Multimedia projects verses writing papers

Jason Ohler's article Orchestrating the Media Collage makes several good points about the fast paced, ever growing, and ever changing world of media. He speaks of its evolution in the past 25 years. I have seen this evolution firsthand and I can say that it is enough to make one's head spin! At one point in his article Ohler states that just being able to read is not enough. This is very true. Children are learning about how to use computers in kindergarten and their knowledge only expands from there. It has become painfully obvious to me (one of the digital illiterate) that digital demands will only increase and Ohler correctly points out that these kinds of skills are and will continue to be a valued commodity in the job market. In other words, active participation in media creation and digital literacy is not a luxury, it is a necessity. Ohler also points out, however that there is still a place for the written word. In fact, he advocates the the use of both, pointing out that they should support each other instead of one clashing with another. This is a good point and I believe a good teacher, one that has a deep appreciation for the wealth of knowledge that each has to offer, will find a way to incorporate both into his/her teachings. Should one replace the other? No! If any one of these two are left out then it will be the student who pays the price because they miss out on a well rounded education. The video "One World" was a simple yet excellent example of how media creation can be used to help educate our children and open their minds to diversity at the same time. These types of resources may be able to reach a broader spectrum of students and encourage the development of critical thinking skills as well.
Some of the NETS Standards addressed here include:
1. Facilitate and Inspire Student Learning and Creativity
a. Promote, support, and model creative and innovative thinking and inventiveness.
2. Design and Develop Digital-Age Learning Experiences and Assessments
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and abilities using digital tools and resources
4. Promote and Model Digital Citizenship and Responsibility
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.