“Having grown up in a pre-video era, I remember when morning announcements were monotone recitations of the pledge, a moment of silence and relevant school information for the day, usually read by the principal or other school official (Schoonmaker, 2011).”
The traditional morning announcement format described above begs for change, innovation and student input. In education, there has been a general shift away from Skinner’s behaviourism theory and direct instruction, towards a constructivism learning theory (Spiro, 1995). It is perhaps for this reason that the preparation, content and delivery of morning announcements by teachers or administrators has shifted to students. Students are certainly the best means of reflecting the true personality of a school. Accomplishing such a transfer can be difficult for some adults, although their role in guiding students to optimal production and learning is equally important.
For video announcements, the advising teacher may fulfill the role of mentor and technical troubleshooter. A colleague and I satisfy this role at Harkins. Since offering initial training we have made it our goal to stay out of the green room completely during production, unless to suggest an extension or challenge the behind-the-scene team or reporters. After an initial training period, the behind-the-scenes crew at HMS immediately began creating and adding their own twists to the announcements, especially when collaborating over the contents and features of the script. Each new reporter also offers their own spin through intonation and body language on camera. This creative endeavor allows us to share and identify our school’s true composition, as the personalities and interests of our students are broadcasted for the entire school community to share in and take pride in.
The skills required and enhanced by such a project are infinite. The New Brunswick Curriculum Document for Middle School English Language Arts prescribes general learning outcomes under the categories of Speaking and Listening, Reading and Viewing, Writing and Representing (1996). The majority of specific outcomes listed under these headings can be addressed by one or more facets of the video announcement project. A recent consultation document for 21st Century learning, entitled NB321C, has also been released in New Brunswick. The document considers the following competencies as necessary in today’s fast-paced world: Critical Thinking and Creative Problem Solving, Collaboration, Communication, Personal Development and Self Awareness, and Global Citizenship. Besides relaying the daily news, Harkins students have been using video announcements as a means to showcase new ideas, skits, talent, special assignments and poetry created in class. Students create new segments and features to the announcements and critically plan how they will achieve their goals. They collaborate in small groups and communicate their ideas to a set audience of peers and community members via this internet broadcast. In terms of 21st century learning, the power and possibility that virtual announcements allow are vast.
In acquiring the aforementioned skills students find themselves better suited for the ever-evolving workforce. The words of K. Fisch (2007) now ring true for many educators:
"We are currently preparing students for jobs that don't yet exist,
Using technologies that haven't been invented,
In order to solve problems we don't even know are problems yet.”
When working on morning announcements, students are not only developing skills that would suit a career in the television industry, as producers, directors, reporters and anchors. They are developing competencies and leadership qualities that will help them problem solve in the future, whatever that future may be.
