This document discusses the importance of integrating multimedia and emerging technologies into classroom instruction. It argues that literacy is constantly changing with new technologies, and students need to learn skills like evaluating online sources and using technologies like Google Docs. Research shows teaching these "new literacies" can help close the achievement gap for low-income students. The document provides examples of technologies that can be used in the classroom, from websites to presentation tools, and emphasizes teaching new literacy skills through a gradual integration of technologies.

1. MULTIMEDIA IN
THE
CLASSROOM
Kara Del Mar
TEC538

2. WHY IS IT IMPORTANT
TO USE MULTI MEDIA
AND OTHER
EMERGING TECHNOLOGIES
IN THE CLASSROOM?

3. Education is
Changing!!
http://youtu.be/O35n_tvOK7
4

4. If we teach today
as we taught
yesterday, then
we rob our
children of
tomorrow.”
-John
Dewey

5. NEW LITERACIES OF THE
INTERNET
 Donald Leu, et al, (2004) defined these new
literacies as "the skills, strategies, and dispositions
necessary to successfully use and adapt to the
rapidly changing information and communication
technologies and context that continuously emerge
in our world and influence all areas of our personal
and professional lives."

6. IN OTHER WORDS…

7. WE’RE FACING SOMETHING
NEW…
New literacies.
…to have been literate yesterday, in a world defined primarily by relatively
static book technologies, does not ensure that one is fully literate today where
we encounter new technologies such as Google docs, Skype, iMovie,
Contribute, Basecamp, Dropbox, Facebook, Google, foursquare, Chrome,
educational video games, or thousands of mobile apps. To be literate tomorrow
will be defined by even newer technologies that have yet to appear and even
newer discourses and social practices that will be created to meet future
needs. Thus, when we speak of new literacies, we mean that literacy is not just
new today; it becomes new every day of our lives. (Leu et al, 2013, pp 1150)

8. NEW LITERACIES OF THE
INTERNET
 The Internet is large and unbound.
 Students need to be taught to read text that is
unorganized.
 They must know how to formulate keyword
searches to identify reputable reputable
journal articles.
 Teaching new literacy skills has a positive
impact on low-income students. (Leu
et al, 2013)

9. NEW LITERACIES OF THE
INTERNET
 Students need to learn how to evaluate
sources on the Internet.
 Students need the knowledge and skills
necessary to effectively use the Internet.
 These skills are not currently being
assessed and therefore may not be
currently taught to our students.
(Leu et al, 2013)

10. NEW LITERACIES
 Economically disadvantaged students in
treatment schools (with technology)
reached proficiency levels that matched
the skills of advantaged students in control
schools (without technology).”
 Shapely, et al, (2011)

11. ACHIEVEMENT GAP
 For our low income students, our school may
be the only place where they have the
opportunity to use the Internet and other
technologies. If our school fails to teach the
new literacies students need to be successful
in college and career, they may continue to fall
behind their peers.
 Magaña and Marzano (2014)

12. NEW LITERACIES NEED NEW
INSTRUCTION
 Case studies have shown that students who struggle on
state reading assessments sometimes do surprisingly
better on tasks of online research and comprehension.
 Additional skills and strategies need to be taught to assist
students when doing online research and comprehension.
(Leu et al, 2013)

13. WHY WOULD STRUGGLING READERS
DO BETTER WITH ONLINE RESEARCH
AND COMPREHENSION?
 Units of text are shorter.
 Reader follows links from one chunk of text to
another.
 Shorter chunks of text are easier for struggling
readers to synthesize.
(Leu et al, 2013)

14. WHY WOULD STRUGGLING READERS
DO BETTER WITH ONLINE RESEARCH
AND COMPREHENSION?
 Online readers choose their own path to follow,
from link to link, increasing engagement and
allowing them to find text that is suitable for their
abilities.
 Online text contains multimedia: graphics, videos,
audio.
 Struggling readers often do well with graphic
information.
 Readers can use Command +F to quickly find the
desired information.
(Leu et al, 2013)

15. AVAILABLE TECHNOLOGY

16. AVAILABLE TECHNOLOGY:
STARTING POINTS
 Internet
 MobyMax
 Accelerated Math
Web Typing
Word
 Powerpoint
 Excel
 Kidblog or Edublog
 Khan Academy
 Powtoons

17. INTEGRATING WITH BABY STEPS
 Everyone: Word & Powerpoint
 Kinder: MobyMax
 1st: Blogs
 2nd : ELANews.com & Webtyping
 3rd: Khan Academy
 4th & 5th: Piktochart.com & Powtoons

18. ELA NEWS
Informational text at lexile ranges from
2nd grade on up. (200-1200)
 Use to support your science, Imagine It units, Social Studies.
 Stories are searchable.

19. MOBYMAX
 CCSS aligned
 Identify standards from MAP testing
 Students can work at home or at school to
earn badges

20. BLOGS
 Students can use their blog as an electronic portfolio.
 Student have a global platform to share their work.
 Students learn how to comment on other’s work.
 http://kathycassidy.com/2012/04/11/commenting-for-pre-and-emerging-writers/
 Students can post a variety of media on their blog.
 Fits so many of the CCSS writing standards!

21. INFOGRAPHICS
 Piktochart.com – an easy way for students to
digitally present their work.
 Use as an assessment
 CCSS worthy perfomance task.
 Teaches graphing and data representation
 Sharing infographics teaches students how to
discern the author’s message.

22. POWTOONS
 A fun presentation tool: Think Powerpoint on steroids…
 Classroom groups can be set up so students can create their own
Powtoon presentation with support from their instructor.
 It is also a great way for instructors t make creative presentations:
 http://youtu.be/wGBjzLWIzdk

23. REFERENCES
 Magaña, S. & Marzano, R. (2014). Enhancing the art and science
of teaching with technology. Bloomington, IN: Marzano Research
Laboratory.
 Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F.
(2011). Effects Of Technology Immersion On Middle School
Students’ Learning Opportunities And Achievement. The Journal of
Educational Research, 299-315.
 Leu, D., Kinzer, C., Koiro, J., Castek, J., Henry, L. (2013),
Theoretical Models and Processes of Reading, (6th ed., pp 1150-
1181). Newark, DE: International Reading Association.