Part A
Define and
respond in writing in this section of the module to the following terms (in
your own words) and give one example of each; then post your responses
under the tab “Glossary of Terms” on
your Google Web and blog. Place your revised
URL’s in this section of your module.
Alphabet books-teacher or student made books
designed to teach letter sounds, vocabulary words, reading skills and spelling
patterns.
Example of Alphabet books: Printable Alphabet book
Earth Day
Concept books- resources for English language
learners and beginning readers provide teachers opportunity to use digital photography
to promote literacy learning.
Example of Concept books: Inside Outside Upside Down
Digital art-refers to artistic expressions that
occurs through computer based or electronic environments.
Digital projector- (known also as a multimedia
projector) images projects from a computer to a screen that is large or other
viewing surface externally.
Digital storytelling- refers to way that video
imagery, audio, text, written can be attached to make unique story
presentations.
Example of Digital storytelling: A teacher using a
website to create a digital storytelling such as Someries.
Digital video camera- are easy to produce and use
view instant movies with sound recorded
Example of Digital video camera: A teacher recording
a class lesson.
Digital video editing software- is software for
manipulating and editing video digital material.
Example of Digital video editing software:
MovieMaker
Digital voice recorder- is a small handheld device
for recording voices and sounds then can be downloaded to an audio-sharing
website or computer.
Example of Digital voice recorder: Audacity
Document camera- captures under its lens whatever,
and when connected to a television set or digital projector, projects onto a
large screen or whiteboard that image.
Example of Document camera: A teacher took class
pictures own the camera and downloaded to the television set for entire
audience to see.
Graphic design- is the process of arranging images
and types to communicate visually information.
Example of Graphic design: Someone giving a power
point presentation.
Handcrafted videos-a camera focused on image,
numbers, paper cutouts and words as they move around and appear on white
background or whiteboard.
Example of Handcrafted videos: Streaming video
Information presentation design-the arrangement of
pictorial information and writing that the intended audience can clearly and
easily understand it.
Example of Information presentation design: A
teacher giving a power point presentation on a particular topic.
iPod- a music player that is handheld.
Example of Ipod- A student download music to their
phone from an online radio station.
Ken Burns effect- is the use of panning and zooming
in digital videos editing to give still photographs a sense of dramatic
movement.
Example of Ken Burns effect: A student taking a
picture zooming in and out to make sure it is vivid and bright.
Media synergy- the process in which digital, print
materials and video are combined with face to face instruction to powerful
build students learning environments.
Example of Media synergy: is when a person links
products across different media.
Multimedia- means the presentation of material using
both pictures and words.
Example of Multimedia: Students used spreadsheets to
create graphs.
Multimodal learning- occurs when teachers attach
spoken words with written or visual text with utilize or audio models and
simulations.
Example of Multimodal learning: When a teacher have
her students do simulations in class.
Next-generation presentation tools- use multimedia
to enlarge ways that information in classroom is shared.
Example of Next-generation presentation tools: Prezi
Podcast- means audio recording access on computers
and distributed online or portable media players using software that is free such
as iTunes.
Example of Podcast: A student records a story he or
she wrote onto podcast.
Podcatcher- the needed software to download a
podcast.
Example of Podcatcher: Some access the software
online and then download podcast to use it.
PowerPoint- is a software multimedia presentation.
Example of PowerPoint: Open Office Impress
Storyboarding- is the process that videographers and
writers use to outline their stories video scene by scene.
Example of Storyboarding: Kids’ Vid website
Streaming video-is the simultaneous transfer or
data, voice and video from one computer to another.
Example of streaming video: Windows Media Player
Vodcast- Podcast that contains delivery through the
Internet and video image.
Example of Vodcast: When a teachers creates a lesson
on a video that can be shown online.
Webcast- describes broadcast streaming media of
video and audio over the Internet.
YouTube- is sharing website or video hosting where
people can upload videos they created for others to see online.
Example of YouTube: When a teacher uploads a class
video of her students working in groups and upload it on YouTube for a wide
audience to see online.
Reference
Edwards, S.A., Maloy, R.W.,
O’Loughlin, R.V., & Woolf, B.P. (2014) Transforming Learning
with New
Technologies. Upper Saddle River, New Jersey: Pearson Education, Inc.
Part B
Develop/Design
a lesson plan using the information you learned regarding Multimedia
Technologies as discussed in this chapter.
Please use the lesson plan on pages 237-239 as an example.
Grades: 6 to
12
Subject:
Technology Education
Key
Goal/Enduring Understanding: Just taking a picture of a Goggle Docs Power Point
Presentation.
Essential
Question: What are tips and advice for social media responsibility?
Learning
Standards: Alabama Learning Exchange Standards
TC2 (6-8) 8.
Identify safe uses of social networking and electronic information.
TC2 (6-8) 9.
Practice responsible and legal use of technology and digital content.
TC2 (9-12)
8. Practice safe users of social networking and electronic information.
TC2 (9-12)
9. Practice ethical and legal use of technology systems and digital content.
Students will be able to
1. Locate information on the Internet about Social
Media Responsibility
2. Create a Google Docs Power Point Presentation on
Social Media Responsibility
3. Use a digital camera took take a picture of
their Google Docs Power Point Presentation
Technology
Use: Computers with Internet access and digital camera
Minimal
Technology: Students will take pictures of their Google Docs Power Point
Presentations on Social Media Responsibility.
Evaluation:
This lesson uses one form of evaluation including rubrics to record students
Google Docs Power Point Presentation and their picture of Google Docs Power
Point Presentation.
Lesson Plan
Descriptions
Lesson
Focus: Student being able to locate and use resources from the Internet.
Students being able to write in online document. Lastly, students being able to
take good pictures using a digital camera.
Lesson
Design-Minimal Technology
Students
take pictures of their online Google Docs Power Point Presentation on Social
Media Responsibility using a digital camera.
Lesson
Activities Using Technology:
Day 1: Have
students watch a video on Social Media Responsibility.
Day 2: Take
students to the computer lab so that can research information about how to use
social media appropriately.
Day 3: Put
students in groups of four and have them narrow down the information they found
about social media on the Internet.
Day 4: Have
students view a tutorial on using Google Docs. Also, have students create an
account for week.
Day 5: Have
students create a power point presentation on Google Docs about how to use
social media appropriately. Students should have at least 6 slides including
the following parts: title, subtitle, two information slides, resource, and
names group members. Students will share their power point presentation online
for me to see.
Day 1 of the
next week: Students take pictures of their Google Docs Power Point
Presentation.
Analysis and
Evaluation:
1. Name 5
tips for Social Media Responsibility.
2. How can
you become more responsibility when it comes to communicating with others
online?
3. What have
you learned about Social Media Responsibility?
Lesson
Outcome 9.1 Use multimedia technology and understand how teachers can use it
dynamically in their teaching.
Digital
and multimedia technologies provides ways to convey information creatively,
capturing attention of viewers and listeners while clearly making material
remembered vividly and understood. Multimedia means the presentation of
material using both pictures and words. Multimedia is a major part of media
synergy, in which print materials, video and digital attach with instruction
face to face to powerful build students learning environments. Multimedia
happens in education when multiple media support learning and teaching in
classrooms. Some examples of multiple media that support learning and teaching
in the classrooms include the following: viewing material from websites,
downloading vodcasts and podcasts to a computer and using computer presentations
that attach pictures, sounds and words. However, there is a major difference
between multimodal learning and single-mode learning. Multimodal learning
occurs when teachers attach spoken words with written or visuals text with
utilize or audio models and simulations. Single mode learning means that
students receive one form in information. To continue, the potential of
understanding multimedia technologies starts by examining their impact on
learning and teaching in a classroom.
The minimal classroom technology reflects how schools technologically
looked before the computer revolution.
The technologies were functional, but extremely limited in the amount of
content multimedia they could deliver. In concluding, there are multimedia
tools for learning and teaching. Some
multimedia tools for learning and teaching include the following: (1) students
can view presentations that are dynamic on the scientific process featuring
animations, text and creation of own show to others, (2) Students in small
groups or individually can utilize websites that are interactive or respond and
read to a variety of resources online such as charts, videos, maps and
documentaries and (3) Students could film with digital cameras experiments with
the water cycle and the resulting videos and photos shown to the whole class.
Power
Point presentation is a presentation multimedia software package. Many schools widely use this presentation tool.
Some of the well -known Power Point presentation software are the following: Acrobat, Google Docs, Open Office Impress and
Prezi. Document cameras and digital
projectors are technology tools that enlarge how Power Point can be used as
engaging students’ form of information presentation. A digital projector
projects images to a large screen from a computer or other external surface
viewing. A document camera captures under its lens whatever when connected to a
television set or a digital projector projects the image onto whiteboard or
large screen. In addition, teacher can use power point to create a slide shows
of academic material and include animations, video, audio, charts and graphs. A
theorist Edward Tufte criticized that Power Point is a presenter oriented and
not audience oriented. Edward Tufte also said that the overreliance on bullet
points on Power Point minimize main ideas to simple phrases. Technology
educators in terms think about Power Point as an information presentation
design. Information presentation design is the arrangement of pictorial
information and written so that is intended audience can clearly and simply
understand it. However, there are strategies that educators can use for using
power point with students. Some strategies that educator can use include the
following: (1) use images to produce class discussion, (2) promote analysis
visual of discussion topics, (3) as attention getters use the slides, (4)
create your own Power Point learning games and (5) display comments or
questions for short writing assignments. In concluding, next-generation
presentation tools use multimedia to enlarge ways for sharing information in
the classrooms. Some next-generation presentation tools are Prezi, Animoto and
Glogster. Prezi allows students and teachers to create collaboratively displays
visually online using to nonlinear approaches to presentation of information.
Animoto allows teachers to use text, pictures, video clips and sound to stretch
out how information is received and presented. Glogster allows students and
teachers to create posters digitally that combine to use of graphics, images
and sounds with text.
Learning Outcome 9.3 Give examples of how and why
teachers can use video in the classroom.
Videos are used widely for classroom
instruction because they provide ways to present information multimodally while
readdressing the instruction method from teacher to screen for part of a time
in class. Many pre-K to 12th grade teachers believe strongly video
content and television is more effective for goals in learning when integrating
with other instructional resources. In addition, videos are still effective and
popular teaching tool at all grade levels for three reasons: unique learning
experiences, abundance of resources and student interest. There are some video
resources teachers and students can use such as YouTube, Handcrafted videos and
Streaming video. YouTube is a sharing website and video hosting where people
upload videos that they have created for others to see. Teachers can use You
Tube to locate resources or on the site upload their own videos. Handcrafted videos is that a camera focuses
on paper cutouts, images, words and number as they movie around and appear on a
white background or whiteboard. Students and teachers can create their own
videos using the approach handcraft.
Streaming video is the
transfer simultaneously of data, voice, and video from one computer to another.
Teachers and students can stream material to send over the Internet and the
material will display on their smartphones or computers. To continue, teachers
can use strategies for using videos with students. Some strategies for using
videos with students including the following: integrate video into lessons, ask
students to write responses, turn off the sound or picture and often rewind and
pause videos. In concluding, webcast describe broadcast streaming media of
video and audio over the Internet. Two organizations that provide educational
webcasts are EDUCAUSE Live! and The Library of Congress Webcasts. EDUCAUSE Live! offers an interactive web
seminars about topics on technology in higher education that allow guest to
attend virtually video/image and online audio technology presentation that
provides participants interactive tools with host presenters. The Library of
Congress Webcasts is a library offers 10 topic lists of often viewed webcasts.
The new generation of digital technologies
media invites teachers and students to publishers and editors of creative and
educational materials. Digital media include multiple of mediums for movie
making and photo taking at every grade level and in every subject area. There many major reasons for students and
teacher to be videographers and photographers in school. The major reasons
include the following: information creation, documenting learning, engaging
students and active learning. In addition, digital video cameras are easy to
use and produce instant movies view with sound recorded. There are literacy
learning with cameras that are digital. Students and teachers can photograph
inexpensively virtually any activity that is instructional in any subject area.
In elementary grades literacy learning is one area of curriculum benefit
especially from the use of photographs. Two classroom projects are concept and
alphabet books in which short videos and digital photographs promote literacy
learning among preschool and through students in middle school. Concept books
are resources for English language learners and beginning readers provide
opportunity for teachers to use photography digitally to promote literacy
learning. Kindergarten, first and second grade students can create and
illustrate their own alphabet books as a way to practice letter sounds,
vocabulary words, reading skills and spelling patterns. However, there are
ideas for using videos in the classroom such as digital videos and digital
storytelling. Students can create their own digital video skateboarding down
the neighborhood having friend videotaping them. Students can create their own
digital story using Someries. To
continue, digital video editing software is for manipulating and editing
digital video material. A feature that is special of the software is its
ability to produce the filming style knows as the Ken Burns effect. Ken Burns
effect is a term given to the use of photographs stillness in a movie format.
Students must learn to story board their digital videos to engage highly in
video editing and video making. Story boarding is the process that videographers
and writers use to outline stories of videos scene by scene. In concluding,
there are some strategies to support the cameras used in the classroom. Some
strategies to support cameras usage in the classroom include the following: record
events while they are unfolding, use regularly, create a video production area
in the classroom and edit, generate and publish student writing.
Podcasts is an audio recording accessed on
computers and distributed online or portable media players using software that
is free such as iTunes. The needed software to download a post is called
podcatcher. Some of these recording increasingly, include audio as well as
video giving rise to a podcasting version known as vodcast. Many people think
of an iPod when mentioning vodcasts or podcasts. iPod refers to a music player
that is handheld. iPod are devices for students to view and listen such as
videos, slideshows, and music in the palm of their hands. In addition, there
are ways to locate relevant educationally podcasts. Some of the ways include
the following: Thee Education Podcast Network, Podcast Alley, and Podcast Ready.
In concluding, there are
three educational benefits that podcasts provides for students and teachers.
The three educational benefits that podcasts provide include the following: (1)
Students listen to other students and a teacher discussing important academic
materials as a way to remember and review information that has been presented
in class, (2) Teachers can listen to themselves as a way to improve and reflect
on discussions and information that were presented in class orally and (3)
teachers and students can develop together exciting learning projects such as
assembling interviews orally for history into a podcast based report.
Reference
Edwards, S.A., Maloy, R.W.,
O’Loughlin, R.V., & Woolf, B.P. (2014) Transforming Learning
with New
Technologies. Upper Saddle River, New Jersey: Pearson Education, Inc.
