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Connecting Technology with Learning: Multimedia and Emerging Technologies

Connecting Technology with Learning: Multimedia and Emerging Technologies

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  • In the 21st Century, teachers are given the task of preparing citizens who can be productive contributors to society. In addition, teachers need to ensure that all students are literate in three areas: reading and writing, visually literate, and media literate. Niess (2008) believes that a literate citizen is one who is media literate. A media literate person can be defined as, “a critical thinker and a creative producer of an increasingly wide range of messages using image, language, and sound along with the ability to locate, access, analyze, evaluate, manipulate, and communicate information effectively in a variety of formats including printed text, graphics, animation, audio, video, and motion” (p. 161). Teachers need to be teaching a curriculum that is based on the standards as well as one that guides students in learning with and about multimedia. Multimedia includes a combination of media that is used to communicate information, such as text, still pictures, graphics, animation, sounds, and video. In addition, multimedia can also include hypermedia, presentation software, and video/movie production software (Reissman, 2001). Multimedia is a great way for students to display what they are learning and demonstrate their understanding.
  • There are various ways multimedia can be used to enhance students’ educational experiences in ways that can create meaningful learning and promote creativity. For example, when students are asked to prepare a report, they are no longer restricted to text writing to describe their thoughts. Instead, teachers can allow students to incorporate pictures, sounds, and other audio elements to help demonstrate the depth of their understanding. Reissman (2001) believes that the use of multimedia can engage students more and allow deeper thinking to occur since they are thinking about their ideas in the creating and development stages of giving a presentation. In addition, as teachers allow students to use multimedia in the classroom, it encourages them to become media literate.
  • Presentation Software: This gives students the opportunity to demonstrate knowledge and understanding through creating a presentation. In addition, teachers can use presentation software to create “mini” lectures that allow students to go through the content at their own pace, helping to differentiate the learning for students. This “mini” lecture also allows students to go back and review concepts they may not have understood the first time. Instead of asking the teacher for help, they can refer back to the presentation, giving students the opportunity to become more responsible for their own learning.A digital story is a personal narrative using the human voice and technology to merge visual and verbal elements together. When creating digital stories, Sadik (2008) believes there are six key elements that need to be considered: point of view, dramatic question, emotional content, the soundtrack, economy (just the right amount of information), and pacing. As students develop their stories using these elements, they become engaged in the process of creating an idea while learning how to use the technology itself. Students can build websites to serve as a resource for other classmates on a particular content area, display knowledge of specific concepts, or create a place for classmates share artwork or other artifacts of learning. The use of a classroom website can help bring community to the classroom when it is structured in such a way that each student has a contribution to its creation. Electronic portfolios are a great way for teachers to see the growth students have made over a period of time. Many schools are using electronic portfolios to help teachers in the differentiation process as well as help teachers note student levels when the school year begins. They can also be used to demonstrate growth in writing by having students showcase all formal papers they have written. In addition, portfolios can serve as a place for students to reflect on the work they have done and establish goals in areas where they want to improve.
  • The U.S. Department of Commerence (2003) believes there are four main areas where society will begin to see more and more emerging technologies:1. Computer input recognition capabilities that move beyond the keyboard and the mouse to include voice, handwriting, and drawing as well as real-time data input from multiple sources such as temperature, motion, and force.
  • Visual displays moving from two-dimensional to three-dimensional. This will provide students will more advanced ways to explore and visualize abstract ideas.
  • Handheld computing devices that include educational applications to provide simultaneous multi-user participation.
  • Wireless networking that allows educators and students to remain connected outside the traditional classroom building for various classroom activities.
  • With so many new technologies becoming available, teachers need to spend time evaluating whether or not they can be beneficial in the classroom setting. Niess (2008) believes there are six questions teachers should ask themselves when deciding whether or not a technology should be used in the classroom:Can the technology be used as a productivity, communications, research, and/or problem solving and decision making tool for learning in the subject area?Can the technology support learner-centered strategies for learning the subject?Can the technology engage students in important learning experiences that support and maximize their learning?What are the capabilities of the new tool, and how are those capabilities useful in accomplishing 21st Century skills?What preparation and management issues must be considered when using this technology as a tool for learning?How will assessment of the students’ learning of the subject matter be affected by the incorporation of the new tool?
  • Computer-based, communications, and information-based technologies are constantly changing and evolving, providing more support for human interactions. It is important for educators to take the time to examine the benefits and learning potential these technologies can bring into the classroom. Educators are finding themselves having to change their mindset on teaching from the ways they were taught to consider new ways of communicating as they plan their lessons.

Tec538 Module 5 Tec538 Module 5 Presentation Transcript

  • Connecting Technology with Learning: Multimedia & Emerging Technologies
  • Objectives
    Discuss teachers’ thinking processes as they consider emerging technologies for student use.
    Create activities that support learner-centered explorations of subject matter content to engage students in using multimedia as a productivity tool, communications tool, research tool, and problem solving tool.
    Compare and contrast the predicted schools of the future with today’s schools.
  • Introduction
    Teachers need to be teaching a curriculum that is based on the standards as well as one that guides students in learning with and about multimedia. Multimedia includes a combination of media that is used to communicate information, such as text, still pictures, graphics, animation, sounds, and video. In addition, multimedia can also include hypermedia, presentation software, and video/movie production software (Reissman, 2001). Multimedia is a great way for students to display what they are learning and demonstrate their understanding.
  • Using Multimedia in the Classroom
    Reissman (2001) believes that the use of multimedia can engage students more and allow deeper thinking to occur since they are thinking about their ideas in the creating and development stages of giving a presentation.
  • Incorporating Multimedia
    Presentation Software
    Digital Stories
    Web Sites
    Electronic Portfolios
  • Emerging Technologies
    Teachers need to always be aware of new and emerging technologies so they can take these tools and use them in ways to transform current instruction in order to help students meet the necessary goals.
  • Emerging Technologies
    1. Computer input recognition capabilities that move beyond the keyboard and the mouse to include voice, handwriting, and drawing as well as real-time data input from multiple sources such as temperature, motion, and force.
  • Emerging TechnologiesCont’d
    2. Visual displays moving from two-dimensional to three-dimensional. This will provide students will more advanced ways to explore and visualize abstract ideas.
  • Emerging TechnologiesCont’d
    3. Handheld computing devices that include educational applications to provide simultaneous multi-user participation.
  • Emerging TechnologiesCont’d
    4. Wireless networking that allows educators and students to remain connected outside the traditional classroom building for various classroom activities.
  • Questions Teachers should Ask
    Can the technology be used as a productivity, communications, research, and/or problem solving and decision making tool for learning in the subject area?
    Can the technology support learner-centered strategies for learning the subject?
    Can the technology engage students in important learning experiences that support and maximize their learning?
  • Questions Teachers should Ask Cont’d
    What are the capabilities of the new tool, and how are those capabilities useful in accomplishing 21st Century skills?
    What preparation and management issues must be considered when using this technology as a tool for learning?
    How will assessment of the students’ learning of the subject matter be affected by the incorporation of the new tool?
  • Conclusion
    Computer-based, communications, and information-based technologies are constantly changing and evolving, providing more support for human interactions. It is important for educators to take the time to examine the benefits and learning potential these technologies can bring into the classroom.
  • References
    Niess, M., Lee, J., and Kajder, S. (2008). Guiding learning with technology. Danvers, MA: John Wiley & Sons.
    Reissman, R. (2001). Someone’s in the kitchen: Multimedia activities for multidisciplinary exploration. Learning and Leading with Technology, 29(1), 42-47.
    Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational Technology Research & Development, 56 (4), 487-506.
    U.S. Department of Commerce. (2003). 2020 visions: Transforming education and training through advanced technologies. Washington, DC: Author.