Why do educators need to be careful about terms like "Digital Native"? A majority of the students may possess a core set of technology-based skills but they are in a very diverse range of skills and skill levels that exist across the student population. There is more variance across individuals than is suggested by broad generalizations such as the “Digital Native” or the “Net Generation.”
2. What outcome occurs when young people are encourage to transform their understanding of particular topics by designing a multimodal text? Positive and enhanced outcomes have been reported.
3. You may skip the section titled "Context for the Project”
4. What was the goal of the project in terms of product? The goal was to track the development of the participants' multimodal literacies over a two-year period by comparing tow multimodal products created at the beginning and end of the period.
5. What was the goal of the project in terms of process? The goal in the terms of process was to gain a deeper understanding oh how multimodal texts were created, especially when the students were working in pairs at the computer.
6. How were the participants fro the study selected? They reviewed all students' products from years 8-10 to identify general characteristics and trends among the multimodal features. From that analysis, the selected ten students who best represented the cohorts and the multimodal products of these students provided the core product data in the study.
7. Describe the task students engage is for the purpose of this study? They were to complete a concept map to organize information acquired from web sources and a decision making matrix to facilitate transformation of the ideas in their concept map ino a preferred solution, as required for their multimodal text. Then following these preparatory stages, the students could create a multimodal text using a word processor, a presentation tool, or a web publishing program.
8. Explain how the researchers compared the student created multimodal texts? They created a 3 x 3, tow-dimensional approach that evaluated the title slide/page, the headings, and the knowledge representation of each multimodal text in terms of design, content, and cohesion.
9. What differences in Jenny's PowerPoint presentation do you find the most interesting? I find the fact that she used more colors and different fonts in the younger years as to when she was older.
10. How is working together on a computer unlike working together using a pencil and paper?1. While typed words may appear immediately on scree, there is ofter a considerable wait time between the keying in of the instruction and a response from the computer. 2. The length of the wait time in unpredictable and may be several minutes. 3. The result the computer provides to an instruction is often unexpected, as in the selection and the ordering of items located in a web search.
11. What was interesting about student's behavior as they collaborated on a task at the computer? I found it interesting that they talked about off-task item while waiting for a result to show up on the computer but as soon as the result came available they resumed their work.
12. What can teacher learn about designing learning activities that involve the creation of multimodal texts from this study? That it is important to develop students time management skills and a sense of priorities in relation to the task at hand.
13. According the the conclusion of this study, what do student need to learn in order to successful complete a multimodal text construction? Students still need the basic same skills to complete tasks as previous generations.
14. Are you surprised by the conclusions drawn in this study? No, even though we have more information and better technology than previous generations, each student still needs the basic skills to complete their tasks and to do them appropriately.
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