Multimedia and Higher Order Thinking

     In his explanation of the SFETT (San Fernando Education Technology Team) at San Fernando High School, Marco Torres describes the connection multimedia creates between students and content:  "Media is the language of kids," Torres adds, saying that students who may not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation.” (Edutopia Staff, 2002)  A teacher can look at a student’s PhotoStory project and gain significant insight into her reasoning, perspective, and higher order thinking skills.   While the uses of multimedia tools for language arts and social studies assessment might be more evident at first blush, the implications for evaluating critical thinking in math and science are equally powerful.  One of the primary functions of an elementary science and math teacher is to show students how to merge process with product.  Educational technology advocate Marc Prensky shares, “As students share works in progress with the class for critical evaluation from both teacher and students, the teacher takes on the valuable roles of explainer, context provider, meaning maker, and evaluator/coach.” (Prensky, 2008, p. 45)  ISTE Indicator/task III.A.5 involves “us[ing] methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print media, and graphics,” and Indicator/task III.C.1 calls for facilitators to “use methods and facilitate strategies for teaching problem-solving principles and skills using technology resources.” (Williamson & Redish, 2009, pp. 227-228)  A significant number of my action research and internship goals involve making technology more accessible for all teachers, and therefore all students on my campus.  Because I realize that the catalyst for technology integration on my campus is ease of use, this PhotoStory project will act as a template to create a “try this” professional development for my faculty.  This speaks to ISTE Indicator/task V.C.2: “facilitate activities to help others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications and/or other products.”   I am a firm believer in the idea that teachers are most likely to integrate technology if they begin the journey with "one good lesson".  If I can bring that baseline of confidence and readiness to the truly excellent educators on my campus, student access and engagement with technology are sure to follow.

Works Cited

Edutopia Staff. (2002, July 1). Students Find Their Voices Through Multimedia. Retrieved August 23, 2010, from Edutopia: http://www.edutopia.org/students-find-their-voices-through-multimedia

Prensky, M. (2008, March). Turning On the Lights. Educational Leadership, 65 (6), pp. 40-45.

Williamson, J., & Redish, T. (2009). ISTE's Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do. Washington: International Society for Technology in Education.