Using the power of research to inform ICT integration in education

Tripp, Lisa M., and Rebecca Herr-Stephenson (2009) “Making Access Meaningful: Latino Young People Using Digital Media at Home and at School.” Journal of Computer-Mediated Communication 14.4 (2009): 1190-1207.

This research challenges the assumptions held by some that incorporating media into the classroom is somehow inherently motivating for students. Just as Seiter (2005) urges us to be skeptical of the drive and hype to incorporate computers and the Internet into schools, and recommends that we stay attuned to the kinds of economic and pedagogic pressures that teachers and schools face from often ill-conceived efforts to integrate technology into instruction, we suggest that similar concerns exist about incorporating media production into instruction, and we see little value in incorporating digital media into instruction in superficial ways. At the same time, we take Warschauer’s (2007) charge seriously, that we should “promote multimedia literacy and information literacy in schools in ways that simultaneously develop diverse students’ reading, writing, cultural literacy, and academic literacy…” (p. 44). Based on this research, we conclude that media education can help accomplish these goals if it includes production and analysis activities that connect to young people’s existing knowledge and interests in media and technology, although we recognize that doing so successfully requires a great deal of innovation—and resources—often amidst challenging institutional, social, and cultural constraints.

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