Journal Post #9 Creating and Sharing Information with Multimedia Technologies

 

Photo Credit to mrjorgen on Flickr

Tech Tool 9.1 Visual Learning with Digital Projectors and Interactive Whiteboards

     Digital projectors are great because they display the information from your computer on a wider scale. This is imperative for students with visual impairments, as well as students sitting in the back of the classroom. You don't have to worry about your handwriting being illegible or changing sheets like you do with an overhead projector. Similarly, interactive whiteboards are a great tool within the classroom setting. Not only do they display your information on a wider scale, but they also allow student interaction and participation. Not only does the advanced technology interest them, but it gives professors more of an outlet with which to display their information. This is engaging and encourages students to think critically about the many methods with which to present.

Photo Credit to whartz on Flickr

 

Focus Question How can teachers create PowerPoint presentations for maximum teaching potential and learning impact?

     Teachers can use PowerPoints in many ways; the most important question is who is the audience. The design of the information has a huge impact on how it's perceived and hopefully retained. It's important to keep educational PowerPoints clean and organized with few words on each slide in order to maintain focus. I think it's a great idea to keep it to one topic per slide so things don't get confusing. It's also important to use graphics, videos, or animations to ensure student interest and make the slides a bit more colorful. Using slides as attention-getters is a great way to keep your audience in check, and adding a question or two at the end of some of your slides is also a great way to see who's paying attention. It's also a nice idea to give a handout to students to further explain your presentation point.

Photo Credit to 29233640@N07 on Flickr

Chapter Summary

     Overall this chapter discusses many methods for relaying information with multimedia technology. It's incredibly important to integrate technology into the classroom to encourage student engagement. PowerPoints are a great way for professors to relay their information and digital projectors and interactive whiteboards are a great way to share those PowerPoints with their students. Additionally, video in the classroom is an interesting way to encourage student engagement as digital storytelling can be quite interesting. Having students create film is an even better way to ensure that a) you're integrating technology into your lesson and b) you're encouraging student participation. Podcasts are also a great way to share information, especially if you conduct a Podcast for your class prior to an upcoming quiz or exam. This chapter follows the NETS standards really well as it discusses teaching with digital tools and collaborating with students.

References

Maloy, R. W. (2011). Creating and Sharing Information with Multimedia Technologies. Transforming learning with new technologies (p. 240-273). Boston: Pearson/Allyn and Bacon.

Journal Post #8 Communicating and Networking with Websites, Blogs, Wikis, and More

Photo Credit to skokiepl on Flickr

Tech Tool 8.2 Posting and Publishing with Digital Image Scanners

     This tech tool discusses the use of digital image scanners. When notes or images are created by hand on paper, we only have that one copy of them. While a photocopy machine would be useful, this tech tool explains why a digital image scanner is the way to go. Not only does the scanner transfer the image to a digital copy, but it can then be uploaded to anything. Not only can I attach this image to an email, but I could put it on Canvas for my students to see. I could also save this image to my desktop for future use. Overall, digital image scanners are a great way to publish your handwritten work online. Additionally, if you only have one copy of something, handwritten or not, the scanner allows you to digitize it so you can then make multiple copies or simply upload it somewhere online. This is a great tech tool to be applied to the classroom. 

Photo Credit to etamil on Flickr

Focus Question How can teachers use a website or blog to improve teaching and learning?

     The first most important factor to address when considering blogs is that they are both free and easily accessible. A teacher/classroom blog would involve the various day to day activities within the classroom as well as teacher planning and lesson templates. A teacher blog can be a bit more personal, including interaction between students and/or other teachers. The beauty of a blog is the ability for outsiders to be involved. Others are generally able to comment on specific areas of the blog with their own personal questions and thoughts. 

     Websites on the other hand are a bit more professional. These are loaded with information and comment sections are generally disabled. The benefit to websites is that they are informational and a great resource to students. However, when it comes to the classroom, I would suggest the use of blogs to encourage student interaction and to increase overall classroom participation. The use of websites and blogs is a great way to integrate technology into the classroom.

Photo Credit to shufgy on Flickr

Chapter Summary

     Chapter eight discusses the use of websites, blogs,and wikis. It's important to use technology in the classroom because it's so widely known and used outside of the classroom. Using websites and wikis to communicate with students is a great way to encourage their participation as most of them are tech savvy these days. The first section of the chapter discusses the important of communicating electronically as a teacher. The use of social networking and electronic communication is great because students can access classroom information from any computer. Emailing and instant messaging are other ways the students can receive classroom help outside of the classroom. This is incredibly influential in the learning environment as it is both simple and convenient. The next section of the chapter discusses the use of teacher websites and blogs. I prefer the idea of teacher blogs as students are then able to contribute to the page as it is fully interactive. Another great thing to look into is the use of wikis. Wikis are great for collaborative group work as anyone is capable of editing the information displayed within the webpage. Collaborative online projects like these allow students to complete their portion of the assignment whenever they find most convenient. This is the beauty of technology; the ability to work at your own pace without having to be in any specific classroom to complete your work. 

References

Maloy, R. W. (2011). Communicating and Networking with Websites, Blogs, Wikis, and More. Transforming learning with new technologies (p. 206-239). Boston: Pearson/Allyn and Bacon. 

Journal Post #7 Problem Solving and Inquiry Learning with Software and Web Tools

Focus Question: What are intelligent tutoring systems and how can students and teachers use them successfully?

Photo Credit to yish on Flickr

      Intelligent tutoring systems are computer programs that allow students to be tutored without human interaction. As students answer questions shown to them, the program tracks their answers and then provides the next question based on previous answers and observed skill level and/or learning style. The lack of human interaction has been proven to affect overall self-confidence which I find fascinating. The fact that the computer program can track and display results not only quickly but objectively is incredible.

      Intelligent tutoring systems are not all inquiry based but many are. This is accomplished with the use of real-life scenarios ie) math problems involving world hunger. Creating stories and asking for feedback is a great way to promote inquiry based learning. Overall I think these programs are a great way to keep students on track but as a former tutor I really do enjoy the human interaction involved with tutoring. However, because these online programs have been proven to work, I think they're really beneficial in a classroom setting.

Tech Tool 7.1: Discovery Learning Using Squeak and Scratch

Photo Credit to hunter0405 on Flickr

      This Tech Tool discusses two web tools, Squeak etoys and Scratch. Squeak etoys is a program that allows elementary and middle school aged students to participate in problem solving activities. This program is specifically targeted towards math and science students, but it can be used for many academic endeavors.

      The second web tool discussed is Scratch. Scratch is actually a toolkit that's incredibly interactive. Students are able to create their own games and software. Very similar to an easy to use version of Photoshop, students are able to work in both 2D and 3D while they create stories, pictures, videos, websites, and a plethora of other things.

      The main reason these two programs are discussed is because they allow students to create their own rules and build/create/invent anything assuming they have the support of their educators. These are great tools as they really enable the student and remove the stigma of following mundane rules to create someone else's idea. I'm now a big fan of both of these programs and I look forward to exploring them in depth.

Chapter Summary: Problem Solving and Inquiry Learning with Software and Web Tools

Photo Credit to zstasiuk on Flickr

      Chapter seven consists of multiple topics that contribute to the overall idea of integrating technology into inquiry based classrooms. The first section is about using computers and software that's educational. It discusses Word, Excel, Databases, etc. The section continues on to explain the process of evaluating the aforementioned software to ensure it's educational and not invasive.

      The first computer program I remember using in school was a typing program that I hated. Now that I type almost 100 wpm I suppose I owe it a thank you, but at the time I despised it. Once I got to my technology class in middle school and learned how to create blueprints and spill my thoughts onto a page it became much easier to accept the idea of educational computer software. The lack of limitations always encouraged me to continue creating.

      The next section is about using this software with inquiry based learning. It discusses software that involves composing and calculating ie) Word and Excel. These allow students to build, invent, and create – a process which doesn't have one correct answer. These programs are very hands-on and visual which means the process in it's entirety has very few limitations. I personally find it much easier to think when I'm sitting in front of a blank Word document than with a pen in my hand – something about that flashing cursor makes me want to keep trying.

      Additionally, the chapter discusses computer games used in the classroom. I've seen a lot of this during my observations at local schools. Many classrooms have computer “stations” that groups of students visit during “station rotations”. These games involve a lot of interaction and promote problem solving skills as most games have goals and objectives.

      The rest of the chapter discusses intelligent tutoring systems. These systems are essentially in-person tutors without the human-to-human interaction. The systems track student responses and asks the following questions based on tracked information and potential skill levels. Hints appear with problem solving tips to encourage students to think analytically. These programs are a great way to keep students up to speed with the rest of the class and promote inquiry based learning throughout the entire process.

Photo Credit to thomasgegenhuber on Flickr

References
Maloy, R. W. (2011). Problem Solving and Inquiry Learning with Software and Web Tools. Transforming learning with new technologies (p. 175-205). Boston: Pearson/Allyn and Bacon.