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Sharing technology know-how: No one can know it all and teach, too   How do teachers keep up with the never-ending stream of new technology? This teacher decided she couldn't. Instead, she called on the most plentiful resource she has--her students. And they delivered.   By Anne Hageman

any teachers who work at integrating technology into the classroom find themselves in a predicament of sorts. Finding time to learn how to use ever-changing software and hardware while teaching can be quite difficult. This usually prompts a more frequent change in lesson plans from one year to the next, if any can be adhered to at all! Many teachers also find themselves installing software, troubleshooting networks, and generally maintaining systems. I, too, try to keep up with these never-ending tasks. Knowing that this will not lessen, I have decided to be innovative in my approach to teaching. Basically, I decided to share the responsibility for learning technology with my students. No longer would there be one expert--me. Rather, in my classroom, we would create many mini-experts.

The "Zoo Stack" designed by Anne's students for the Topeka Zoo.

his idea of sharing technology know-how was the impetus for Projects Multimedia, a project I undertook with my students last year. Basically, the students were assigned to create a professional multimedia project. The students were to include the use of a scanner, a video camera, clip photos/art from CDs, sound, buttons, effects, and scripting. Students could choose to work with a classmate or to go solo. The content and the exact nature of any one project could vary dramatically depending on the interests, skills, and choices made by the students involved.        After deciding whether to work alone or collaboratively, the students needed to select a topic. For some, like Misty and Carrie, this was an involved process. It was great to see the development of their idea. First, they found the idea of coming up with a topic overwhelming. Then they discussed things they enjoyed. Animals came up. In a conversation that appeared to have nothing whatsoever to do with computer projects, they came to the conclusion that the zoo's animals would be a good subject for their work. Finding a common interest in animals sparked the imaginations they weren't sure they had. Hence, the "Zoo Stack," a project that could be considered for a promo for the Topeka Zoo, was formed.

nother student, Era, decided to have a go of it on her own with a topic she was deeply committed to, voting. Another group of four students, led by Craig, schemed up a parody of the 80s T.V. show, The A-Team. This project was viewed by most class members as the most exciting. Other projects included a review of U.S. roller coasters, a review of the last few games in the University of Kansas 1995-96 basketball season, and a project that takes a look at the solar system.

Carrie uses video clips of animals to enhance her project.

nce all of the project themes were determined, the work began. Students now had to decide which media might enhance their project the most. Misty and Carrie decided to use a personal camcorder to video 26 clips of animals to be featured in their tape. Craig and friends chose to put together an action-packed drama using clips from the movie The red's Brothers, their own chase scenes, and audio clips from the Internet. Era decided to interview officials at the State Capitol and to dig into the history of voting to bring some insight to the subject. As I observed the events unfold, the satisfaction and self-confidence that emerged in the students in the process of choosing a theme could not have been more rewarding.        Now the actual work of creating the project began. The time students invested was tremendous. Misty and Carrie took Carrie's video camera to the zoo and spent a day over Spring Break filming some 25-30 species. Scott and Beau, who were highlighting the University of Kansas's 1995-96 basketball season, took the class video camera early one morning to go to Lawrence to video K.U.'s Allen Field House. I was not accustomed to students taking personal field trips during the class hour. Subsequently, and much to my dismay, I was made aware that I had neglected to file adequate paperwork for legal purposes. I called the two mothers to inform them of their sons' unaccompanied journey. Needless to say, I was lucky that the students did not get in an accident and that the parents were terribly understanding.

ur class officially started at 8:00 a.m., but for these students, class really began somewhere between 6:30 and 7:00 a.m. They made a great investment in their projects and were willing to give the time.        One morning, Carrie stumbled into the classroom 15 minutes later than her typical 6:30 a.m. arrival time, trying to pump a caffeine-filled drink through her system.        "Sorry I'm late," she said. "My window broke as I rolled it down to get my Mountain Dew from the drive-up window at McDonald's."        "I told you I'd get here first and you didn't believe me," Misty teased.        Students in this class were learning great lessons in responsibility and camaraderie without any assistance from me.

his ritual of before-dawn hours went on for days on end. The minds were definitely at work far ahead of the social characteristics of these students. Small talk was nonexistent. Only quiet inquiries, such as, "When will you be done using the scanner?" or,"How can this movie be faded out before the next clip is visible?" were heard.

he one-minute warning bell to start class rang. All were in place. What was missing here? There was no scramble to get through the doors at the last minute. The students who entered the classroom once in a while with notes from the office wandered around the classroom looking for the teacher.        "Do you have a sub today? Where is the teacher?" the latecomers would ask. Were they blind? No. I was never found at the teacher work station, where I would have been obvious. I was next to a student, or adjusting a cable, or helping a student figure out how to make an overlay in Adobe Premiere. But there was no time or room for me at the teacher work station. There were students there. That machine has specific software to transfer video into a project. Why were there several huddled? One student was teaching the others.        The next momentous event was the bell, right? Wrong. It rang. They all stayed seated. Other students entered and put their books down at the stations.        "Hey, you had better get to your next hour on time," I'd announce.        "Yeah, but I have just one more thing to do today. It will only take a minute," came a reply from across the room.        Another student reminded us, "It is Nutrition Break day, remember? I still have 10 minutes before the tardy bell rings."        "Yes, but I have to run off a few copies before the next class comes in," I said, not wishing to reveal that the restroom was the bigger issue for me. But, of course, the student had the perfect solution.        "Okay, go ahead. I'll watch the room for you while you're gone."

Students like Gus often arrived early to work on projects in Anne's classroom.

t was not exactly your standard classroom atmosphere. But a trained eye could see so much happening. Cooperation and compromising were going on among the students working together, and the camaraderie among an office staff who shared their work periodically with others was evident. They didn't realize that the constructive criticism was received so much better when the whole team was working toward similar goals, but I saw it. The sharing of talents, too, was rewarding to see. For some to know they were the best at working on a particular facet of the projects and that it was okay to let someone else be the best at another aspect is a great leap forward, and much more productive and fun than competition. When a student finally said, "It worked!" after diligently, painstakingly, slaving away at a segment, their pride and increased confidence were clearly evident.

ecause of the need for collaboration in the learning and use of the tools, the students got quite interested in one another's projects. The excitement of how and where to implement the car chase clips for The A-team project involved the whole class one day. The importance Era's project had to her made a very positive impact on others who critiqued her work. Her project was very important to her, and her personal convictions showed in her project. Being a shy student, Era learned quickly that the sound in her project needed to be louder for the viewers to appreciate it to its fullest.        The energy the students expended and their obvious dedication prompted me to want to provide them with a wider audience for their work. So, Multimedia Extravaganza Night was born. It took a bit of coaxing for some to realize that maybe their work was good enough to allow others to see. But there were others who couldn't wait to show off!

he mad scramble to be done with projects by the time the event arrived was on. Of course, several students finally realized they would never be done. They had to set priorities and get as much done as possible before the deadline. The time invested in class on the technology increased again. The stress increased productivity for some, but, as we all know by now, the equipment tends to fail at the worst possible time. Craig's group had maxed their memory with X-commands and other tools long before the last minute, but the project continued to run--well, most of the time, anyway.        Thirty hours before the public arrived, the project bombed. Go back to the backup, right? Wrong. They did not have space on the file server to back it up, so they hadn't done so for quite some time. The only solution was to recreate the six-week project at home, around the clock, to get it into acceptable form.        "Would you please excuse us from classes for the rest of the day to work on this project to get it done? There are four of us, and we have a plan to borrow a couple of computers, network them, and get it into some semblance of its correct version," they asked. The four broken-hearted students tried their best not to show the inevitable emotion of the death of their hard work. They arrived at 7:30 the next morning with baggy, bloodshot eyes and tired walks. Did they make it? The slow smiles gave them away. Yes! They had done the impossible!

he Extravaganza was a smashing success! Students made invitations and posters. Distribution of them from the halls of Topeka High School to the halls of the State Capitol began as much as three weeks in advance. We made a program for people to pick up on their way in, and the students brought food and drink (but they didn't publicize that part!). Each student had a sheet with a write-up about themselves and the project to give to interested visitors. At the last moment, the students decided to capture visitors on video and send them off with, "You were captured at the MultiMedia Extravaganza" around the video capture. What fun.        The response was very positive from visitors and students involved. The modesty of the students was such that they could not believe how many people were actually interested in their projects--and not just The A-Team, believed by all in the class to be the showstopper.

echnology. It drives many to . . . many things! It has created a student-directed classroom with so-called average students who want to be there. Who line up for the scanner. Who take turns with the video camera before school, during class, and at lunch time. Who teach one another how to make and modify a QuickTime movie to be tailored to their project. Who can't wait to turn up the volume to show their classmates the perfect sound just created with the help of SoundEdit 16. Who get access to the Internet outside school time to find out if the pigeon videotaped at the zoo is the largest pigeon in the world. Whose driving desire to learn in class does not revolve around the bells or a grade. Where there are five or so people who are experts on each piece of equipment or software and are willing to share their expertise. Where a whole class gets publicity out, brings food, and has 70 people attending the never-done-before Multimedia Extravaganza Night.        "Let's do this again next year!" came the loud cries the next day when the evening was discussed.

rawbacks? Sure. There are a few. Here are some. I had to accept knowing roughly only 50 percent or less of the extensive software tools available. Students are not used to being allowed to create their own projects, so that insecurity translates into frustration for some. Students must get accustomed to asking classmates for assistance since the teacher does not have all the answers.

he teacher also needs to be extra vigilant so that the students' enthusiasm doesn't get them into danger! There was the day when Craig and company went to video during the lunch period. They dutifully returned at the agreed upon time, but looked oh-so-disheveled. They were panting, laughing, excitable, and maybe even looking a little bit guilty. I could not pinpoint my suspicions, but after my inquisition, I realized I was much too trusting.        "Oh yeah, we just videoed a car chase scene down Burlingame Road in our cars. Kai was driving one car, Craig, Chris, and I were chasing him. Oh, by the way, we didn't leave Ben in the ditch videoing very long," reported Gus.        Much to my dismay, the four students had pulled Ben out of another class to go help. They did some speed "limits" they would not admit to and some swerving "for effect," but they came back in one piece. Whew! I must admit, though, I laughed as hard as anyone when I saw the clip of Kai being chased in his car. Before every turn, he put his blinker on--to correctly tip off the chasers, of course! Some elusive chase scene! This is the kind of student these kids are. They are really law-abiding, decent kids. What a delight! Likable high school students. Who would have known? Some think there are none!

ut what fun it is to teach these students! The energy displayed daily is contagious.        "I am too exhausted to go to my next class. Can you write a pass so I can stay?" a student would ask.        My answer to him was obvious, "It would not be acceptable." Internally, I was thinking, "I, too, am spent."        I am slow to be innovative, because I am still trying to learn the subject matter. Yet, the benefits and excitement I have seen sparked by using technology and student-centered learning are a pleasure to build on from one year to the next. Okay, okay. I'm convinced of the benefits.

Anne Hageman is a teacher in Topeka, Kansas. Read more about this author. Teacher Testimony authors are nominated by people like you. Send nominations to the editor. © 1997, 1998, 1999, 2000 SCR*TEC.   This page is Bobby Approved.