Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are acquiring a second language.

Social progress benefits from positive future expectations which are often diminished in the disability community and higher education. Considerable potential exists in the use of video and related technologies to create images of positive futures where previously there was none. These potentials stem from proven practices of self modeling and feedforward, methods to teach new skills with carefully planned and edited videos that show future capability of the individual on video. These practices have been applied to a diversity of ages, situations, and human conditions. We extend these practices to video-based futures planning, in which teenagers find meaning in their current educational setting to prepare them for adulthood and to putting individuals with disabilities in control of the video production to assemble television shows illustrating personal advocacy or community environments with positive outcomes for themselves, their families, and their neighbors. The examples show the considerable potential for support in the postsecondary educational environment.

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Purpose -To describe how literacy-learning strategies and educational technology were integrated in Pacific island classrooms. Design/methodology/approach -The paper discusses the unique context and setting of a five-year initiative that introduced educational technologies to classrooms in the Northern Pacific islands. Several of the literacy strategies that were most valued by the Pacific educators, particularly the creative uses of audio and video technologies in classroom contexts, are highlighted in the paper. Findings -Provides detailed information on how educators can implement similar projects in multicultural settings. Practical implications -The paper provides strategies and information for educators who work with culturally diverse and indigenous populations and highlights how cultural wisdom and knowledge can be melded with new technologies. Originality/value -This paper discusses how technology transfer and training can be done in culturally-appropriate and relevant ways.

Issues relevant to web-based communities in the Pacific Islands are described. A brief geographic and demographic overview is provided, and unique cultural, social and educational challenges are discussed, with particular attention to Hawaii, American Samoa, and Chuuk, Federated States of Micronesia as illustrative cases. The computer and allied web-based technologies are viewed as serving some of the same contemporary functions for voyagers as did the canoe, in the historical voyaging tradition. Projects that aim to address some of the educational and social needs of Pacific Islanders as voyagers at the University of Hawaii and as leaders in their home communities are presented.