EDTC 5010 Chapter 9

1. How can my students use multimedia for their presentations?

"Multimedia is communication that involves more than one format" (Mayer, Moreno, Boire, & Vagge, 1999) and can be used in the classroom in numerous ways.  "Multimedia can incorporate text, graphics, pictures, and photographs, video, sound, hyperlinks, and animated objects" ( Morrison & Lowther, 2010).  Multimedia is most appropriately used by students to create presentations to display, and explain content knowledge that is enhanced through the inter-activeness of the multimedia platform.  "This publishing process can help students synthesize ideas as they work through their data and determine what they want to tell

others (Brookes, 1988; Corbine, 1995; Johannessen & Kahn, 1991) and to become active and involved in the learning ( Keys, 1999).  The creation of multimedia presentations also provides a period of time of reflection upon the material for the students. The use of multimedia in these presentations engages the audience as well as the creators and presenters to help ensure the retention of the material.  

2.  What applications are available for creating a multimedia presentation?

 "With computers, mobile devices, projectors and Interactive White Boards becoming more common in American classrooms, teachers have increasingly greater opportunities to bring multimedia resources into the classroom. Whether creating a presentation to guide student learning, or showcasing a video to illustrate a new concept, presentations and multimedia add a new dimension to the classroom" ("Teaching and learning,").  Applications that can be used in the classroom to create multimedia presentations include but are not limited to the following; 
1. PowerPoint
2. Prezi                                                 
3. VoiceThread
4. Downcast 
5. Blogger
6. iMovie
7. Keynote
8. Sliderocket
9. Xavier Presentation
10. SlideGrabber

These multimedia platforms provide great ways to present content material in informative, interactive, and engaging ways.

3. Should I place limits on how my students use multimedia?

The limits placed upon students will vary depending on the grade level, the content, and the desired outcome of the multimedia usage.  Students in elementary and middle school may need explanations on how to properly create and present their material as they are more inclined to use distracting and time wasting features. "There are two approaches to addressing this problem.  First, let the students experiment and see what they can craft.  Then have them explain how the "supercharging" helps communicate their idea rather than get in the way.  The second approach is to limit the presentation to a rather plain background and design as they create their presentation" ( Morrison & Lowther, 2010).  Then you can give them a short period of time to go back and spice it up a bit.  High school and college students should be trusted to use the multimedia platform properly and in a highly functioning manner that is both informative and engaging.  A good presentation should support and enhance the content material while not taking away from it or distracting the audience.  

4.

3.

2.

Bibliography: 

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Teaching and learning with multimedia. (n.d.). Retrieved from http://edtechteacher.org/index.php/teaching-technology/presentation-multimedia

EDTC 5010 Chapter 6

Now that I have access to the Web, how can I use it effectively?

For the Web to be used it effectively, it first must be supportive of the content and pedagogy in relation to using the TPACK model.  When technology, the content, and the pedagogy all support one another, the educational environments potential is maximized.  In regards to the Web, it can " provide educators and students with a tool for communication, research, and collaboration"  ( Morrison &

Lowther, 2010).  The web provides a plethora of information at our fingers tips through browers like Internet Explorer, search engines such as Google, and databases like EBSCOhost.  It allows us to communicate and collaborate through various forms.  We can collaborate by working together in systems such as the Cloud and Google Docs.  "Google Docs is a free set of web-based applications students can use to create and share documents"  ( Morrison & Lowther, 2010).  Communication over the Web can occur through many different mediums such as email programs like GMail, and web-based phone and video conferencing software like Skype and Flash Meeting. Students may also communicate through chat rooms along with Web 2.0 websites that foster interaction like Piazza, Facebook, and BlogSpot. 

Using the Web effectively in the classroom is done by the teacher using appropriate content management features, communicating in a timely manner with students and parents over the Web, and making course content easily accessible to students and parents. Content management systems such as Blackboard contain features like discussion boards, material list, assignments, a calendar of events, and an online personalized grade book.  To truly use the Web effectively, it must be done in an open student-centered learning environment where "  technology allows the tables to be turned. Instead of teaching (push), students can be given projects that require them to learn (pull) the necessary material themselves. Key to this is the ability to get the information they need any time anywhere, without being in the physical presence of a teacher. This project-based pull approach makes learning far more interesting for the student," ( Page, 2007) which in turn leads to a higher retention of the content.

2. How do I manage students' use of the Web in my class?

The use of the Web by students and faculty and staff must be inline with the school district's "acceptable use policy concerning the internet" ( Morrison & Lowther, 2010).  The use of the internet

should always have some educational value and some alignment with related state standards for that course.  Students should understand that using the internet is a privilege that can be taken away if it is misused in any way.  A teacher should also have their own classroom policy that reinforces the district's.  A classroom rule within the policy may be that any student found off task (looking at material unrelated to the assignment) will loose their internet privileges for the day, thus falling behind in the assignment.   Most importantly, to enforce these policies, the teacher must be constantly observing student interaction on the web by walking throughout the room.  While observing to make sure students are on task, the teacher should also be providing direction and feedback as to what they are working on.  

3.  Which features of the Web do I use?

The Web tool itself that is chosen to integrate into instruction is not as vital as it is that the tool chosen helps to maximize learning and retention of content material.  The chosen feature must also be appropriate for the grade level, and fit within the pedagogy along with supporting the content.  When choosing an appropriate technological tool to use within the classroom, Mary Beth Hertz points out that there are several things to consider.    

Is it free?

Do I need an account?

Do my students need an account? If yes, what kind of information does the service ask for?

Does it offer teacher accounts?

What are the Terms of Service? Can my students legally use the site?

Can my students' finished products be easily archived or shared?

How long will it take my students to set up an account or log in?

What are the most vital workings of the tool that I will need to show my students to get them     started?

How long will it take to produce a finished product?

How will my students hand in their work?

                     --(Hertz, 2010)

Making these considerations will help to choose the right Web tool to aid in the lesson.

 

Bibliography:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Page, J. (2007, 03). Ten reasons why technology is vital to education.. Retrieved from http://www.mathopenref.com/site/techreasons.html

Hertz, M. B. (2010, 09 `3). Which technology tool do I choose?. Retrieved from http://www.edutopia.org/blog/best-tech-tools

EDTC 5010 Chapter 4

1. There are so many types of software; how do I know which one to include in my lesson?

Choosing the software to integrate into your lesson depends on the teaching style that you wish to employ, the content you are teaching, how you want to assess their knowledge of the content, along with what you want them to produce/create to demonstrate their knowledge (if anything).  The production or creation of something is done through productivity software.  " The eight key types of productivity software used in today's classroom are word processing, spreadsheet, presentation, database, mapping/planning, audio/video editing, and authoring" ( Morrison & Lowther, 2010).  The two most commonly used in the classroom seem to be word processing and presentation software like Microsoft Word, and PowerPoint.  Research software includes browsers, search engines and plug-ins.  Communication software consists of email, discussion boards, podcasts, instant messaging and other forms of social media and Web 2.0 platforms.  This "digital communication occurs in two forms- asynchronous and synchronous or real time"( Morrison & Lowther, 2010).  Using communication software appropriately within the classroom can have a profound benefit on collaborative learning as " introducing technology into the learning environment can encourage cooperative learning and student collaboration. If they are allowed to converse, most students like to talk about their computer work and share their strategies. Classroom activities that are structured so that computers encourage collaboration build on learners' desire to communicate and share their understanding. It takes planning and intervention to build successful cooperative groups with or without computers, but groups that use computers as teamwork tools have a better start toward collaborative work."(Sears) Commutative software also fosters a professional community outside the classroom where teachers alike can share ideas, information, strategies, and lesson plans.  Problem-solving software requires "the use of higher-order thinking skills to achieve the intended outcome"( Morrison & Lowther, 2010).  They are either games or simulations that related to the content material and help demonstrate the students content knowledge.  Educational software's

intended purpose is to teach the user through either drill and practice, tutorials, integrated learning systems, process tools, and testing software.  "The degree of teaching depends on the type of software that is used"( Morrison & Lowther, 2010).  

2. I understand why students should use educational software and the Internet, but why should my fourth grade students learn to use spreadsheet, database, or video editing software?

For every grade level, there is appropriate software and technology that can be integrated into the lesson to aid in the students educational development. In some instances, the software is programed specifically for that age or grade level.  In other instances, the software must be applied within the appropriateness of the content being taught.  For example, a fourth grade teacher may use spreadsheet to have her students create a multiplication table from 1-50.  The content is appropriate for that grade level, and the software helps to easily create the desired outcome. 

3.  How can student use of different types of software help improve scores on state tests?

While high state test scores are important for schools as a whole, it is just as important to individualize each student and their learning development and not just lump them into generalized categories like the state does.  When educators focus on individual learning, the outcome will inevitably be higher state test scores even if that was not the specified desired outcome. 

Individualized learning is best when aided by technology to help reach the all the different types of students through many different ways of hearing, seeing, doing, and learning.  "Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals" (Edutopia, 2008).  Addressing these key components while supporting the curricular goals will lead to the desired high state test scores.

 





 Bibliography:

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

2. Sears, C. (n.d.). Building on technologies promise: Computers and constructivism. Retrieved from http://www.sedl.org/pubs/tec26/cnc.html

3. Edutopia. (2008, 03 16). Why integrate technology into the cirriculum? The reason are many.. Retrieved from http://www.edutopia.org/technology-integration-introduction

Delicious Assignment

It can be difficult and time consuming to find reliable, and resourceful educational websites.  There are so many sites that can waste your time because they know what key words will be looked for in search engines and they include those key words in there description to match your search parameters.  I certainly clicked on a few websites that were not at all what I was looking for and wasted my time.  However, I was fortunate enough that most of the websites I included on my delicious page were sites that I have seen or heard of other teachers using them.  Though I had never used most of these sites before, it gave me a starting point and I was able to go through the website and examine its validity and resourcefulness.  While looking for these educational websites I did not run across any websites that were just trying to sell me something, although I know they are out there because I have come across them before while searching for other things on the internet. While I was searching, for every one valuable website I found, I found two sites that were not valuable.  Most of the web 2.0 websites I went to I had heard of but never really examined or experienced them and I was quite impressed that they were user friendly and so interactive.  Each one offers up its own

unique benefits that can relate to all kinds of courses and curriculum.  It is certainly an eye opener to explore more of these web 2.0 sites and discover those that would work best in my classroom for my students to better their educational development.  " Web 2.0, the social Web, is us finding ourselves once again. And, it is finding how we naturally learn--not in timed segments in a regimented and pre-packaged way, but constantly, in conversation, in groups, serendipitously.   Web 2.0 technologies and open education learning design, employed by imaginative teachers, create a landscape of learning--collaborative, problem-based, experiential--that is closer to our nature than the ranked, single voice classrooms so abundant in recent times" (Batson, 2009).  I did not have many of the same sites as my fellow classmates that I followed.  This may be due to the fact that several of my sites are related to my subject of health and physical education and this is not their field.  Of the websites I selected, I liked that they offered some value either for me, or my students or both.  They either helped provide me with ideas, templates, activities, lesson plans, modifications and accommodations. They also provided my students with interactive social websites that engage them and help them learn. 

 

Bibliography:


Batson, T. (2009, 04 15). Why is web 2.0 important to higher education?. Retrieved from http://campustechnology.com/Articles/2009/04/15/Why-Web-2.0-is-Important-to-Higher-Education.aspx?Page=3

Technology and Physical Education

 

 

A Convaluted Relationship

Technology may be used in may ways for physical education classes, but I feel the best use of it is to track and monitor progress.  Others may use it to teach a method such as how to run properly.  While a video may teach it well, the video cannot assess the students form and provide real time feedback for appropriate changes.  This is why know the content knowledge as a physical education instructor is imperative to be an effective and good teacher.  While you may use technology to introduce or explain how to throw, run, or kick a ball, you yourself must know all the facets of the skill as well along with the bio mechanics and be able to explain it without the use of technology and most importantly be able to assess the skill and provide feedback on it.  As a coach and middle school physical education teacher, it is frustrating to find that students lack the fundamentals in almost all areas of all sports these days. Are they not being taught these skills in elementary school or are they not being given feedback to fix their mistakes? Over the last decade there has also been a trend to the idea that everyone is a "winner" no matter what, and all that matters is that you try.  This methodology coupled with the lack of teaching of fundamentals has lead to a dramatic talent and success decrease in the sports programs in our area.  As a result, game attendances are down, which means less booster money for the school and less community pride.  Why are we teaching children that winning doesn't matter when sports and games are a perfect parallel to show that in life and in sports, hard work, dedication, determination, competitiveness, and the will to win will in fact ensure success.  Just as important, we must also teach children how to fail in the sense that we will all fail at something but cannot let failure deter our dreams and goals.