests. A newspaper unit created some dear Abby authors and numerous letter to the editor! The reading of a Robert Fulghum story, about a wedding gone wrong, and a discussion on Murphy's Law, planted seeds for numerous pieces of hilarious writing. They drafted a beginning, some e-mailed the work from home. Students can spell check at their leisure, read and reread their work. one of he most difficult acts to encourage student to do is to edit their own work! We create a piece of work in the computer lab, print it, and ask a peer to assess the style, content, spelling and mechanics. This provides them with authentic feed back ad encourages collaboration. One group of three is writing a three part story together!
Several of my students e-mailed me their stories this year, word processed at home, in order to spend more creative time in the lab adding graphics and researching new ideas. Many are fine tuning their web pages, creating anchor links as they add new creative writing work. Each learner creates work at his or her own level. Peer coaching takes place continually, as students share their knowledge and expertise, and gain self-esteem in the process.
I believe that I have successfully engaged many of my students, though not all, as we endeavour to create a synergystic learning community. The bonus is a website to highlight our school and laud our accomplishments. Some of my ESL students continue to have difficulty focusing in the computer lab and staying away from games. I have modified their project goals for these students, to create less complicated language requirements and a curriculum which meets their student needs. Project-based learning allows for the differentiation in the depth, breadth and scope of student work. This prevents students from becoming frustrated or bored and keeps them engaged in improving their learning strategies.
What is most difficult is finding time to work on these projects. The typical 40-minute Computer Lab class session is inadequate. students just become engaged and must abandon their work and go back to the classroom. Much more helpful would be to have several computers, laptops would be ideal, located in the class. in this manner students engaged in other activities can be tutored or work independently, allowing the teacher the opportunity to move around the room.
Parents spend time at home with students as their prodigies give them a web tour of their class, their life and their work and school lives. Parents are drawn into the learning process and provide support and encouragement as they help proof-read work and motivate their children. Students carry on with Student-Led Conferencing and can highlight their best work on the e-Portfolios. Parents are quite pleased!
Our Manordale P.S. web site has been used as an exemplary site for mentored new Vice-Principals in my school board (OCDSB). It is a Gig+-sized site, with numerous links and reports on activities and incorporates numerous project-based learning opportunities for students. The management of the web site, the application of technology skills as they create projects and refine their work, impels them to rush into the computer lab. They are eager to work, those who are engaged in the tasks. We have motivated one class to create a school newspaper, which will be posted shortly as a PDF file. One retiring staff member is creating a photogallery of his student's art work.
Thanks to a Site Meter, we find that there have been nearly 8000 visitors since April, 2002. It has been a rewarding experience, despite the limitations and frustrations with time, space and human and physical resources!
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Miscellaneous references
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People for Education in Ontario, BC Parents for Public Education in British Columbia, Parents for Public Education, in the USA. |
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[ Jennifer Jilks | Articles ]
Last update: Dec. 5/2003.
