The Effective Use of Technology in Teaching

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  • Be cautious of using voice over text. Frustrating if speeds don’t match
  • Source-need to be clear about why you're communicating, and what you want to communicateMessage-information that you want to communicateEncoding-transferring the information you want to communicate into a form that can be sent and correctly decoded at the other endChannel-Messages are conveyed through channels-Different channels have different strengths and weaknessesDecoding-confusion can arise from errors in encoding, it can also arise from decoding errorsReceiver-individual members of your audience. each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their responseFeedback-verbal and nonverbal reactions to your communicated message-it is the only thing that allows you to be confident that your audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second timeContextsituation in which your message is delivered including the surrounding environment or broader culture
  • The Effective Use of Technology in Teaching

    1. 1. The Effective Use ofTechnology in Teaching The Learning Curve Thursday, March 22, 2012
    2. 2. S. Todd McKee, M.Ed.Instructional DeveloperLittle Rock GRECC, CAVHSArkansas Geriatric Education Center
    3. 3. Outline• Define types of media technology• Describe the principles of message design or communication• Identify guidelines of an effective presentation
    4. 4. Media Types• Text• Audio• Visuals• Video• Animations• Real objects
    5. 5. Text• Words, numbers, signs, symbols, equations, etc.• Faster than other media• Most reliable• Cannot adequately represent everything
    6. 6. Audio• Human voice, music, sound effects, natural, mechanical, etc.• Excellent for teaching attitudes• More effective when the topic is simple, concrete, and unstructured• Very effective when combined with other media
    7. 7. Visuals• Drawing, graph, photo, map, charts, etc• Identify objects, classifying objects, showing relationships, help make abstract concepts concrete• Visuals combined with text help with retention
    8. 8. Video• Best for showing realism, skills that need recognizing, making abstract concepts concrete, classifying or comparing information, presenting introductions, or getting someone’s attention• Requires more mental processing with potential to overwhelm• Weak at teaching detailed information
    9. 9. Animations• Show relationships between objects, help explain difficult concepts, simulations
    10. 10. Real Objects• Provide real objects or activities• Better than simulation or representation
    11. 11. Selecting Media• Text is a base, build on top• More than one media is usually better• “Does it enhance or distract?”• Media carries your message
    12. 12. Example
    13. 13. Communication Process
    14. 14. Communication Process Experience Experience Msg Msg Msg Msg ReceivSource Encoding Channel Decode er Feedback Context
    15. 15. Media & ExperienceDale’sCone ofExperience
    16. 16. Dale’s Cone of Experience
    17. 17. Designing Effective PresentationGuidelines• Big• Simple• Clear• Progressive• Consistent
    18. 18. Make It Big
    19. 19. Make it Big (Text)• This is Arial 12• This is Arial 18• This is Arial 24• This is Arial 32• This is Arial 36• This is Arial 44• This is Arial 54
    20. 20. Make it Big (Text)• This is Arial 12• This is Arial 18 Too Small• This is Arial 24• This is Arial 32• This is Arial 36• This is Arial 44• This is Arial 54
    21. 21. Keep It Simple
    22. 22. Keep It Simple (Text)• Too many colors• Too Many Fonts and Styles• The 5 x 6 rule • No more than 5 lines per slide • No more than 6 words per line
    23. 23. Keep It Simple (Text)Instructional Technology: A complex integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and Too detailed ! devising, implementing, evaluating, and managing solutions to those problems in situations in which learning is purposive and controlled (HMRS 5th ed.)
    24. 24. Keep It Simple (Text)Instructional Technology: A process involving people, procedures & tools Much Simpler for solutions to problems in learning (HMRS 5th ed.)
    25. 25. Keep It Simple (Picture)• Art work may distract your audience • Artistry does not substitute for content
    26. 26. Keep It Simple (Sound)• Sound effects may distract too• Use sound only when necessary
    27. 27. Keep It Simple (Transition)• This transition is annoying, not enhancing • "Appear" and "Disappear" are better
    28. 28. Make It Clear
    29. 29. Make It Clear (Capitalisation)• ALL CAPITAL LETTERS ARE DIFFICULT TO READ• Upper and lower case letters are easier
    30. 30. Make It Clear (Fonts)San-serif Serif Z Zclear busy
    31. 31. Make It Clear (Fonts)• Serif fonts are difficult to read on screen• San-serif fonts are clearer• Italics are difficult to read on screen• Normal or bold fonts are clearer• Underlines may signify hyperlinks• Instead, use colors to emphasise
    32. 32. Make It Clear (Numbers)Use numbers for lists with sequenceFor example:How to put an elephant into a fridge?1. Open the door of the fridge2. Put the elephant in3. Close the door
    33. 33. Make It Clear (Bullets)Use bullets to show a list without• Priority• Sequence• Hierarchy
    34. 34. Make It Clear (Colors)• Use contrasting colors• Light on dark vs dark on light• Use complementary colors
    35. 35. Make It Clear (Contrast)• Use contrasting colors• Light on dark vs dark on light• Use complementary colors This is light on dark
    36. 36. Make It Clear (Contrast)• Use contrasting colors• Light on dark vs dark on light• Use complementary colors This is dark on light
    37. 37. Make It Clear (Complement)• Use contrasting colors • Light on dark vs dark on light • Use complementary colorsThese colors do not complement
    38. 38. Make It Clear (Complement)• Use contrasting colors • Light on dark vs dark on light • Use complementary colors These colors complement
    39. 39. Make It Clear (Size)• Size implies importance
    40. 40. Make It Clear (Size)• Size implies importance
    41. 41. Be Progressive
    42. 42. Types of Instructional Discovery Tools Learning Individual Social Constructive ConstructiveMode of Instruction Tools Tools Guided Too many in one go! Inquiry Informational Tools Individual Social Instructive Communicative Tools Tools Direct Instruction Individual Pair Group Complexity of Interactions
    43. 43. Types of Instructional Discovery Tools Learning Individual Social Constructive ConstructiveMode of Instruction Tools Tools Guided Informational Tools Inquiry Progressive & Individual Social Instructive focused thus Communicative Tools Tools Direct Instruction Individual Pair Group Complexity of Interactions
    44. 44. Be Consistent
    45. 45. Be Consistent• Differences draw attention• Differences may imply importance• Use surprises to attract not distract
    46. 46. Be ConsistentDifferences draw attention• Differences may imply importance• Use surprises to attract not distract This tick draws attention
    47. 47. Be ConsistentDifferences draw attention Differences may imply importanceo Use surprises to attract not distract These differences distract!
    48. 48. Be Consistent• Differences draw attention• Differences may imply importance• Use surprises to attract not distract This implies importance
    49. 49. Be Consistent• Differences draw attention• Differences may imply importance• Use surprises to attract not distract Confusing differences!
    50. 50. Be Consistent• Differences draw attention• Differences may imply importance• Use surprises to attract not distract This surprise attracts
    51. 51. Be Consistent• Differences draw attention• Differences may imply importance• Use surprises to attract not distract These distract!
    52. 52. In Summary• Big• Simple• Clear• Progressive• Consistent
    53. 53. Some Final Words• Communication is the key• Text to support the communication• Pictures to simplify complex concepts• Visuals to support, not to distract• Animations/Video for complex relationships• Sounds only when absolutely necessary
    54. 54. Thank you! Questions? Email: todd@uams.edu SlideShare:slideshare.net/todd

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