Educational Media Reviews Online

One could say this multimedia set is an educator’s way of fighting fire with fire. Using media to teach student teachers and/or veteran teachers how to use media materials in their classrooms could be gruesome. On the other hand, if successful, it could be exactly what they need to prompt them to stop suffering media and use it as seamlessly as they once used blackboards and chalk in the course of their normal routines. In this instance, not only are these videos successful in clarifying the theory underlying the use of media tools, but they are so compelling that the accompanying workbook is almost an unnecessary appendage.

Program 1 is titled Theory and Research. Program 2 is titled Practice and Case Studies. The workbook, by Deborah Riegel, president of Elevated Training, Inc., covers both programs. It gives explicit instructions to the person using the set - really an easy-to-use script - where to start and stop the tapes, where to call for discussion, etc. Theory and Research is divided into five segments: 1- History and background; 2- Supporting research; 3- Delivery modes and methods; 4- What media can do for my students; and, 5- The future of media in the classroom. Practice and Case Studies is also divided into five segments: 1- Why use media? 2- Choosing media; 3- Preparing media for the classroom; 4- During and after [using media]; and, 5- Case studies.

The flow of information is exceptionally well-paced and the camera work is outstanding. Nothing is hurried, but neither does anything seem to drag. Interviews are short and are used either to set up or explain views of classroom activities involving the use of media materials. Everything seems to hang together beautifully. Ordinary teachers, teacher-trainers, school administrators, and school library media specialists/educational technologists speak on camera, sometimes telling viewers something they need to know, or, more often, commenting on their own experiences. Hearing from the horse’s mouth, figuratively speaking, what works and what doesn’t, followed by seeing these things done in what appears to be a perfectly natural setting, is extremely instructive.

If teachers want to utilize media effectively, there is no substitute for learning how each type of material works. This point is acknowledged. The difference here is that the burden of getting appropriate training isn’t aimed at the individual teacher, but at the administration of the school, the district, or whatever larger administrative unit is responsible for providing such training. Similarly, when it comes to the task of finding good media materials to use in classes, the teacher-viewers are instructed to seek the expertise of their school library media specialist or educational technologist, and go to the school library media center to find them. In short, it gives teachers the kind of advice that can insure their success.

Highly recommended.