2. Can modeling and experiencing video production encourages participants to integrate media production in
their classrooms?
3. How do we redesign our college education courses to encouage teaching through media production?
E.
Through new media and technologies, the study provides resources, activities and tools to future teachers
to liberate themselves from a textbook format and to redesign their curriculum focusing on the needs and
aspirations of their students. In conclusion, the main goal of this presentation is to draw on the natural links
between media literacy and teacher education. We will explore how a critical approach to the study of new
media combines knowledge, reflection, and action; promotes educational equity; and prepares new generation to
be socially responsible members of a multicultural, democratic society.
Section II: Outcomes and Methods
A.
In this participatory presentation, participants will be encouraged to integrate media production into their
curriculum. They will be able to outline the difficulties and unique characteristics of media production in K-12
education and discuss the power of media production in developing media literacy skills.
Conference participants will be able to:
• argue the challenges and advantages of media production in k-12 curriculum,
• develop skills in deconstructing existing curricula and communicating media messages,
• examine the process of producing documentaries as classroom tools for teaching and learning,
• integrate the use of new media in an instructional context,
• explore lesson plans, assessment tools, and curriculum guides that incorporate new media and
technologies across grades and subjects,
• evaluate the suitability of the medium to the material.
B.
This presentation offers creative strategies for integrating video production and media literacy in the
classroom with minimal resources and equipment, showcases students' video and multimedia projects, presents
web based teaching resources, and provides ideas for alternative assessments. The research paper and the results
of the study will be provided as a mini book hand-out
. The presentation (PowerPoint) and the online course
outline will be posted on the weblog (
. The weblog will be provided
for the participants for collaboration, and additional classroom materials and resources.
REFERENCES
Adams, D., Hamm, M. (2000). Media and literacy: learning in an electronic age – issues, ideas, and teaching
strategies. Charles C Thomas Publisher, Ltd. Springfield, Illinois.
Buckingham, D. (fall 2003). Media education and the end of the critical consumer. Harvard educational review,
73 (3).
Hobbs, R. (1998). The seven great debates in the media literacy movement. Journal of Communication,
48(1):16-32.
Potter, W. J. (1998). Media literacy. London, New Delhi: Sage Publications.
Schouten, D., & Watling, R. (1999). Media Action Projects: A Model for Integrating Video in Project.
Nottingham, England: The Urban Programme Research Group.
Valmont, W. J. (1995). Creating Videos for School Use. Needham Heights, MA. Allyn and Bacon.
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Convention