Journal #2

Bull, G, Alexander, C, & Ferster, B. (2010). Finding students who learn with media. Learning & Leading with Technology March/April 2010, 37 (5). Retrieved from http://www.iste.org/AM/Template.cfm?Section=February_No_5_4&Template=/MembersOnly.cfm&NavMenuID=4495&ContentID=25255&DirectListComboInd=D

PrimaryAcess MovieMaker is a web-based tool that allows students to make their own short documentary films. The students contribute text, images and narration focused on a certain topic. The PrimaryAccess Storyboard allows students to accomplish this task in a shorter amount of time, usually within one class period, by providing necessary primary open source documents. When students worked with these on-line learning tools there were four different media engagement profiles that emerged: High technology/high content, high technology/low content, low technology/high content and low technology/low content. Each of these types of students engaged with the storyboarding activity at a different level. The study showed that 40% of the students were engaged with both the content and the activity, while either did not engage 15%. Web-based tools like PrimaryAccess can also provide teachers with real time performance assessments. These assessments can then be used to differentiate instruction to meet the needs of individual students so they can all benefit in some way from the authoring of media.

1)What are the benefits of incorporating web-based authoring tools into the curriculum?

Web-base Storyboarding is a creative activity that gets students engaged and can provide a better understanding and retention rate of the material. With limited time to spend on each topic, PrimaryAcess Storyboard allows students to create their own narrative in a single class period. This web-based program is also a tool for teachers to monitor and evaluate students. As students work through the content, the program collects information and provides feedback on their performance. This aspect is invaluable because it allows the teacher to react sooner to differentiate instruction for that student so they can have the same opportunity to learn as others. This immediate feedback and action can further help students to not get behind and better understand the content.


2)Is web-based authoring more effective for learning than writing traditional essays?

Base on the results of the media engagement profiles I would conclude that web-based authoring is more effective than traditional essay writing. Overall students spent more time on the storyboarding compared to students writing a traditional essay. This led to 40% of the students scoring a high level of content knowledge and a high level of engaging in the activity. This is a creative outlet that can help students not only learn content but also evaluate their performance. With traditional essay writing, students often don’t get any direct feedback or it takes teachers a while to assess them. With the web-based tools, teachers can monitor students while doing the activity and provide immediate feedback or differentiated instruction to help meet the needs of each individual