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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Multimedia Serves Youths' Desire to Express Themselves

Southern California's San Fernando Education Technology Team focuses on learning by doing and speaks to students' fascination with technology.
By Edutopia
Edutopia Team
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VIDEO: Students Speak Their Minds Through Digital Media

Running Time: 8 min.

Editor's Note: Though the San Fernando Education Technology Team is no longer active at San Fernando High School, some of the former participants have created their own company to tell stories through media, and continue to foster the program's goals by working with San Fernando students on Saturdays to produce the iCan Film Festival. Marco Torres has moved on from San Fernando High School to become an educational consultant.

Until Consuelo Molina discovered the San Fernando Education Technology Team (SFETT), she wasn't particularly engaged in school, and her extreme shyness kept her from being anything more than an uncomfortable, silent observer in class. However, through the technology-team program and its photography, videotaping, sound recording, editing, and presentation instruction and equipment, Molina's voice is now loud and clear, and her opinions are known around the world.

A Sacrifice for You, Molina's Web video on sweatshops, has been praised and used by participants at the Women's Human Rights Conference in Paris, by Apple CEO Steve Jobs, and by a teacher in India, among others.

"Her passion and her interest to talk about something that really bothered her and to have it reach every corner of the world was an experience that she'll never forget," says Marco Torres, the teacher who started the technology team at San Fernando High School, north of Los Angeles. The school has a population of predominantly poor Latino students. Ninety-six percent have no access to computers at home, and 83 percent perform below grade level. So far, about 300 people have participated in the SFETT program, and all of the 80 SFETT participants who graduated from San Fernando have gone on to college. Torres says the program catches students' interest because it focuses on learning by doing and speaks to their fascination with technology and all things digital.

Student Cesar Larios's video explores the struggles of life in an immigrant neighborhood.

Credit: Cesar Larios

Multimedia for Learning That Sticks

What Torres remembers about his own education are the things he made in school: the plaster cast of his hand in kindergarten, the spouting volcano in third grade, the model of a California mission in fourth grade. His students, he finds, enjoy coming up with a tangible product as much as he did. "I see kids that don't traditionally do well in school succeed because this was another way for them to express themselves," he says.

"Media is the language of kids," Torres adds, saying that students who may not take to learning by reading a textbook or listening to a lecture often jump at the chance to understand complex concepts by presenting finished products in the form of a film or a Web documentary or a Microsoft PowerPoint presentation.

Junior Marisol Garcia had a choice between "really big-deal" cheerleading and SFETT. She chose SFETT. "It is more than just a class," she says. "It is lots of work, but work I look forward to. There are always new things, new opportunities. It's exciting." She says adds if all classes were hands on like in SFETT, students would learn much more in school than they usually do.

SFETT is in part funded by the California Digital High School grant program. It also enjoys the support of a number of private businesses. Norstan became a major contributor toward equipment for the program's Computer Inspiration Studio. Apple Computer, as well as individual Apple executives, contributed equipment and expertise.

Multimedia tools are introduced through projects in several formats: documentaries, music, experimental video, advocacy/selling ideas, and storytelling/feature production. Content for the projects comes from the students and is often based on assignments given in other classes. Molina's sweatshop project, for example, fulfilled an assignment in her economics class. Using up-to-date "presentation of learned information makes for realistic, contextual, emotional connections" to what is learned, says Torres.

Recent projects run the gamut from lighthearted to serious, and at least two focused on politics:

  • Su Voto Es Su Voz (Your Vote Is Your Voice) provides students with an experience in taking a position on a current issue, then researching and supporting it via visual essay.
  • Cesar Chavez March for Justice includes colorful still photos from a San Fernando rally and a lively song sung in Spanish about the United Farm Workers hero. SFETT students also made a separate video with interviews of local politicians and civic leaders advocating a holiday honoring Chavez and his work.
  • What could have been a dry, routine social studies report on immigration graphically places the viewer with a contemporary immigrant family in Mi Barrio. Viewers meet Cesar Larios and his mother, who talks about her grueling work as a housekeeper -- the price she pays to build a better life for her children. The video walks viewers through the neighborhood and near a house where a drive-by shooting left bullet holes in the stucco.

Other projects have included animated stories and commercial ads, some of which were entered in a "Got Milk?" competition sponsored by the California Milk Processor Board. One ad made it to the semifinals.

Devising storyboards helps students plan and visualize video productions.

Credit: Edutopia

Planning, Planning, Planning

Once a topic is chosen, extensive planning begins. Students must present convincing written and verbal arguments to Torres before being allowed to use the equipment. They develop critical questions to address in their presentations. Storyboards are created to communicate graphically the angle or scope of individual camera shots or segments of a visual presentation. A timeline of daily deadlines gauges progress. Students design evaluation rubrics to ensure they are on the right track while working through the process. Once the plan is approved, students check out the equipment appropriate to implement their idea.

Torres's mantra for his students is "Planning, production, presentation, sssessment, and sdministration," with an emphasis on planning. "It's easier to take an eraser to a blueprint than a pickax to a foundation," he says. Students learn through practice that careful time management and teamwork help them accomplish their goals. Torres marvels at the way the kids work together and learn from each other as they try every route possible to create a high-quality final product.

Consuelo Molina made schoolwork personal and meaningful through video productions like A Sacrifice for You.

Credit: Consuelo Molina

Building Leaders and Futures

"Anything is completely possible, really possible," Torres, who has been recognized by California governor Gray Davis as a model educator and named an Apple Distinguished Educator, often tells his students. "Never give up. Be leaders." An effective way to instill leadership, he emphasizes, is to share expertise.

At the start of the program, Torres identified students and faculty willing to gain proficiency with the sophisticated equipment. They became the team providing technology support and encouragement to other students, faculty, and community members. Torres estimates that 150 San Fernando High School teachers have been trained and says that half the students at the school have used the program's Computer Inspiration Studio, where the equipment is housed. As it has matured, the program also has developed a Web library of lesson plans, professional-development opportunities, and an evaluation rubric.

Molina, the student who produced the acclaimed video on sweatshops, was among those who progressed from novice to expert. During her first year in SFETT, she learned basic multimedia production. By the second year, she was teaching other students and parents on weekdays and Saturdays, when the program is open to community members. She taught computers and multimedia and showed parents, most of whom did not have computers at home, how to preserve old photographs by scanning them into computers.

Now enrolled as a biology major at the University of California at Los Angeles, Molina has far from abandoned her interest in video. She squeezed a film-production class into her schedule, does video editing, works on film crews, and returns frequently to see what SFETT students are doing, learn about new developments, and help out.

The production of Snowfight II involved twenty-six people.

Credit: Ruben Betancourt

Teamwork and Lifelong Learning

SFETT program lives on for many students. "In SFETT, I learned lots of different ways to communicate through technology -- how to gather information, speak, make a presentation, project myself, throw in a joke every so often," says Ernesto Hernandez, a sophomore economics student at Los Angeles's Occidental College. "The program really focuses on using the computer as a tool to express ideas. In school, it is sometimes hard for students to express themselves."

The most powerful lesson he learned, however, had to do with working collaboratively. "The only way to get things done is through teamwork," Hernandez says. Torres agrees, and the physical design of the multimedia studio supports collaboration with clusters of workstations and a "think room" where students meet and discuss projects. One example of the kind of cooperation it takes to make a film is seen in the production of Snowfight II. The project involved twenty-six people in its direction, story, storyboards, editing, modeling, animation, sound, character voices, and music.

"Working in this program has completely changed the students' outlooks, their lives," says Torres.

Though the San Fernando Education Technology Team is no longer active at San Fernando High School, some of the former participants have created their own company to tell stories through media, and continue to foster the program's goals by working with San Fernando students on Saturdays to produce the iCan Film Festival. Marco Torres has moved on from San Fernando High School to become an educational consultant.

Comments (63)Sign in or register to postSubscribe to comments via RSS

Katie Kears's picture
Anonymous (not verified)

From a preservice teacher:

I think it's so encouraging to see how the SFETT program has positively impacted the education and learning of students in an area where failure is prevalent. The outcomes of the students' efforts prove how technology is an exciting and life-changing method in a classroom setting. The SFETT allows students to not only develop group and leadership skills, but also develop their individual responsibilities for projects and other assignments. It's powerful to find how Marc Torres has been able to motivate students to be successful by connecting learning to the modern world through a variety of technologies. This program is giving students the opportunity to move beyond the hindering statistics of their area by accomplishing their own aspirations and spreading their knowledge to the surrounding community.

Jason Hakes's picture
Anonymous (not verified)

As a preservice teacher, I was impressed by Torres' ability to take scant resources and create a class that has become overwhelmingly constructive for community relations. In addition to the societal impact, the world will benefit when these talented young people take the skills they have learned into their professional fields.

Daniel Sisk's picture
Anonymous (not verified)

I am a pre-service teacher at Arizona State University Western Campus. I enjoyed this article and hope that I can connect with the kids as well as this teacher did. I do think that technology is the key to learning these days. Kids can use a number of different devices and the books that we used as kids are not doing the job intended. They are big boring books that don't create much of a discussion for the kids and besides reading there are no hands on projects that come from them. This is where it will be up to the teachers to add technology into their lesson plans to help the kids enjoy what they are learning.

Alex Zermeno's picture
Anonymous (not verified)

One thing I have to say is excellent job. The other thing is I am a preservice teacher and student enrolled at ASU in the education program. The children from southern California's San Fernando Valley should have a tremendous feeling of accomplishment. They learned valuable techniques in the area of technology, using computers and cameras to make short stories. The students were aided by graduates of the high school who volunteer and instruct current high school students in the area of computer design and video. When I create my short video for class the students from San Fernando Valley will definitely be used as inspiration.

Jason Dupree's picture
Anonymous (not verified)

What a great way to get students involved in the lessons they are learning. As a pre-service teacher, I am happy to learn new and innovative ways of making learning more personal to my students. Multimedia is a great, hands-on way to get the students interested in a topic. I know from personal experience that if learning is interesting and the information is accessible (as opposed to the boring writing/reading a report), it becomes a more meaningful learning experience.

Kristina's picture
Anonymous (not verified)

Marco Torres has inspired me to rethink classroom projects. I have often tried to think of different ways to have students get involved and become more enthusiastic in English. I feel, as a Pre-Service High School English Teacher, improving the ways we connect to students is of vital importance. Simply having students watch a film on Shakespeare is not enough, it is too easy to lose much of the meaning; by turning a classroom project into one of these productions I can see the ability to accommodate students who are both shy and outspoken.

Georgina Feher's picture
Anonymous (not verified)

I am a pre-serive teacher so this article and video clip definitely applies to my goal as a teacher in training. The article and video about SFETT was quite interesting. What I thought was most interesting was how one teacher was able to transfer a classroom into something more that the traditional "teacher lectures and student takes notes". He was trying to reach out to his students by providing technology and tools that they could use to express themselves and what they are learning. That means that the student goes from responding to a problem passively to responding in a much different, active way. I believe this is a great way to empower kids in your class.

John Peters's picture
Anonymous (not verified)

I had the opportunity to hear Marco Torres Closing Keynote address at the TCEA Convention in Austin, Texas in February 2008. After looking at some of what he has accomplished with the use of technology in the classroom and engaging students is absolutely amazing.

I don't know how, but I am going to try to have my students attempt similar projects in my classroom.

John Palov's picture
Anonymous (not verified)

The videos of the students at work with media says it all. They are engaged and their creative energies are given freedom to express themselves. We need to see a lot more of this kind of education happening in our schools now.

Tina Miller's picture
Anonymous (not verified)

In reading how to incorporate multimedia into the curriculum, I am amazed at how intricate some of the end projects turned out. I am in the beginning stages of using technology in my library curriculum. While I do not forsee using video casting in the near future, I definitely want to pursue acquring more knowledge on the ins and outs of this technology. I can see how the planning that is involved relates to other areas of the curriculum and will be a great way to showcase cross-curricular projects. I give those who are ahead of the rest of us a great deal of credit for having the time and talent to use technology in such an encompassing way. You are paving the way for the rest of us by example!


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