Chapter 9 - Digital Blog Post H

Multimedia Mania:

We have come a long way from transparencies, overhead projectors, and slide projectors.  Thanks to Microsoft’s PowerPoint (PP or PPT), information can be translated in an engaging and fun way. Teachers can produce slides for visual information displays featuring colorful graphics, pop-up or slide-in windows, and other attention-grabbing techniques (Maloy, et al, 2014, p. 220).  PowerPoint has been a staple in the realm of presentations since the 90s where the software became more popular; I remember teachers suddenly incorporating PowerPoint into their teaching methods as well as class projects. I feel PowerPoint has been able to maintain its standing in the technological running because it remains relevant and diverse in its creativity: Text, audio, pictures, video, transitions, numerous slides, and themes/backgrounds.

Videos are another fun way and interactive way to learn. Whether it’s a video found online, a video the teacher created, or a video a student made, the class will be able to react and connect more easily. The great thing about videos in the classroom is that it combines motion pictures with sound. Instead of a simple slideshow that may present audio (or no audio) with images, videos allow the students to follow along without having to slow down or pause their thought process. Chapter 9 provides a very popular and multi-range video site: YouTube. Here, videos can both be found and uploaded/made. Another great feature about this site is that videos can be divided into categories. This way, a video can be found for educational purposes or whichever topic can relate to the class material.

Although the reading did not go into detail on this matter, I feel that surround sound in a classroom can be very beneficial when incorporating a multitude of teaching methods. Surround sound has its perks both in the small or average-sized classroom, and in the big lecture halls found on many college campuses. The advantages of having sound surrounding the area of a room is that students can hear the teacher without straining or missing information, can hear all the little details within an audio clip that may be vital for later reflection, and can even bring a more creative element to storytelling i.e. whispers, loud noises/booms, emphasis on paused speech, and more.

In conclusion, there are so many options to choose from when dealing with creativity and multimedia technologies. The possibilities are not limited to what we read in our books, but can seem almost limitless to what we can find through other applications. Multimedia technologies can come in many forms and pairings, but how we create and put our stamp on that media is what makes it unique. 

Resources

Goshay, N. (2015, October 25). Multimedia Mania. Created with Bitstrips http://www.bitstrips.com/r/HK92K

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

YouTube Help (2014, September 4). Sign in & navigate YouTube. Retrieved October 25, 2015, from https://www.youtube.com/watch?v=bP7vggHJLVM

Chapter 10 - Digital Blog Post G

You can Succeed:

Diversity can Help!

Remember: There are many examples for differentiated instruction!

Resources

Antonio, B. (2013, December 27). UDL: Reducing Barriers. Retrieved October 18, 2015, from

Goshay, N. (2015, October 18). You can Succeed! Diversity can Help! Created with Prezi http://prezi.com/buchf4-_ar2z/?utm_campaign=share&utm_medium=copy

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

Chapter 8 - Digital Blog Post F

Let’s Talk Media:

A section of the reading briefly discussed the usefulness of emailing. It was explained how emailing allows reports to be saved, keeps track of timing, and gives teachers the ability to efficiently respond to a situation with the proper amount of time and content. I appreciate that emailing has built in spell check and you are able to customize the email to be formal or informal depending on the intended party. Emails are unlimited and can be created at will and are readily available when needed. Another feature of emailing that I believe is important in today’s technologically diverse world is its ability to communicate with multiple platforms. Emails are not limited to sending information to one email source (an email provider i.e. Gmail, Yahoo, AOL) or device, but are able to send and receive messages with phones, computers, laptops, tablets, and other devices. In addition, the content of these messages can contain texts, videos, pictures, web links, cinema graphs, and even attached files. The flexibility of emails makes them ideal for educational, personal, and business related use.

We always discuss communication in the form of teaching or learning; rarely do we discuss communication in the form of student success. Chapter 8 reveals that by bringing outer awareness to a student’s work through whatever communication method is being used, we can both encourage that student to continue participation and bring about a stronger passion to do better. I feel that the key in this situation is to encourage students beforehand and let them do their best on their own. Only after the work is completed might we ask to publish their works or use them as future examples. I mention this only because if a student is confronted with the idea of publication or wide publicity before an assignment, the stress of having to perform for a larger group could have a negative effect, thus crippling their work. However, this does not apply to every student, as there are those who thrive with the prospect of multiple viewers and work well under larger pressure.

Normally, a solid number of students seem to dread writing assignments when they are assigned. These students don’t look forward to the grading process, the critique, the pressure of proper grammar, and the concern with the length of the paper or word count. However, when it comes to social media, we see students writing masses of messages in their personal time, yet they don’t consider these messages “real writing” (Maloy, et al, 2014, p. 192). By using technologies such as blogs, wikis, or online discussion boards, students may feel less pressure in the writing process. These writing options provide various utensils for spelling and sentence organization, choices that may alleviate student concerns, and instead rejuvenate their desire to write by switching up the presentation of the assignment.

In conclusion, there is definitely room for social networking and social media in the classroom. The various tools and platforms available make the participation process more fun and enjoyable for everyone involved. In this case, even though balance is always necessary, I feel that choosing the appropriate social media that complements subject material and needs of the classroom should stand out the most.

Resources

Goshay, Nick (2015, October 11). Communication: Emails and Devices. Created with Picktochart https://magic.piktochart.com/editor/piktochart/8452668

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.

RockhurstHawk (2014, January 10). Festival of Student Achievement. Retrieved October 11, 2015, from https://www.youtube.com/watch?v=ufsbs2HEVWQ

Chapter 7 - Digital Blog Post E

To Game or not to Game:

Chapter 7 explores a variety of problem-solving technologies. One particular section even touched on the possibility of digital games for the learning process. One option for digital gaming was simulation while the other was a virtual world. Simulation games seemed more geared towards a desktop program while virtual world gaming was for an online audience. Even though both options have their benefits, I have to say that I feel like a virtual world experience may not be best for the classroom. Although we want to think positive about technological influences on students, we also have to be weary and use student-friendly approaches. With online gaming, there is no solid guarantee that students will not run into some sort of improper exposure with another online gamer i.e. inappropriate language, conduct, or exposure of personal information. On the flip side, simulation games that stimulate the mind and integrate stealth learning are welcomed technologies with a smaller chance of negative outcomes.

Using real-world circumstances to get students involved in class is both a genius and useful way to get students to learn. Instead of using fabled scenarios that would likely never happen in life to teach students, students are more likely to link in-class learning with life lessons when these approaches are integrated. The reading states, “Jonassen urges teachers to create activities around real-life problems that interest and motivate students” (Maloy, et al, 2014, p. 159). By using a variety of learning activities, in this case games, students have a better chance of widening their problem solving horizons. A site known as te@chthought provides of list of over fifty games that can be used as learning tools. The games provided were chosen due to their playability (quality), cognitive load (tactical demands), and innovation (interaction and originality). While helpful sites like this exist to aid in student development, it is always important for teachers to look into each game before allowing students to play.

It was nice to see the reading explaining the importance of switching it up when dealing with games and their reward systems, as well as their gaming strategies. When dealing with the human mind it’s important to keep us thinking instead of getting stuck in a repetitious method that doesn’t allow for true understanding of a concept. Also, an important point was the psychological impact some games and their approach can have on students. Some students may or may not be dealing with stressful real-life scenarios that are magnified by a game’s point system– meaning a game that strives for excellence through a high status can cause psychological harm to a student. Even though games exist that are filled with violence, aggression, or high competition, I still feel that schools and educators can create a safe and fun learning environment through the use of gaming. Even taking a break from problem solving for the simplest of games – that have right and wrong answers – can be seen as an interesting past time for a student. What matters is effort and interaction, especially when teachers get involved!

In conclusion, gaming can be a helpful tool to harness within the classroom, but it does come with its concerns. The strong qualities of gaming like problem solving, interaction, stealth learning, and creativity are all positive aspects of this technological method. However, every method has its negative aspects if used unwisely. It is vital that teachers explore games before allowing students to use them just like it is important to weigh the pros and cons of certain gaming experiences i.e. virtual worlds. Even though technology has come a long way, many of its features are still in the trial and error phase.

Resources

Extra Credits (2015, August 22). Extra Credits - Games in Education - How Games Can Improve Our Schools. Retrieved October 2, 2015, from https://www.youtube.com/watch?v=1HTS2nxpRqM

Goshay, N (2015, October 2). Digital Games for Learning. Created with bubbl.us https://bubbl.us/?h=2d76fc/5b43e2/297ZAaEUVqRW.&r=306411874

Maloy, R., O'Loughlin, R., Edwards, S., & Woolf, B. (2014). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education Inc.