What about technology? I came across a good article in English Journal Vol. 87, (1998) entitled "How to Break Through Techno-Shock and Build Multi-Media Units." The article was written by three teachers from Florida who were very unfamiliar with the use of technology in the classroom. Despite their lack of knowledge however, they successfully completed an entire unit involving two computer programs and a video production. Beyond that, after they were finished, they decided to produce this article which they offer as ". . . a framework for approaching any new technology" (25). The unit was divided up into three basic constituents: a Hyperstudio presentation; the construction of a web page; and the production of a short video.

Hyperstudio

From the description of this software, it sounds like a Macintosh version of Microsoft Power Point. Although Sutz, Warren and Willams were unfamiliar with this software, they used the tutorial/help program to explore some of the different options open to them. One problem which the program could not help with was how to use specific words to open into other pages/cards (when "clicked"), but they solved this problem by using "invisible buttons" placed over highlighted/bolded words. The result was "an interactive writing exercise with buttons on [certain] words" (25) of a poem, which would serve as a catalyst or inspiration for students to write their own poetry. In their own words: "The software functions in presenting the poem as an interactive text (emphasis mine), a prompt to do more writing, and as a means for the students to create original work.

Web Page

The purpose of constructing a web page in this unit was to offer students the opportunity to communicate and interact with other student writers. Doing this activity over the internet allowed them to do this without the cost and inconvenience of organizing real life venues for such relationships. Some problems that were encountered were the techno-barriers of writing computer code and "uploading" the page to the actual internet. This problem was solved by consulting an expert, however at this point in time, if a person can operate a word processing program (i.e. Microsoft Word), s/he can easily create a "hyperlink" without having to write in "html" or computer code.

Video Production

The third component of this multi-media unit was the production of a video. This was thought to be the easiest of the three sections but it was found that this was in fact, the most time consuming. There is a lot more to doing this kind of activity than most people realize - I personally had such an experience. Myself and a friend produced a video documentary which was about 40 minutes long; the actual shooting and editing of the video took over 50 hours. The end product, like that of these three Florida teachers, was well worth it. One of the unique things about this kind of project is that more than one media can (and ought to) be used. Computer generated graphics as well as sound effects/backgrounding and the equipment used in editing are vital to a good video.

This unit on the incorporation of technology into the classroom fits in very well with the new curricula that is being introduced into this and the other Atlantic Provinces. The "Essential Graduation Learnings," which are outlined in the English Language Arts Foundation (E.L.A.F.) for Atlantic Canada are a prime example of this. The most obvious of these is number six: Technological Competence. The document states that "Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications and apply appropriate technologies for solving problems" (E.L.A.F., 9). This unit teaches students about three separate, yet inter-related, technologies and their applications, as well as teaching them how to use technology to solve such problems as geographical location (i.e. internet forum/discussion).

In addition, the General Curriculum Outcomes for Atlantic Canada include such expectations as the ability to "select, read and view with understanding a range of literature, information, media, visual and audio> texts (emphasis mine, E.L.A.F., 14); to "interpret, select and combine information using a variety of strategies, resources, and Technologies (emphasis mine, ibid.).

Overall, this was a very encouraging article. Even though these teachers were not technologically proficient, they managed to design a unit, which is based almost entirely on the use of multi-media - and they had fun doing it. In addition, they also offer helpful advice to others who may be a little nervous and/or skeptical about the overt use of multi-media in the classroom. While the unit seems to be directed towards university students, it is precisely the kind of activity that preservice teachers seem to be discussing in class almost everyday. Sutz, Warren and Williams realized, as we (new teachers) must understand, that technology is becoming increasingly commonplace among young people and cannot be ignored. "These media provide the voices they [students] hear outside the classroom, and there fore, can [and ought to] become the means for the stories they read and write inside the classroom" (27).