Video Yearbook: A Model for Restructuring Education Through Technology
University of South Alabama and Moss Point High School

A model for restructuring education through technology is
growing out of partnership between a school district and a
university.  The Moss Point High School staff and the College
of Education at the University of South Alabama have created a
partnership to develop a video yearbook as a way to introduce
multimedia technology into the high school curriculum in a
non-threatening manner. 

A totally student produced video yearbook emerged as a solution
to two problems:  First the sales of traditional yearbooks fell
below 50 percent and was no longer cost-effective to publish,
and second there was a need to find an alternative for the
traditional yearbook.  

Implementation
--------------
A technology team from the University and High School was asked
to prepare bid specifications, design a studio, and train two
media specialists and fifteen students.  Within six months, and
by the beginning of school year 1990-91, all preparatory tasks
were completed.  By written contract, the team was committed to
production and distribution of a high quality video yearbook by
the end of July, 1991.

All implementation procedures began at point zero skill level.
A master plan was completed for identifying functions,
assigning tasks and training students in utilizing film
equipment, as well as mastering computer skills and software.

The great discovery was that the complicated hardware and
software were a challenge readily accepted by students.  They
excelled in skills and creativity beyond expectations.  By
mid-term, the best student computer operatorsU skills exceeded
the skills of their two media specialists.  The video yearbook
was completed on schedule, and copies for distribution were
reproduced commercially within a 5 day turn around.

Results
-------
As students mastered the technology, their enthusiasm excited
the interest of other students and teachers in exploring
multimedia.  The interest grew within the faculty which
prompted the University to offer a graduate course with credit
to give them the skills for developing Hypermedia programs.  In
turn, and with assistance from the media specialists and
competent students from the A-V class, teachers trained their
students in the use of this technology by creating special
projects for students to use authoring programs with animation
and word processing.  The resultant growth of interest in
multimedia development was phenomenal.

With full support of the school district and college of
Education at the University of South Alabama, school operations
underwent drastic change.  

The accomplishments are extensive:

    -- Computer ratio is 9 to 1 with an extensive collection of
       laser disks.

    -- Over 90 percent of the academic faculty are competent
       users of Hypermedia in their classrooms.

    -- All students are competent users of word processing and
       over 50 percent are Hypermedia users.

    -- Two computer labs have maximum utilization under teacher
       direction and is now managed by two media specialists.

    -- Media specialist expect a fully automated library by
       September, 1993.

    -- All academic teachers will have computers on their desks
       networked to the library.

    -- Science Teachers incorporate Probe Ware into laboratory
       activities.

To achieve maximum capability of technology a collaborative
effort by teachers and students, to learn and use computers and
software, is an essential component.  Technology offers a great
motivational tool for students to process information from a
variety of sources -- laser disks, written texts, sound and
graphics, scanners, xap shot cameras, video cameras, and many
other mediums.  Within this methodology, teachers and students
by necessity become co-learners of technology and co-workers
with multi-source information.  It appears that technology and
multimedia is emerging as more then fancy electronic workbooks,
and becoming valued tools for integrating skills and
information.

For more information, contact:  
Phillip Feldman
Office of Field Services, ILB 109
University of South Alabama,
Mobile, AL  36688
(205) 460-6119
.