Module 2

Commercial Hypermedia Product: Reference Materials

http://kids.britannica.com

I chose the Britannica Kids Online Encyclopedia. The encyclopedia offers reliable online articles, audio, and video.  The site is very easy and efficient for students to navigate. This reference tool supports differentiated learning by offering articles that are written at multiple reading levels. Developing readers could also have the articles read aloud to them. This would be a valuable tool for students to use during research projects.  Teachers can be assured that students are gathering reliable resources at developmentally appropriate levels.  The maps, timelines, photos, and videos are also useful for teachers when introducing new topics to students.

Multimedia Authoring Tool: Hypermedia Production Software

http://mackiev.com/hyperstudio/

I chose HyperStudio 5 because it is an excellent tool for student-created presentations.  This multimedia would be an alternative option for students to use instead of the traditional PowerPoint presentation.  Students are empowered with the ability to draw, type, and video in this tool.  I would love to incorporate the example student-made presentation into my classroom.  The student created a presentation on the Earth's layers, using her own drawings, definitions, and videos of herself. Students are able to insert their own personalities into research-based presentations with this software. I think the amount of control this software gives students will make them much more motivated to do the research.

Video:
The video I chose shows Britannica Kids Online Encyclopedia being used in a fifth grade classroom.  I especially enjoyed the timeline tool that was used to see an overview of historical time periods.  The video also showed the teacher differentiating instruction for his students by allowing some to use headphones and have the articles read aloud to them.  He also discreetly chose the appropriate reading levels for each of his students. The students in this classroom seem much more engaged than if they had simply read a chapter and answered the review questions.

Module 1: Technology Tools for 21st Century Teaching

Word Processing Software

Word processing software is used to create documents consisting of pages with text and graphics in education. Using this software saves time, enhances document appearance, allows sharing of documents, and allows collaboration on documents.  Research shows that word processing software enables teachers and students to create a greater quantity of writing. Some research also shows that the quality of writing is improved as well.  One issue that arises with the use of this software includes questions of what age students should start word processing.  Some educators feel that students’ handwriting skills will be hindered by the use of this software. Other issues that arise include the necessity to teach keyboarding skills, the impact on assessment, and problems with inadvertent errors.

Spreadsheet Software

Spreadsheet software is used in education to put numerical information in row and column format and to make fast calculations.  Using spreadsheet software saves time, organizes displays of information, supports asking “what if” questions, and increases motivation to work with math. Research shows that spreadsheets can be useful tools in many content areas, including math, science, business, and social studies. One issue that arises with the use of spreadsheets is that students who fear math also tend to fear using spreadsheets.  Teachers must take time for students to become comfortable with the software.

Presentation Software

Presentation software is used in education to display text and graphics in slide shows.  Teachers use presentation software because it helps organize thinking about a topic, enhances the impact of spoken information, and allows collaboration on presentations.  One issue that arises with the use of presentation software is the impact it has on the information presented. Often, too much focus is put on the presentation instead of the content.  Issues also arise with the impact of presentation software on teaching style. Depending on how the software is used, the lesson can be become too teacher-centered rather than engaging students in active learning.

Classroom Use

I would like to implement the vocabulary lessons that my cooperating teacher in Lit Block used presentation software for in my future classroom.  The teacher displayed the vocabulary word, its definition, and an image on the first slide. For example, if the vocabulary word was “chilly”, then the image could be of something that is cold like ice.  The teacher would also make slides that showed the vocabulary word used in example sentences with an associated image.  For example, the sentence could be “Sally was chilly in the cold classroom because she forgot her coat at home”. There could also be a picture of a girl shivering without a coat. The teacher also included review game presentations where the students had to choose the right vocabulary word that went with the image on the slide. These presentations seemed to help the students better comprehend the vocabulary words because they could see the words and definitions spelled out.  The images also helped students visualize the word and make a real-world connection to it.