generating any real data. The article started out substantiating the reason for the study byreporting data on the use of MP3 players. The format of the article followed a coherent outlinefor the information and tables were provided for the potential classroom applications and participant profiles. The problem with the study came in that there was only one school involved,there were only two small focus groups, and each of the groups met once, for about an hour. Theauthor also states that ³discussions were cued with leading questions and statements´.I think for this type of study more than one school should have been included. The MP3 players could have been divided between the schools if the study had to be completed during acertain time period. Also, the participants should not have been given a prepared list of classroom applications. They should have been asked to provide their own suggestions after using the players for a period of time and then the researcher could have compared their responses with the known classroom uses of MP3 players. I do think it was advantageous to thestudy that a special education teacher, a foreign language teacher and a media specialist wereincluded to gain the perspective of diverse learners and content.As a future media specialist, I appreciated the comments and suggestions made by themedia specialist concerning the potential use of the MP3 player in the media center. It was alsoinformative to hear from the various teachers the way the players could be used with their classes. I also found it interesting that the author mentions that there was no discussion of connections to curriculum standards and that the questions were not designed to find out the participant¶s knowledge of the standards. With curriculum standards being the basis for allclassroom instruction, this seems to be an area for inquiry that should not be overlooked.
Sadik, A. (2008, August). Digital storytelling: A meaningful technology-integrated approach for engaged student learning.
Educational Technology Research and Development
(4),487-506. Retrieved September 24, 2009, doi:10.1007/s11423-008-9091-8ResearchSummary:This article chronicles the use of Microsoft Photo Story 3 for Windows to encourageEgyptian teachers to integrate technology into their regular classroom instruction. The researcher notes that even though investment had been made by the Egyptian Ministry of Education incomputers and technology, teachers seemed to be lacking in classroom implementation due tothe quality of their training and their inability to see the potential for improved learning in theclassroom.The study¶s intent was to help teachers ³develop the nature of teaching and learning´ byusing digital storytelling technology. The study sets out to answer to what extent digitalstorytelling can engage students in authentic learning tasks, how effectively the approach cansupport integration of technology into learning, and what the teachers¶ concerns and views wereconcerning the use of this technology in the classroom by using multiple methods of datacollection and analysis. A scaling rubric was used as the assessment tool to gauge the students¶level of engagement and authentic learning, while observations and interviews were used to gaininsight into teacher concerns and their perception of the integration of the technology and whatfactors influenced the teachers as they integrated digital storytelling into their classroom.