Educational Technology 1

Huwebes, Oktubre 13, 2016

Lesson 18: Roles and Functions of an Educational Media Center

What is educational media center?

Is a place where audio-visual materials and equipment for instructional support were housed.
It provides a venue for multimedia learning for a more effective instructional process in school.

The Educational Media Center is a unit indispensable to the teacher-training programs of the College.

It provides the following services to the faculty, staff and students of the College: audio and/or video media materials
recording services, production services, basic repair services, and consultant service on effective media utilization.
To do its job, the Center has a collection of audio-visual facilities including cassette tape recorders,
slide/tape recorders and projectors, film and film strip projectors, overhead and opaque projectors,
video camera and other production hardware and equipment. For the most part, the Center serves as
a laboratory for undergraduate and graduate students enrolled in Educational Technology courses.
The mission of the Educational Media Center (EMC) is to provide quality support for teaching and learning through the integration and use of technology

Responsibility of Media Specialist in Education

Plan instructional programs
Share information about resources and search strategies
Help with the operation of a peace of Help with the operation of a peace of equipment
Suggest specific resources for a particular unit
Provide conducive learning environment

Basic Services of Educational Media Center

Accessibility of Resources
Collection
Reference
Instruction
Production
Consultation

Miyerkules, Oktubre 12, 2016

Lesson 17: Assessment in a Constructivist, Technology-Supported Learning

WHAT IS CONSTRUCTIVIST THEORY?

Constructivist theory is a theory to explain on how knowledge is constructed in the human being

when b information comes into contact with existing knowledge tha t has been developed by
experiences. Constructivism as a theory of learning has existed for over one hundred years
but has no been widely accepted or applied in public schools.this theory is just a posed of
behavioral theory.

WHAT IS TECHNOLOGY-SUPPORTED LEARNING?

It is used to encourage students especially in facilitating student centered learning activities.

It is more than technology enhance instruction. It recognizes that learning is supported in
many different ways, even if there is no formal teaching involve.

Students study and learn based on the way they are tested. The type of assessment anticipated
appears to influence how and what they learn. therefore, the quickest way to change the way
students learn is to change the way learning is assessed.

In a technology-supported classroom, the student learns from and with the technology.
Technology is seen as a source of information that the students learn from in the same
way that the teacher are the source of information.. the students master facts from
the concepts from technology and with the aid of technology.

For example, when a teacher is engaging students in a learning opportunity, the instructor begins to question. The process of questioning not only interests students in a topic, but also gives the instructor an idea of the amount of prior knowledge a learner will bring to the experience.
During the exploring stage, "...students’ inquiry process drives instruction during an exploration." Driving instruction is one purpose of assessment, whether in a traditional or constructivist classroom.
During the explain stage, communication occurs between student and teacher. At this point, an instructor can input more information or points of inquiry as needed; again they are actively assessing. Also during the explain stage, artifacts become available that demonstrate concrete evidence of student understanding.
When students begin to elaborate on their ideas and observations, possible avenues of future research can develop.

Therefore, evaluation as a stage is not meant to be solitary and final, but a constant in each stage of constructivist learning (Miami Museum of Science, 2001).

Principle Tools and Methods Used in Constructivist Assessment

Similarities and Differences Between Constructivist and Traditional Assessment

Similarities

Both types of assessment can take on a variety of formats: paper and pencil, physical hands on experience, or some type of exchange.

The phrasing and use of critical thinking terminology in questioning can also be similar.

Instructors in traditional classroom also use assessments in order to plan lessons and develop activities.

Differences

Responses to traditional questions will also require more than a 'yes' or 'no' answer. However, the idea that interactive feedback occurs between evaluators and learners as well as the concept of judging the active construction of thinking as well as the outcome are greater priorities to the constructivist assessor than a traditional method of evaluation.
Another difference lies in the support of standardized testing. Traditional learning environments support standardized testing and make many educational decisions off of those scores. Constructivists have a very negative view of this particular testing vehicle. Constructivists prefer that assessments have more of a 'real-life' application. The types of assessment preferred by constructivists would be: authentic, performance, or portfolio assessment. These types of assessment, according to Reeves & Okey, require more genuine thought from the learner and provide a more stimulating form of evaluation than traditional classroom testing.

Lesson 16: Using the Project based learning Multimedia as a teaching-learning strategy

Project based learning enables classrooms to emphasize this under valued part of the "Invisible curriculum" what author Daniel Goleman has called "Emotional Intelligence".

Using project - based learning multimedia as a strategy in teaching is effective in increasing students motivation by engaging them in their own learning, in improving student problem-solving and higher order thinking skills.
Teaching with the project-based method enables students to work cooperatively with peer and mentors in a student-centered environment where learners are encouraged to explore various topics of interest. It also provides opportunities for interdisciplinary learning by engaging students in applying the content of different subject areas.

Goals and Objectives are always the starting points of planing. When we plan a multi-media learning project as a teaching strategy, we begin by clarifying our goals and objective. Another important thing is to determine the resources available- from library materials, community resources both material and human, internet, new media- since this project calls for Multi-Media.

To trim down time devoted to a multi-media project, Simkins et al (2002) suggested the following:

1. Use technology students already know
2. Use time outside of class whenever possible
3. Assign skills practice as homework
4. Use special classes (like art or music) as extra time
5. Let students compose texts and select and prepare graphics and sounds as they plan

Before the project starts:

1. Create project description and milestones

2. Work with real world connections

3. Prepare resources

4. Prepare software and peripherals such as microphones

5. Organize computer files

6. Prepare the classroom

Introducing the project (one or two days)

1. Review project documents

2. Perform pre-assessment

3. Perform relevant activities

4. Group students- here are some grouping strategies:

by topic interest
by student talent and expertise
by student choice
randomly

Learning the technology (one to three days) - Give a chance for the students to work with whatever software and technology they will be using.

Preliminary research and planing (three days to three weeks, depending on project size) - At this stage, students should immerse themselves in the content of subject matter they need to understand to create their presentation.

Concept design and Story boarding (three to five days)- A story board is a paper- and- pencil sketch of the entire presentation, screen by screen or in the case of videos, shot by shot, requiring a story board provides a natural check-in point for you and gives your students an opportunity to plan ahead.

Here are a few design tips to keep in mind throughout story boarding and production.

Use scanned, handmade artwork to make a project look personal and to manage scarce technology resources.
Keep navigation
Organize information similarly throughout so users can find what they are looking for
Care for collaboration
Organize manageable steps
Check and asses often
Assessing, testing and finalizing presentations (one to three weeks)- There are two kinds of testing to think about
Functional Testing- Trying all the buttons, taking all possible paths thru the presentation, checking for errors, missing images and the like
User- Testing- Showing the presentation to members of the target audience and finding out if they can successfully navigate it and understand it.

* Assessment means critical evaluation of your presentation.

Concluding activities (one to three days)- Allow time for students to present and show off their hard work. Often there is an obvious, authentic concluding activity related to your real- world connection. Remember to take time to review the ups and downs of the project with students and anyone else who participated.

Lesson 15: Project-based Learning and Multimedia

Project-based learning is not a new educational method.

The use of multimedia is a dynamic new form of communication.
The merging of project-based learning and multimedia represents an extraordinary teaching strategy that we call project-based multimedia learning.
Guidelines for Implementing and developing your own units based on this strategy.

By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance.

By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information.

Project-based multimedia learning- is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.

Dimensions of Project-Based Multimedia Learning Project

Core curriculum

At the foundation of any unit of this type is a clear set of learning goals drawn from whatever curriculum or set of standards is in use.

Real-world connection

Project-based multimedia learning strives to be real. It seeks to connect students' work in school with the wider world in which students live.

Extended time frame

A good project is not a one-shot lesson; it extends over a significant period of time. It may be days, weeks, or months. The actual length of a project may vary with the age of the students and the nature of the project.

Student decision making

Students have an opinion.

Divide them into “Teacher” and “Students” based on a clear rationale (decisions)

The Teacher can allow Students to determine what substantive content would be included in their projects.

Students can make decisions about the form and content to their final products, as well as the process for producing them.

Collaboration

We define collaboration as working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone. Students may work in pairs or in teams of as many as five or six. Whole-class collaborations are also possible.

Assessment

Regardless of the teaching method used, data must be gathered on what students have learned. When using project-based multimedia learning, teachers face additional assessment challenges because multimedia products by themselves do not represent a full picture of student learning.

Assessments have Three Difference Roles in the Project-based Multimedia Context:

Activities for developing expectations;
Activities for improving the media products; and
Activities for compiling and disseminating evidence of learning.

Multimedia

As students design and research their projects, instead of gathering only written notes, they also gather—and create— pictures, video clips, recordings, and other media objects that will later serve as the raw material for their final product.

Why Use Project-Based Multimedia Learning?

Identifying, organizing, planning, and allocating time, money, materials, and workers.
Negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member.
Selecting technology, applying technology to a task, and maintaining and troubleshooting technology.

Teaching the New Basic Skills, Richard Murname and Frank Levy (1996) describe three sets of skills that students need to be competitive for today’s jobs:

Hard Skills (math, reading, and problem-solving skills mastered at a higher level than previously expected of high school graduates);
Soft Skills (for example, the ability to work in a group and to make effective oral and written presentations); and the ability to use a personal computer to carry out routine tasks (for example, word processing, data management, and creating multimedia presentation).

Lesson 14: Maximizing the use of LCD Projector and the Chalkboard

LCD Projector

An LCD projector is a type of video projector for displaying video, images or computer data on a screen or other flat surface.

Because they use small lamps and the ability to project an image on any flat surface, LCD projectors tend to be smaller and more portable than some other types of projection systems. Even so, the best image quality is found using a blank white, grey, or black (which blocks reflected ambient light) surface, so dedicated projection screens are often used.

Advantages of LCD Projectors

Cost of LCD Projectors
Sharp Images
Greater Zoom Magnification
Less Power Consumption

Disadvantages of LCD projectors

Limited lifetime
Contrast
Screen-door effects
Dust issues
Dead pixels

The Chalkboard

A chalkboard is a reusable writing surface on which text or drawings are made with sticks of calcium sulfate or calcium carbonate, known, when used for this purpose, as chalk.
Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, TV, etc. but it will always have a chalkboard.

Practices that help us in effective use of Chalkboard

Write clearly and legibly on the board. Take note that there are children in the last row.
Have a hard copy of your chalkboard diagram or outline.
Do not crowd your notes on the board.
Make use of colored chalk to highlight key points. Color will also make your board work appealing.
Do not turn your back to your class while you write on the chalkboard. Write side view as you talk. Do not lose your eye contact with the class.
For the sake of order and clarity, start to write from the left side of the board going right.
If you teach the grades and you think the lines on the chalkboard are needed for writing exercise, then provide the lines for your board.
Look at your board work from all corners of the room to test if pupils from all sides of the room can read your board work.
If there is glare on the chalkboard at a certain times, a curtain on the window may solve the problem.
If you need to replace your chalkboard or if you are having a new classroom with new chalkboard suggest to the carpenter to mount the chalkboard a little concave from left to right to avoid glare for the pupils’ benefit.
If you need to have a board work in advance or that need to be saved for tomorrow’s use(say a quiz or sophisticated diagram), write “Please Save” and cover the same with a curtain.
Make full use of the chalkboard. It may be a traditional educational technology but it serves its purpose very well when used correctly.

Chalkboard Techniques by James W. Brown (1969)

A. Sharpen your chalk to get good line quality.

B. Stand with your elbow high. Move along as you write.

C. Use dots as “aiming points”. This keeps writing level.

D. Make all writing or printing between 2 and 4 inches high for legibility.

E. When using colored chalk, use soft chalk so that it can be erased easily.

Lesson 13: Visual Symbols

Visual Symbols

are representations of direct reality, which comes in the form of signs and symbols.

Drawings

a drawing may not be real thing but better to have a concrete visual aid than nothing. To avoid confusion, it is good that our drawing correctly represents the real thing.

Cartoons

another useful visual symbol that can bring novelty to our teaching is the cartoon. A first-rate cartoon tells its story metaphorically.

Strip Drawings

a sequence of drawings in a newspaper, magazine, etc., relating a humorous story or an adventure.

Diagrams

“It is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions, etc.” (Dale 1969)

Types of Diagrams

Affinity Diagram – used to cluster complex apparently unrelated data into natural and meaningful groups.

Tree Diagram – used in increasing details or various tasks that must be accomplished to complete a project.

Fishbone Diagram – cause-and-effect diagram.

Charts

It is a diagrammatic representation of relationships among individuals within an organizations.

Types of Charts

Time Chart - tabular time chart that presents data in ordinal sequence.

Tree or Stream Chart – depicts development, growth and change by beginning with a simple course with spread outs into many branches.

Flow Chart – visual way of showing a process from beginning to end.

Organizational Chart – shows how one part of the organization relates to other parts of the organization.

Comparison and Contrast Chart – shows similarities and differences.

Pareto Chart – type of bar chart, prioritized in descending order of magnitude or importance from left to right.

Gantt Chart – is an activity time chart.

Graphs

Pictures that help us understand data.

Types of Graphs

Circle Graph – recommended for showing parts of whole.

Bar Graph – use in comparing the magnitude of similar items at different ties or seeing relative sizes of the parts of a whole.

Pictorial Graph – make use of picture symbols.

Graphic Organizers – you met several graphic organizers in your subject, principles of teaching.

Maps

Is a representation of the surface of the earth or some part of it.

Types of Maps

Physical Map – altitude, temperature, rainfall, precipitation, vegetation and soil.

Relief Map – three dimensional represents and show contours of the physical data of the earth or part of the earth.

Political Map – gives detailed information about country, provinces, lakes, rivers etc.

Poster - is a “public” piece of paper conveying information through text (words) and/or graphic images (symbols or pictures).

Lesson 12: The Power of Film, Video and TV in the Classroom

“Next to the home and school, I believe television to have a more profound influence on the human race than any other medium of communication.” – Edgar Dale

The Film, the Video and the TV are indeed very powerful. Dale (1969) says, they can:

Transmit a wide range of audio – visual materials, including still pictures, films, objects, specimen and drama.

Bring models of excellence to the viewer.

Bring the world of reality to the home and to the classroom through a “live” broadcast or as mediated through film or videotape.

Make as see and hear ourselves world events as they happen.

Be the most believable news source.

Make some programs understandable and appealing to a wide variety f age and educational levels.

Become a great equalizer of educational opportunity because programs can be presented over national and regional network.

Provide us with sound and sights not easily available even the viewer of a real event though long shots, close up, zoom shots, magnification and split screen made possible by the camera.

Can give opportunity to teachers to view themselves while they teach for purposes of self-improvement.

Can be both instructive and enjoyable.

While the film, video and TV can do so much, they have their own limitation.

Television and film are one-way communication device. Consequently, they encourage passivity.

The small screen size puts television at a disadvantage when compared with the possible size of projected motion pictures.

Excessive TV viewing works against the development of child’s ability to visualize and to be creative and imaginative, skills that are needed in problem solving.

There is much violence in TV.

Basic Procedure in the Use of TV as a Supplementary Enrichment

1. Prepare the classroom.

2. Pre-viewing Activities.

a. Set goals and expectation.

b. Link the TV lesson with past lesson and / or with your student’s experience for integration relevance.

c. Put the film in context.

d. Point out the key points they need to focus on.

3. Viewing

a. Don’t interrupt viewing by inserting cautious and announcements you forget to give during the previewing stage.

b. Just make sure sights and sounds are clear.

4. Post – Viewing

To make the feel ease begin by asking the following questions:

What do you like best in the film?
What of the part film makes you wonder? Doubt?
Does the film remind you of something or someone?
What question are you asking about the film?

The film, video, and TV are powerful instructional tools.

When they are used appropriately and moderately, they can make the teaching-learning process more concrete, lively, colorful and interactive.

Misuse and abuse of their use in the classroom and even at home has far reaching damaging effects in the development of children’s imaginative and thinking powers and sensitivity to human life.

The Effect of TV

We agree that the TV can give a more accurate, more lively and more colorful presentation of a difficult topic in physics for instance when the one who teaches the topic is inexperienced and can only make use of still pictures in black and white as visual aid.
We are aware of the numerous educational benefits of the use of the TV.
The effect of TV depends on how it is used.
When used in excess, it can also impair the development of children’s ability to visualize, to be creative and imaginative. Worse, is when children gets exposed to violence in TV.
Social psychologist Craig A. Anderson gave this testimony to the US senate on March 21, 2000:
“The Media violence effect on aggression is bigger than the effect of exposure to lead on IQ scores in the children, the effect of calcium intake on bone mass, the effect of homework on academic achievement, or the effect of asbestos exposure on cancer… high exposure to media violence is a major contributing cause of the high rate of violence in modern US Society.”
Let us use the TV appropriately and moderately so that we can take advantage of its advantage and mitigate its disadvantages.

Using Video in the Classroom

Does video have a place in the classroom?

According to a 1992 study conducted by Synergy Broadcast Systems, “Video in the classroom is an important tool used to support the four key components of learning.”

Four Key Components

Active Engagement
Participation in Groups
Frequent Interaction and Feedback
Connection to Real-World Experts

Why Use Video in the Classroom?

We remember 70% to 90% of what we see, hear and do.
Using video, creating content and producing an end result that will allow students to do all three.

Technology has changed

Due to changes in technology, video tools are more accessible than ever before.
Students will be using technology throughout the course of their scholastic career. The sooner they have access, the better.

Ways video helps assist classroom assignments:

Supports differentiation.
Stimulates classroom discussion.
Reinforces readings.
Provides creative output.
Allows students to interact with classrooms throughout the world.