Fred+Davis

** Advanced Multimedia Training for Journalists ** Lock and Kingsley (2007) found a number of advantages for learners and teachers with diverse training in educational technology and digital media. Aside from being part of 21st century communications, Lock and Kingsley (2007) believed learners are gaining important technological tools to cope with a rapidly changing world, and that teachers are equipping themselves with the requisite technological tools to implement an expanding but demanding educational curriculum. That kind of technology bodes well for today’s aspiring journalists, who often wonder what sort of training is needed for the journalism profession, in addition to the obligatory writing and speech communication programs for journalists seeking highly competitive on-air positions. Lock and Kingsley (2007) posited in her research on educational and multimedia technologies that learners should be empowered with integrated learning technologies, if for no other reason than to keep pace with the multimedia landscape that is increasingly being diffused in “educational settings” (p. 52). However, despite the monetary and political barriers that Dede (Laureate, 2008) referred to in his insightful video on adoption barriers, the advanced multimedia innovation for broadcast journalists is a matter whose time has come.  The reason advanced multimedia training for journalists is at the top of the EDUC 8842 project list is that it not only points out the need for aspiring journalists to have a solid foundation in educational and multimedia technologies to keep in step with 21st century communications, but it no doubt enhances their job security because of having a well-rounded background, along with being able to perform more than just one job function. Let’s face it. The challenges today in broadcast journalism dictate that electronic journalists have as varied a background as possible. No longer do these reporters, writers, editors, producers – and, yes, managers – have the luxury of specialization or responsibility for one broadcast news area because of economic and technological demands. This innovation for change in broadcasting, as espoused in the diffusion process (Rogers, 2003) diffusion process, could not be more necessary than now. Based on my own experience as a seasoned journalist and journalism educator, much of what we see and hear in television and radio news is steeped in hair-raising technology, so that news and information can be disseminated quickly to the masses.  However, a strong background in educational and multimedia technologies, which comprise everything from graphics, visuals, audio, and Web content, among others, allow journalists to do what they do best and that is to deliver the news. Walsh ( 2011) reminded journalists with such technological attributes that they should always be mindful they are telling stories, and that the complexity of their message requires using all available tools at their disposal, including graphical topography which is part of a multimedia learning environment. ** Skype and Logitech Video ** While an upgrade of the interactive video and audio used in television journalism -- and in the home -- is always in order, this innovation has no appreciable impact on the bottom line, as multimedia staff training does. In today’s stretched corporate environment, employers are looking for ways to do more with less. That is why advanced multimedia training for electronic journalists should be so appealing. Skype and Logitech Vid are part of the convergence of new media technologies that Eisenberg (2003) referred to in his research on the convergence of new media technologies beyond the computer. Broadcasters have made very effective use of the interactive video technology with interviews and video of newsmakers, material in today’s high-tech environment that is often instantaneous – and a godsend for solving logistical issues. Eisenberg (2003), in his // Mindstuff // article on // Educational Technology Beyond the Computer, //called for the blending or integration of new media technologies to fill whatever education or learning gaps created by computers. On its face, that would seem to be some priceless advice. After all, as technology changes, so do media functions. While Skype, Logitech Vid, and other interactive video services have had immensely positive impact on today’s information and technology age, that impact does not rise to the point of diffusing an upgrade of this innovation ahead of the need for multimedia training of broadcast news staffs. ** Interactive Electronic Lesson Plans (WebQuests®) ** As a professional with a dual journalism/education career, it is difficult for someone like me to push aside any innovation such as WebQuests® that engages learners and provides the kind of pedagogical flexibility for student excellence that instructors desire. But pedagogical flexibility must give way to both multimedia training for journalists and enhanced interactive video service, because broadcast journalism continues to be an integral but powerful component of mass communication. Though WebQuests® offer the kind of pedagogical innovation to enhance learners’ technology skills by providing immediate answers to their Web-based questions, the concept is not likely to convince senior administrators at my educational institution that the existing School of Education curriculum warrants changes. University curriculum modifications often are protracted, and although such changes are not intractable, there appears to be little or no urgency by my employer effectuate this sort of curriculum. Most of the changes already underway in the School of Education focus on sports management and educational leadership. To reassign priorities at this point is a tall order, at best. The School of Education’s administrators have an ally who thinks educators may be moving at warp speed in adding sophisticated technology to the educational curriculum. Quinn (2003) cautioned educational leaders to be circumspect in their educational technology curriculum inclusion because of unforeseen or anticipated legal issues arising. According to Quinn, courts are finding that some technology issues are conflicting (Quinn, 2003, p. 189) with student rights, something which is forcing school administrators to adopt a go-slow approach to substantive educational technology changes.       <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">References ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Eisenberg, M. (2003). // Mindstuff: Educational technology beyond the computer. Convergence: // // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> The International Journal of Research into New Media Technologies, //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">9: 29. Thousand <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Oaks, CA: Sage Publications, Inc. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Lock, R., & Kingsley, K. (2007). // Empower diverse learners with educational technology and // // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> digital media. Intervention in School and Clinic, //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">43: 52. Thousand Oaks, CA: Sage <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Publications, Inc. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Laureate Education, Inc. (2008) (Producer) // Barriers to adoption //[Video Program]. Available <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> from @http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4930711&Survey=1&47=4232391&ClientNodeID=984645&coursenav=1&bhcp=1<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Quinn, D. M. (2003). // Legal issues in educational technology: Implications for school leaders. //  // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Educational Administration Quarterly  //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">, 39: 187. Thousand Oaks, CA: Sage Publications, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> Inc. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Rogers, E. (2003). // Diffusion of innovations (5th ed.). //New York, NY: Free Press. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Walsh, L. (2011). // Location! Location! Location! 4 ways to improve the ‘where’ of // // <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> your coverage. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Radio Television Digital News Association, // Communicator, //2011, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> March 12. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"> where-of-your-coverage1292.php
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Defense of Innovation for Multimedia Presentation **