Journalism and broadcasting have long been an important part of schools’ curriculum. National and local BBC radio and TV have led journalism days and offered students the opportunity to be selected for broadcast. However, the use of affordable and widely available new technologies has allowed control of the process to be transferred firstly to the schools and then to the students themselves. This has led to a shift from broadcast journalism as a one-off, special event to an essential component, embedded in the curriculum.
Internet radio was the first, pervasive broadcast technology employed by schools and Radio Waves (a commercial platform) now has several hundred internet radio stations either at individual school or cluster level from nursery through to sixth form – across 20 countries. Schools have combined their Radio Waves activities with national programmes such as The Imperial War Museum’s Second World War memorial project ‘Their Past Your Future’ to build a student-created digital archive.
Quite apart from the obvious applications for developing speaking and listening skills, broadcast radio journalism is being used to support specific subjects (particularly science, history, PSHE and MFL), to build intergenerational understanding and to enable student voice.
The emergence of YouTube and its popularity amongst young people presented schools and those responsible for safeguarding with an acute challenge. YouTube offers a growing library of potentially rich educational resources and a broadcast platform for little or no financial outlay. Countering this are fears about the inappropriate content already hosted and the opportunities for young people to make and broadcast their own inappropriate content. Today many schools have created and populated their own YouTube channels and a variety of strategies (including acceptable use policies and moderation) are employed for minimising the risks. Other schools, however, and entire local authorities, continue to block access. Many schools are now establishing their own internal broadcast platforms modelled on YouTube but with recourse to restricting access to invitation/password only should it be required. Schools and LAs are increasingly demanding video and audio upload and broadcast functionality as standard in learning platforms. Others are embedding off-the-shelf, stand-alone products such as Radio Waves or SchoolsTube to ensure that content is mediated.
However, an increasing number of schools (Dunoon Grammar School, for example) are now establishing their own TV stations. Many City Learning Centres (such as Knowsley CLC) have provided recording and broadcast facilities for several years and these should prove of particular value to schools offering the Creative and Media Diploma. Community TV channels such as Alive TV in South Yorkshire also present opportunities for school-aged students to experience professional standard film-making and a platform to broadcast their material.
In the US, the High School Broadcast Journalism (HSBJ) Project supports schools with workshops for teachers and students, expert witnesses and interviewees, curriculum and CPD resources, advice, contests and grants. Established by the Radio and Television News Directors Foundation (RFNDF) the HSBJ ‘… gives priority to schools with large minority populations and to schools with large numbers of students who qualify for the federal reduced-and-free lunch program’ and describes its mission as to ‘…develop and nurture electronic journalism programs and promote First Amendment education in high schools across the country…’. Schools are encouraged to upload reports to the HSBJ video channel and the national School Tube platform.
Whilst the above concentrates on institutional broadcast platforms (either a school, a commercial provider or a channel) this does not undermine the growing interest in podcasting by individual learners, or indeed teachers and lecturers, now apparent from primary school through to postgraduate studies.
Significance for Becta’s Harnessing Technology Strategy
New technologies are increasingly making it possible for learners to broadcast or publish their work to much wider audiences than ever before. In addition to offering engaging learner experiences, this exposure to an audience has the potential to bring additional elements to the learner experience – moving the learning from the abstract to the relevant and meaningful, the incentive to produce higher quality work, and new channels for feedback and consequent reflection.
References
The Learner and their Context
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The Curriculum and Pedagogy
Trend 1: a technology-enabled ‘social marketplace’ for learning in the workplace
BBC (2009). In Business: Learning Curve (BBC Radio 4, 2 August 2009)
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Ganim Barnes, N. and Mattson, E. (2008). Still Setting the Pace in Social Media: The First Longitudinal Study of Usage by the Largest US Charities
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Sharpe, R., Beetham, H., Benfield, G., DeCicco, E., Lessner, E. (2009). Learners’ Experiences of Elearning Synthesis Report: Explaining Learner Differences
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Underwood, S. (2009). Web 2.0 technologies attract talent
http://www.elearningage.co.uk/newsDetail/09-0430/web_2_0_technologies_attract_talent.aspx
Yang, S. J. H. (2006). ‘Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning’. Educational Technology & Society, 9 (1), 188–201
http://www.ifets.info/journals/9_1/16.pdf
Trend 2: the technology-mediated, changing nature of academic libraries and their collections
CLIR (2008). No Brief Candle: Reconceiving Research Libraries for the 21st Century August 2008, Council on Library and Information Resources, Washington DC. ISBN 978-1-932326-30-7 http://www.clir.org/pubs/reports/pub142/pub142.pdf
Crook, C. and Mitchell, G. (in preparation). Undergraduate social patterns in a library space for collaborative study.
Gazan, R. (2008). ‘Social Annotations in Digital Library Collections’, D-Lib Magazine November/December 2008 Volume 14 Number 11/12 ISSN 1082-9873
http://www.dlib.org/dlib/november08/gazan/11gazan.html
JISC Attitudinal Survey 2008: Head and Senior Learning and Librarian Staff
http://www.jisc.ac.uk/media/documents/publications/attitudinalsurvey2008librariansreport.pdf
JISC (2009). Libraries of the Future http://www.jisc.ac.uk/librariesofthefuture
Lee L. Zia, Leveraging Digital Technologies in Service to Culture and Society: The Role of Libraries as Collaborators
Watson, l., Anderson, H. and Strachan-Davis, K. (2007). The Design and Management of Open Plan Technology Rich Learning and Teaching Spaces in Further and Higher Education in the UK : The Report (JISC)
http://www.jisc.ac.uk/whatwedo/projects/managinglearningspaces.aspx
Trend 3: the growing challenge to the concept of Digital Natives versus Digital Immigrants as a mutually exclusive, binary, generational divide
EDNA (2009). EDNA: Awareness, Perceptions & Needs Of First Year Teachers. Market Research Report
http://educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/edna-beginning%20teachers.pdf
Enochsson, A. and Rizza, C. (2009), ICT in Initial Teacher Training: Research Review, OECD Education Working Papers, No. 38, OECD Publishing, doi: 10.1787/220502872611
http://www.olis.oecd.org/olis/2009doc.nsf/NEWRMSFREDAT/NT00006ED6/$FILE/JT03274621.PDF
Gibson, S. and Dyck, B. (2009). Preparing Preservice Teachers for Teaching in a Digital Age
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC2009/Dyck_Brenda_NECC09.pdf
Hughes, J.E and Yoon, H-J. (2009). 1:1 Computing in University Teacher Preparation: Reporting 5 Years' Impact
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC2009/Hughes_Joan_NECC09.pdf
Kennedy, G.E., Judd, T.S., Churchward, A., Gray, K. and Krause, K-L. (2008). First year students' experiences with technology: Are they really digital natives?
http://www.ascilite.org.au/ajet/ajet24/kennedy.html
Kennedy, G., Dalgarno, B., Bennett, S., Judd, T., Gray, K. and Chang, R. (2008).
Immigrants and natives: Investigating differences between staff and students’ use of technology
http://www.ascilite.org.au/conferences/melbourne08/procs/kennedy.pdf
Nielsen (2009). How Teens Use Media: A Nielsen report on the myths and realities of teen media trends
http://en-us.nielsen.com/etc/medialib/nielsen_dotcom/en_us/documents/pdf/white_papers_and_reports.Par.48571.File.dat/Nielsen_HowTeensUseMedia_June2009.pdf
Prensky, M (2001). ‘Digital Natives, Digital Immigrants’, On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
UNESCO (2008). ICT Competency Standards for Teachers: Competency Standards Modules
http://cst.unesco-ci.org/sites/projects/cst/The%20Standards/ICT-CST-Competency%20Standards%20Modules.pdf
Trend 4: technology-supported strategies for students educated away from the campus
Christensen, C.M. and Horn, M.B. (2009). How do we transform our schools? Use technologies that compete against nothing, EducationNext http://educationnext.org/how-do-we-transform-our-schools/
Colorado Online Learning (2009) http://www.col.k12.co.us
The Economist (2009), ‘Raising Alabama: An experiment in levelling the playing field’ (16 July 2009)
http://www.economist.com/world/unitedstates/PrinterFriendly.cfm?story_id=14034911
Means, B., Toyama, Y., Murphy, R., Bakia, M. and Jones, K. (2009).
Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Picciano, A.G and Seaman, J. (2008). K–12 Online Learning: A 2008 Follow-up of The Survey of U.S. School District Administrators
http://www.sloanconsortium.org/publications/survey/pdf/k-12_online_learning_2008.pdf
Re ViCa (2009). http://www.virtualcampuses.eu/index.php/Historical_overview
Trend 5: the growth of school-based broadcasting, internet radio and TV
Alive TV http://www.alivetv.co.uk/news.php
Knowsley CLC http://www.knowsleyclcs.org.uk/index.html
LTS, Dunoon Grammar School http://www.ltscotland.org.uk/scotlandsculture/homecoming/sharingpractice/dunoongrammarschool/introduction.asp
Radio Waves http://www.radiowaves.co.uk/
School Tube http://www.schooltube.com/categories/4/News--Journalism
SchoolsTube http://www.schoolstube.com/
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