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My recent work has focused on webpage design, computer upgrades, consulting and in home computer repair. tutoring for students and teaching seniors to use the internet. I have the Quebec contract 24/7 for Coles chapters and indigo computer repairs, network configuration, maintenance and setting up off site cash registers and computers at trade shows.

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Sample Projects

These discs represent numerous video and photography DVD projects since 1999. These discs are great PR tools for schools, as their teachers’ work is highlighted and parents can see what their kids are working on. I work with the teachers on a project and then provide a copy to all students. A great keepsake in years to come!

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2009 Hebrew Foundation. Class makes presentation for above project a month later. Videotaped and then edited in computer class by students

Commercials in French (Green Screen) Grade 6 2006

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The two videos below are from the George Lucas Foundation on Media Literacy:(uploaded Jun 29, 2007)

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Click on the arrow to expand

Video production in the classroom: An exercise in media literacy

In the world of Facebook, Google, blogs, and up-to-the-minute coverage of wars in far-off places like Iraq and Afghanistan, students are continuously bombarded with information from both traditional mass media and new electronic media, and these messages influence who they are, and who they become. Each day, the average person spends 15% of their time reading or writing, but children 8-18 have been estimated to spend more than six hours per day watching TV, using the Internet, or playing games. Learning to read, write, and critically analyze written information is an unquestionably valuable skill, but learning how to effectively utilize the technologies of this information age is also essential!

Teaching media literacy by incorporating media analysis into the classroom activities is also a fun way to engage all students and those who might be shy, reserved, or bored with traditional pedagogical approaches. Students acquire a sense of ownership over their work on video projects, knowing that they will be showcased to the class and critiqued and possibly graded by fellow classmates. Whether their topic is, perhaps, a backgrounder on Québec politics, or how the Wright Brothers made flight possible, they can record it 10 times until they get it just right, or act it out live. Studies have shown that the student will retain the information longer like remembering a movie or TV show we have seen many years ago

Media literacy in the classroom: My approach

The most comprehensive approach to learning about media literacy is to introduce the principles behind media literacy, and proceed with a hands-on, student-led production of a report, video, or other short film (the topic of which can be tailored for each situation). Video production is a richly layered activity that engages learning and skills on many levels. It’s an inherently multidisciplinary activity. In addition, students learn a communication process that requires planning, time management, teamwork, and, of course, technology.

My objective is to work directly with classroom teachers and students on multiple projects, in both English and French languages, in order to strengthen communication skills. The goal is not to make a movie, but for teachers and students to learn how to produce a project from start to finish typically with Windows Movie Maker. The teachers who have the most success with video understand that learning about technology is not the primary goal. Writing, discussion, and analysis the old classroom standbys are still paramount, but the medium by which these activities are carried out is fresh, new, and of course fun

Article I wrote, for Makor(magazine)

BJEC’s Media Literacy program is nearly complete.

It is well known that many students spend more time watching TV, movies, and surfing the ‘net than they do reading and writing, and so it is important for them to be able to analyze and critically evaluate the visual, verbal, and non-verbal messages that these forms of media communicate. At Akiva and École Maimonide, students considered these issues around a series of YouTube videos.

At École Maimonide and Hebrew Foundation, groups were formed to carry out a project assigned by the English/French/Hebrew teacher. Students were asked to make note of the different sources they gathered their information from, such as peer discussions, parents, the library, magazines, and the Internet.

In the final phase of the Media Literacy program, students will learn how to edit and produce their own videos, using the raw footage of their very own projects, because true media literacy in today’s world requires familiarity with video production from both sides of the camera!

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Testimonials and References

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My Experience

Teaching technology skills to students

• Instructed 500 elementary (K-6) students 30 hours per week. (1994-2004)
• Specialized in communication skills by creating and animating multimedia projects with staff and students (PowerPoint with audio, Video term papers, DVD slide shows and web sites where grade five and six students post homework)
• Provided instruction in all essential software to students and staff (PowerPoint, Word, Excel, Publisher, FrontPage, Video editing, educational math and science software, FirstClass(intranet), Internet and email)

Providing technology support to teachers

• Trained teachers and office staff to integrate technology into their curriculum
• Resolved technical glitches daily as teachers experiment with new technology (computer hardware, smart boards, FirstClass, report cards, etc)
• Set up computer stations for all staff or student presentations
• Kept track of technical needs (e.g. purchase supplies, software, hardware)
• Worked with teachers on cross-curricular projects in keeping with the New Reform

Public relations

• Trained teachers and office staff to integrate technology into their curriculum
• Resolved technical glitches daily as teachers experiment with new technology (computer hardware, smart boards, FirstClass, report cards, etc)
• Set up computer stations for all staff or student presentations
• Kept track of technical needs (e.g. purchase supplies, software, hardware)
• Worked with teachers on cross-curricular projects in keeping with the New Reform

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My Work History