New Media Storytelling as Pedagogy for African-American Children

The segregation of resources and the under utilization of new media technology by minorities are characteristic of the phenomenon known as the digital divide. Another component of the digital divide is the paucity of empirical research on minorities and computer usage, particularly among African-American children. Since little research has been conducted with minority children in early elementary using CD-ROM, oral storytelling and print media, the purpose of my study was to employ a computer-based multimedia literacy program to compare the effectiveness of new media technology to traditional media forms on comprehension and attitude. A problem confronting the children I observed was their virtual lack of access to new technology despite their eagerness to use computers in their learning environments. From a theoretical perspective the implications of this research can lead to the development and design of culturally relevant curricula and multimedia technologies; the training of teachers in the use multimedia programming in the classroom; and a renewed interests in the importance of storytelling in educational environments.