This chapter talks about the uses of multimedia and hypermedia and discusses how to use them in a classroom.
The chapter starts with a definition of hypermedia (or linked media) and multimedia (or multiple media) and describes how they can be used interchangeably because of their similarities. It then progresses to talk about the increasing demand for multimedia in schools because of it's ability to link knowledge to other resources.
Five types of multi/hypermedia in education were identified as: presentation software, video production and editing systems, developmental design software, virtual reality and web 2.0 tools.
The need for vast resources of photos, videos, audio, text, and other graphics was identified.The design processing skills that need to be developed were then discussed in detail with references on how one should go in implementing them.
The different authoring methods were then discussed in detail;
Authoring with presentation software: using PowerPoint or Keynote to reinforce content, for practise exercises in spelling, in assessment, and to show tutorials. \
Authoring with video production and editing software: using all kinds of video media to produce an archive that can be used as a visual and audio reference to compliment learning.
Authoring with hypermedia development software: can be used to give brief tutorials, create presentations (student), as interactive storybooks, website design (students) and for the creation of mini games (student).
Authoring with virtual reality and immersion software: used for virtual field trips, dissections, 3-D modelling systems, communication and collaboration.
Authoring with Web 2.0 design tools: online user-generated design websites, tools, like blogs, podcasts, online communities, media sharing communities.
Sunday, August 16, 2009
Lesson Plan Activity 3
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4173
This activity appeals to me because it is a creative way of getting the students to learn about different natural weather phenomena. It gives them some insight on how to organize information into a structured format. There is also the opportunity to expand on the forms of disasters covered in the newsletter. Students might produce a rushed version of the newsletter instead of trying to learn about what actually happened.
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4229
This activity teaches the students how to do a learning task. I think it is important because it reinforces critical thinking, and using what information is given to you to complete a simple task, they also learn a little about chemicals as building blocks. I would use this activity in my classroom because i think it is important to learn how to think properly. Some children might get flustered and not try at the activity, they would be more inclined to guess than to figure it out themselves. The activity is simple to execute, all that is involved is a computer and a projector.
LOTI
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4152
This activity is at Level 3 - Infusion. This activity involves some critical thinking and some basic computer functioning and knowledge. This activity involves modification of a template, to increase the LoTI level the students could be asked to create their own template, or to use some links from the presentation to gather critical thinking knowledge. They could also be asked to blog or wiki their findings. To make it lower on the scale you could simply print off all of the information they need so they don't even need a computer.
This activity appeals to me because it is a creative way of getting the students to learn about different natural weather phenomena. It gives them some insight on how to organize information into a structured format. There is also the opportunity to expand on the forms of disasters covered in the newsletter. Students might produce a rushed version of the newsletter instead of trying to learn about what actually happened.
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4229
This activity teaches the students how to do a learning task. I think it is important because it reinforces critical thinking, and using what information is given to you to complete a simple task, they also learn a little about chemicals as building blocks. I would use this activity in my classroom because i think it is important to learn how to think properly. Some children might get flustered and not try at the activity, they would be more inclined to guess than to figure it out themselves. The activity is simple to execute, all that is involved is a computer and a projector.
LOTI
http://www.bcps.org/apps/CBTIA/cbtia.aspx?id=4152
This activity is at Level 3 - Infusion. This activity involves some critical thinking and some basic computer functioning and knowledge. This activity involves modification of a template, to increase the LoTI level the students could be asked to create their own template, or to use some links from the presentation to gather critical thinking knowledge. They could also be asked to blog or wiki their findings. To make it lower on the scale you could simply print off all of the information they need so they don't even need a computer.
Examples of E-portfolios
The two portfolios i chose were:
http://durak.org/kathy/portfolio/
http://portfolios.music.ufl.edu/picclef/
They are both simple in design and show all of the relevant information that an e-portfolio should have. I found Kathleen's portfolio very well designed and I like the way she put pictures of her students and their work together to show her methods in action. She used a more informal approach to design that gets her point across. Kristin used a more formal approach that looks more business like and professional. I suppose they have different teaching styles and personalities that they have reflected in there e-portfolios.
http://durak.org/kathy/portfolio/
http://portfolios.music.ufl.edu/picclef/
They are both simple in design and show all of the relevant information that an e-portfolio should have. I found Kathleen's portfolio very well designed and I like the way she put pictures of her students and their work together to show her methods in action. She used a more informal approach to design that gets her point across. Kristin used a more formal approach that looks more business like and professional. I suppose they have different teaching styles and personalities that they have reflected in there e-portfolios.
Cirtique and Readings
http://cte.jhu.edu/techacademy/fellows/Spencer/webquest/lasindex.html
The background they chose for this page is horrible. It clashes with the words and looks like a 3-D mind puzzle. Other than the use of clashing backdrops, the page does outline some of the principles that an e-portfolio should have including:
* a brief biographical sketch
* include your resume, copies of documents, licenses, tests, etc.
* a description of the classes you've taught (don't include everything, be brief), include grade level
* describe your teaching philosophy, your teaching style, and include why you teach
* demonstrate your continuing education and creativity
* include copies of recent lesson or unit plans you have used with photos of class engaged in the activities; student papers, even a video clip of you in action, and photos of classroom
* letters of commendation, evaluations, recognition or honours you've received
Not unlike all of the other resources given to us already, this webquest also includes some resources and examples that might come in handy when creating an e-portfolio.
http://www.educationworld.com/a_tech/tech/tech111.shtml
This article discusses the value of e-portfolio's in k-12 classrooms. The use of e-portfolios for students gives a good example of what they students have accomplished so far and also gives them some ideas of how they should be structuring their writing. By using an e-portfolio the students can go back and modify their work after they have completed. This gives them the ability to use their work as a resource for work to come in the future, and also allows them to use it as a permanent resource. The students can create a library of their own work, or choose to display their best work, or choose work that is beneficial for them in order to get a job or scholarship. They are also good resource guides for reflection that gives the students the skills to evaluate what they are writing or doing and how that effects them and others.
I think the addition of e-portfolios to the students curriculum is a great idea, it helps link the work they have done with actual results they can see.
http://electronicportfolios.com/balance/index.html
This site reinforced, again, the importance of reflection and learning. It further defined the relationship between e-portfolio's for learning / reflection and showing knowledge. The graphics at the top of the page are rather quite confusing, a simpler less busy graphic might be more suitable.
The background they chose for this page is horrible. It clashes with the words and looks like a 3-D mind puzzle. Other than the use of clashing backdrops, the page does outline some of the principles that an e-portfolio should have including:
* a brief biographical sketch
* include your resume, copies of documents, licenses, tests, etc.
* a description of the classes you've taught (don't include everything, be brief), include grade level
* describe your teaching philosophy, your teaching style, and include why you teach
* demonstrate your continuing education and creativity
* include copies of recent lesson or unit plans you have used with photos of class engaged in the activities; student papers, even a video clip of you in action, and photos of classroom
* letters of commendation, evaluations, recognition or honours you've received
Not unlike all of the other resources given to us already, this webquest also includes some resources and examples that might come in handy when creating an e-portfolio.
http://www.educationworld.com/a_tech/tech/tech111.shtml
This article discusses the value of e-portfolio's in k-12 classrooms. The use of e-portfolios for students gives a good example of what they students have accomplished so far and also gives them some ideas of how they should be structuring their writing. By using an e-portfolio the students can go back and modify their work after they have completed. This gives them the ability to use their work as a resource for work to come in the future, and also allows them to use it as a permanent resource. The students can create a library of their own work, or choose to display their best work, or choose work that is beneficial for them in order to get a job or scholarship. They are also good resource guides for reflection that gives the students the skills to evaluate what they are writing or doing and how that effects them and others.
I think the addition of e-portfolios to the students curriculum is a great idea, it helps link the work they have done with actual results they can see.
http://electronicportfolios.com/balance/index.html
This site reinforced, again, the importance of reflection and learning. It further defined the relationship between e-portfolio's for learning / reflection and showing knowledge. The graphics at the top of the page are rather quite confusing, a simpler less busy graphic might be more suitable.
Lesson Plan - Science 10 - Weather Dynamics
Reasons for choosing the technology:
I chose to use these particular pieces of technology to compliment the students knowledge of weather because they are commonly used technologies that the students will use, or have already used. By using a spreadsheet program with graphing capabilities they get a visual appreciation of what the numbers mean over a period of time. This becomes important because once you add time to the picture they get a sense of reality that they can relate to on a defined graph that they can change with ease. The ability to do a spreadsheet will help the students out in there next few years of schooling, especially if they plan on going onto university. They help form linkages, and show connections between the data. The reason I chose to link use a PowerPoint presentation is because it is a handy visual tool that shows a large quantity of information in a very condensed package. They are clear and can be viewed again and again. I chose to use online video's because of the abundance of videos available and the recognizability of the material shown within them. The content creates something that the students can relate to, whether it is something they have done, or at least have seen on T.V. The writing activities they students have to do help them with there writing/typing skills. I think these activities will help sufficiently when dealing with the study of weather patterns. They make it easy to understand the large amount of information available.
I chose to use these particular pieces of technology to compliment the students knowledge of weather because they are commonly used technologies that the students will use, or have already used. By using a spreadsheet program with graphing capabilities they get a visual appreciation of what the numbers mean over a period of time. This becomes important because once you add time to the picture they get a sense of reality that they can relate to on a defined graph that they can change with ease. The ability to do a spreadsheet will help the students out in there next few years of schooling, especially if they plan on going onto university. They help form linkages, and show connections between the data. The reason I chose to link use a PowerPoint presentation is because it is a handy visual tool that shows a large quantity of information in a very condensed package. They are clear and can be viewed again and again. I chose to use online video's because of the abundance of videos available and the recognizability of the material shown within them. The content creates something that the students can relate to, whether it is something they have done, or at least have seen on T.V. The writing activities they students have to do help them with there writing/typing skills. I think these activities will help sufficiently when dealing with the study of weather patterns. They make it easy to understand the large amount of information available.
Saturday, August 8, 2009
Chapter 2 Thoughts
Chapter 2: Theory and Practice
This chapter starts off by discussing the directed and constructivist models that arose from very simple learning theory. Since we have already visited this topic of study, it was no more than a simple review. The concepts brought forth in the TPACK section of the chapter have practical application to classroom planning. Stating that it isn't enough to know one of the three teaching modules, or even two when it comes to teaching with, or in technology, should make others think about what areas they are teaching when they do teach, and how would it be possible to hit on all three aspects of teaching and learning theory. Essentially it discusses the practical application of knowledge, teaching and learning when applied to a classroom setting, which if not thought about could lead to unpractical application of teaching and knowledge patterns in the wheels of the classroom. The TIP models discuss how the integration of technology can effectively applied to the classroom setting. The addition of the essential conditions for technology integration show a good birth of steps to follow when developing technology in the classroom, not all of the concepts are as individual as they may seem, they are actually all interconnected. That being said you still need to have a balance of each in order to develop a successful teaching atmosphere in the classroom and in the community. I think that with the application of this chapters points, the beginning of a classroom integrated with technology and learning can begin and have a successful outcome in the classroom.
This chapter starts off by discussing the directed and constructivist models that arose from very simple learning theory. Since we have already visited this topic of study, it was no more than a simple review. The concepts brought forth in the TPACK section of the chapter have practical application to classroom planning. Stating that it isn't enough to know one of the three teaching modules, or even two when it comes to teaching with, or in technology, should make others think about what areas they are teaching when they do teach, and how would it be possible to hit on all three aspects of teaching and learning theory. Essentially it discusses the practical application of knowledge, teaching and learning when applied to a classroom setting, which if not thought about could lead to unpractical application of teaching and knowledge patterns in the wheels of the classroom. The TIP models discuss how the integration of technology can effectively applied to the classroom setting. The addition of the essential conditions for technology integration show a good birth of steps to follow when developing technology in the classroom, not all of the concepts are as individual as they may seem, they are actually all interconnected. That being said you still need to have a balance of each in order to develop a successful teaching atmosphere in the classroom and in the community. I think that with the application of this chapters points, the beginning of a classroom integrated with technology and learning can begin and have a successful outcome in the classroom.
Tuesday, August 4, 2009
Book Chapter 1
Chapter 1: Educational Technology In Context
This chapter focuses on the relationship technology has had with education and outlines the relationship that it can, and should have with educational growth. This chapter does not clearly outline a definition of education technology because no one definition will give the term justice. Overall this chapter doesn't really outline any concepts of educational technology as it applies to the classroom, it more so just gives examples of where the technology has come from, and where it is going. With brief stops in between perspectives on shaping technology and the different possible technologies that could be found, and where they should be found in an educational setting.
This chapter focuses on the relationship technology has had with education and outlines the relationship that it can, and should have with educational growth. This chapter does not clearly outline a definition of education technology because no one definition will give the term justice. Overall this chapter doesn't really outline any concepts of educational technology as it applies to the classroom, it more so just gives examples of where the technology has come from, and where it is going. With brief stops in between perspectives on shaping technology and the different possible technologies that could be found, and where they should be found in an educational setting.
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