Christy_Gould-Bryant_definitions

Christy's Home Page

= Scientifically-Based Research=

Since the No Child Left Behind Act brought forth the importance of scientific-based research, numerous articles are available with each having a unique definition.

Some examples found on the Internet were:

Education Commission of the States— “Research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.”

Elementary and Secondary Education Act of 2001— “Emphasizes experimental and quasi-experimental studies that are systematic, empirical, well-designed, replicable and have been accepted by independent viewers.”

Harvard Family Research Project— “Based on methods that have been proven effective and are therefore more likely to benefit other children, with a corollary goal of increasing the overall quality of education research.”

So combining the three different but similar descriptions, my personal definition for scientific-based research is: A research method that follows a structured path to unveil authentic information prevalent in today’s society. The process should incorporate using a variety of techniques, be strictly enforced, objective to reviewers, and consistent in results.

SBR is definitely not an easy task but one which requires lots of hard work in order to get reliable information.

Sources: Education Commission of the States, (2007). No Child Left Behind. Retrieved October 8, 2007, from ECS Education Policy Issue Site Web site: http://www.ecs.org/html/issue.asp?issueid=195&subissueID=114

U S Department of Education, (August 2002). //Scientifically Based Research and the Comprehensive School Reform (CSR) Program//, Retrieved October 8, 2007, from [|www.ed.gov/programs/compreform/guidance/appendc.pdf]

Bouffard, S. (2003). Doing What Works: Scientifically Based Research in Education. //The Evaluation Exchange//, //No. 1//, Retrieved October 8, 2007, from http://www.gse.harvard.edu/hfrp/eval/issue21/bbt1.html

= Multimedia=

The term "Multimedia" has been in education for well over a decade now. The definition of the word, however, has constantly changed with the times.

LTDU Learning and Information Services-- "Being able to communicate in more than one way. Six main elements are text, images, movies, animation, sound and user control."

Patti Shank at Adobe Design Center-- "The combination of various digital media types where the whole is greater than the sum of the parts."

MSN Encarta Dictionary for Education-- "Use of film, video, and music in addition to more traditional teaching materials and methods."

Looking at these three definitions, my personal description would be: A venue of teaching that includes a variety of mediums to communicate the material. Most any method could be considered multimedia as long as it goes beyond the tradition in the classroom and captures the interest of the learners.

Sources: Oliver, A., (2000). What is Multimedia? //LTDU Learning and Information Services,// Retrieved November 16, 2007, from http://www.herts.ac.uk/ltdu/technology/what_is_multimedia.html

Shank, P. (2005). The Value of Multimedia in Learning. Retrieved November 16, 2007, from http://www.adobe.com/designcenter/thinktank/valuemedia/The_Value_of_Multimedia.pdf

Encarta Dictionary, (2007). Multimedia. Retrieved November 16, 2007, from http://encarta.msn.com/dictionary_1861631817/multimedia.html

= Video Technology=

Video technology seems to be a growing subject area that the schools are pursuing these days. There seems to be an even greater interest in this in the secondary level of the public school system.

Some descriptions of video technology:

TEA-Dr. Keith Mitchell-- "Students work to identify communication goals, select distribution media (Tape, CD-ROM, Web), plan a storyboard or video sequence, capture video, and edit raw footage to final product complete with effective use of transitions and effects."

Kingston University-- "Focuses on video, audio, and broadcast technologies used in the television and video production industry."

Nikos Theodosakis/Grossmont Union HSD-- //"...//video production in the classroom enables the development of media literacy, higher order thinking skills, project based learning experiences, real world relevancy experiences, and a deeper connection to the curriculum being explored. But while all this is essential, it represents only half of the potential of using video in the classroom. The other half to all the skills and experiences being developed is the experience that students receive in communicating their own original ideas to others, and in listening to others communicate their ideas to them. It’s that speaking and listening thing//."//

These three very different descriptions helped me to look at video technology as more of a tool. This means as teachers, we can use it in a variety of ways to communicate all kinds of subjects. Student then take the initiative and are able to communicate their thoughts while thinking through the process from beginning to end.

Sources: Mitchell, K. (1997). Dr. Mitchell's Perspective on the Video Technology Course. //Texas Education Agency Instruction//. Retrieved November 16, 2007, from http://www.tea.state.tx.us/technology/techapp/instruct/hs/vt_km.htm

Kingston University London website. (2007) Television and Video Technology. Retrieved November 16, 2007 from http://www.kingston.ac.uk/videotvtechnology/

Theodosakis, N. (2002) Digital Video in Education. Retrieved November 18, 2007 from http://edtech.guhsd.net/video.html