The topic I chose to research was media production in the Kindergarten classroom.

This is topic

is so new and limited that I also expanded the research to the elementary classroom.

Article I

Productive Participation- Children as Active Media Producers in Kindergarten

By Jonna Leinonen and Sara Sintonen

In this article, the authors will study two early childhood classrooms. One in which they

implement a media enriched environment. They also implement a participatory learning style. In

this environment, children will create media stories. They will plan it, create it, and analyze their

own creations, as well as listen to critiques from their peers.

Summary of the review of literature

First, the children entered the descriptor stage, where they described the characters. They began

with appearance descriptors then once they understood it was a safe zone and no wrong answers,

they really began to describe the characters. They would give them names, ask questions about

them, and even describe problems. They also began naming the characters as “mine,” but as the

study went on, they began giving them names. They began with building characters with

coloring, but then moved on to storytelling, and by the end they were creating movies.

Analysis

This research was a qualitative action research case study. The data came from 3-6 year old

children in two separate kindergarten groups. The entire process was documented with two

digital cameras and an audio recorder.

Summary of Results

In conclusion, the children quickly adopted the digital materials just like all the other objects in

the classroom. They did quickly learn that the “play cameras” could not load their pictures to
make movies. Therefore, they migrated toward using the actual digital devices to document their

learning. This study showed that children are very engaged and interested in creating their own

content. It also showed that they took ownership in their learning. The technology and devices

were not the focus, but the process they used to share their learning.

Opinion of research

My opinion of the research is that it was done the right way. I also like that it was detailed in

how the project was scaffolded to the children. It also a focus on materials and teaching

strategies, along with a mindset shift. The focus was really on the children. It wasn’t about

forcing something on them, but presenting them with something and letting them explore and see

where they would take it.

Learning

I have used digital media and creation in the intermediate grades. I want to learn how to do this

in early childhood and after a few attempts of my own, I was beginning to think that it wasn’t

age appropriate. I now have a whole new approach to try. I have been encouraged to try again.

Once again, children, despite their age and experience with technology, can use it to enrich their

education.

References

Jonna,L., & Sara, S. (2014). Productive Participation-Children as Active Media Producers in

Kindergarten. Nordic Journal of Digital Literacy, Vol 9, Iss 3, Pp216-236 (214), (3), 216.

Article II

Composing Film: Multimodality and Production in Elementary Classrooms

By: Nicholas E. Husbye and Sarah Vander Zanden

In this article, projects with elementary students were done to show how film can allow students

to engage in collaboration with their peers and use various literacy practices. The research also

shows how technology integration can increase writing in the classroom and allow the students

to have more diverse perspectives.

Summary of the Review of Literature

Instructional flexibility allowed students whom may have been hindered by only using text and

written words to communicate, another way to express their learning through film. Throughout

this study students are observed using film in the classroom. One is observed before he enters

school and what skill sets he already has. The other is what are schools prepared to allow

students to experience. Film is a productive way to allow students to show their learning in a

multimodal way and learn to collaborate with their peers.

Analysis

One subject observed was a 2 year old. Theo was observed for his interactions with technology.

Then, the question was raised about how are classrooms prepared for Theo multimodal literacy

skills he learned prior to entering school. Theo is an example of many toddlers who have

extensive exposure to technology compared to students from just a few years ago. While Theo is

having limited exposure to print, when he enters school, he will be completely surrounded by it.

The study showed that instead of limiting what Theo was coming to school with, embrace it and

allow student to show multiple ways to show their learning, such as drawing and film; and not

relying solely on written text. Film production provides a complex way to respond to literature.

Summary of Results

If we do not allow filmmaking to become a part of the everyday classroom, we are hindering our

students for the future. The same skills needed in producing films are the same skills students
will for the jobs of the future. Teachers need to create spaces for even our elementary students to

create their own works of art. Film gives students a pathway to deeper understanding of the texts.

It also raises their ability to communicate with each other. Yet, film is extremely under utilized

in the classroom.

Opinion

I agree that film can be a powerful tool for students in the classroom. Students are going to

communicate through social media. Therefore, this provides a safe environment for students to

learn appropriate ways of communicating with their peers.

Learning

I did not realize that even the youngest students are coming to school with a technology skill set.

It is the schools that are not utilizing that. Instead we are squashing what the students already

know and making them form to our way of learning instead of embracing their unique learning

styles.

Reference

Husbye, N.E., & Vander Zanden, S. (2015). Composing Film: Multimodality and Production in

Elementary Classrooms. Theory Into Practice, 54(2), 109-116. doi:10.1080/00405841.2015.1010840

Article III

Elementary Teachers Competences for Multimedia Learning Materials Production

By: Matjaz Duh, Tomaz Bratina, Marjan Krasna

In this article, the authors discuss that in this new age of multimedia learning, that teachers,

especially primary elementary teachers, need to expose their students to multimedia learning.

They go on to say that does not mean just readymade materials, but allowing students to be
creators as well as consumers. So, the focus becomes on primary teachers and preparing them, so

that they can prepare their students.

Summary of the Review of Literature

Teachers must have digital competency. Teachers must have the right attitudes, motivation, and

social skills. We also have to define the requirements for high performance e-learning materials.

There are three requirements. One is that each student must have equal access to technology.

They must also be provided equal technology resources. Finally, teachers should use the least

restrictive environment when using the internet.

Analysis

There was a questionnaire made to test the “current state of teacher competences in the

application of educational technology and the production of multimedia learning materials in

primary schools.” The questionnaire went to 474 teacher in Slovenia. The students they taught

were ages 4-9. The results were put into a table of data.

Summary of Results

Today many e-learning materials are available and are free. Some teachers use ready-made

materials, some edit them to specifically meet their needs. 36% of teacher made their own e-

learning materials and made them by themselves. In addition to that it also showed that 42.4% of

teachers never tried to create e-learning materials. The problem discovered during this study is

that many teachers are still not using e-learning materials and thus not following the

contemporary teaching paradigm. Research has shown that e-learning materials can be more

successful than traditional textbooks. Therefore, it is concluded that continued learning for the

teachers need to be happening regularly.

Opinion
I completely agree with this research. Even though instructional technology has been around for

several years now, and many schools have an abundance of devices; they are still not being used

effectively. Most teachers I see are still using a ton of paper and displaying their powerpoints or

making students create powerpoints, is about the extent of instructional technology. Many times

in the primary grades it becomes sticking a child on a device and play an app that practices an

isolated skill, as opposed to letting the students create something from what they have learned.

Learning

I learned that we cannot expect that teachers are doing their own research to advance their

classes and keep them up to the demands of the instructional technology. We have to be

purposeful in continuing to teach teachers, just as we do our students.

Reference

Duh, M., Bratina, T., & Krasna, M. (2013). Elementary Teachers Competencies for Multimedia

Learning Materials Production. Informatologia, 46(4), 333-342.