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Chapter 6: Teaching with Multimedia and Hypermedia

By The Outskirts: Ules Baxter, Heather Dixon, Lusinda Frost, Angelique Ross, Stephanie Ross ED 6346: Literacy in Technology Professor: Christopher Quek Date: July 19, 2010. Chapter 6: Teaching with Multimedia and Hypermedia. AGENDA. INTRODUCTION OF GROUP AND AGENDA

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Chapter 6: Teaching with Multimedia and Hypermedia

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  1. By The Outskirts: Ules Baxter, Heather Dixon, Lusinda Frost, Angelique Ross, Stephanie Ross ED 6346: Literacy in Technology Professor: Christopher Quek Date: July 19, 2010 Chapter 6: Teaching with Multimedia and Hypermedia

  2. AGENDA • INTRODUCTION OF GROUP AND AGENDA • EVALUATION CHECKLIST FOR INTEGRATED LESSONS: 5 PHASES • LESSON 1: A MONARCH BUTTERFLY RESULTS OF EVALUATION • LESSON 2: VIDEO HELPS TEACH HISTORY AND WRITING RESULTS OF EVALUATION • MODIFIED LESSON • ADDED DESRIPTORS • ASSESSMENT • QUESTIONS • REFERENCES

  3. “The Technology Integration Planning Checklist” The Technology Integration Planning Checklist Detail Hands On With Technology, 3e Intended to evaluate lessons

  4. Rubric “Evaluation Checklist for a Technology-Integrated Lesson” Phase 1: Rationale for Using Technology Phase 2: Lesson Objectives and Assessments Phase 3: Technology Integration Strategies Phase 4: Preparation Logistics Phase 5: Evaluation and Revision

  5. “MyEducationLab” Lesson 1 Title: A Monarch Butterfly Movie Project Topic: Biology Content Areas: Science Technologies Used: Video development, Internet, Digital Camera, HTML (web page) Editor Grade Levels: Elementary and Middle School Relative Advantages: Makes abstract topics more visual, concrete. Develops technological/information literacy skills. Format aids collaborative, cooperative group work. Objectives: • Film the development of the butterfly as it goes through the four stages of metamorphosis. • Create a web page that describes and illustrates the metamorphosis process. Standards: ISTE Standards – NETS-S 1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes. 1b - Creativity and Innovation Students create original works as a means of personal or group expression. 2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems. 3b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4b – Critical Thinking, Problem Solving, and Decision Making Students plan and manage activities to develop a solution or complete a project. 5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning. 6a – Technology Operations and Concepts Students understand and use technology systems. 6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies. Description This project helps students gain even more insight into the process of metamorphosis than they could by viewing it with traditional methods. They collect Monarch butterfly eggs and create a digital movie of the stages as the eggs grow to become butterflies. 1. Begin by asking students to visit several Internet sites to learn more about Monarch butterflies. 2. Next, students collect the butterfly eggs and set up the environment in which the cocoons will grow. 3. Help students position the camera to film the development of the butterfly as it goes through the four stages of metamorphosis. 4. After they capture the process, show them a speeded up version of the video, and have students discuss what they are seeing using correct scientific terms. 5. Students write up their findings and place them and the movie on a web page to share with other classes. Assessment: Teachers use a rubric to evaluate students' group work and involvement in the learning activities. Source: Hoffenburg, H., & Handler, M. (2001). Digital video goes to school. Learning and Leading with Technology, 29(2), 10-15.

  6. Evaluations of Integrated Lesson 1 A Monarch Butterfly Movie Project • Phase 1: Rationale for Using Technology NO scored 0/3 • Phase 2: Lesson Objectives and Assessments NO scored 0/4 • Phase 3: Technology Integration Strategies NO scored 0/5 • Phase 4: Preparation Logistics NO scored 2/6 • Phase 5: Evaluation and Revision NO scored 0/2

  7. “MyEducationLab” Lesson 2 Title: Video Helps Teach History and Writing Topic: History, Writing Content Areas: Social Studies, English Technologies Used: Video development, Word processing, DVD Grade Levels: 5-8 Relative Advantages: Makes abstract topics more visual, concrete. Supports manual operations in high level learning. Professional, polished looking products motivate students. Objectives: • Discuss the history and conflicting viewpoints of the first battle of Bull Run. • Follow a structured set of steps to create a video that illustrates a topic. Standards: History – National Center for History in the Schools, Grades K-4 Topic 3: The History of the United States U.S. History – National Center for History in the Schools, Grades 5-8 52: Era 5: Civil War and Reconstruction (1850-1877) The course and character of the Civil War and its effects on the American people. ISTE Standards – NETS-S 1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes. 1b - Creativity and Innovation Students create original works as a means of personal or group expression. 2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 2c – Communication and Collaboration Students develop cultural understanding and global awareness by engaging with learners of other cultures. 2d - Communication and Collaboration Students contribute to project teams to produce original works or solve problems. 3a – Research and Information Fluency Students plan strategies to guide inquiry. 3b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4b – Critical Thinking, Problem Solving, and Decision Making Students plan and manage activities to develop a solution or complete a project. 5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 5c - Digital Citizenship Students demonstrate personal responsibility for lifelong learning 6a – Technology Operations and Concepts Students understand and use technology systems. 6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies. Description: Developing videos in the classroom helps accomplish many instructional goals. It not only helps engage students in the study of any content area, it also provides valuable practice in writing skills. The digital video production process parallels the writing production process. This history project illustrates the value of video development. The topic is analyzing the Battle of Bull Run. Students followed a three-phased process: Preproduction - Through a variety of classroom activities, students get background information on the topic. Then they create a story outline of what they want to portray. They create content maps and work in groups to brainstorm characters, settings, and dialog to include. They come back together as a whole class and discuss and debate what should be included in the video. Finally, they assign roles for each student, write the scripts, and do storyboards for how the scenes will take place. They read the rough drafts to the class to get feedback and suggestions for revisions. Production - They act out the scenes and videotape them, sometimes several times, adjusting the scenes to get the look/effects they want. Post-production - The students edit the video and add effects (e.g., slow motion) and music to get the impact they want. After the video is complete, the teacher makes DVD copies for the students to take home. The teacher holds a “movie night” to show the video to parents. Assessment: Rubric to assess video quality and group cooperation Source: Scot, T. P., & Harding, D. (2004). Splicing video into the writing process. Learning and Leading with Technology, 32(1), 26-31.

  8. Evaluations of Integrated Lesson 2 Video Helps Teach History and Writing • Phase 1: Rationale for Using Technology YES scored 3/3 • Phase 2: Lesson Objectives and Assessments YES scored 2/4 • Phase 3: Technology Integration Strategies NO scored 1/5 • Phase 4: Preparation Logistics NO scored 2/6 • Phase 5: Evaluation and Revision NO scored 0/2

  9. Modify a Lesson:“Virtually” Living in Medieval Society

  10. Added Descriptors:Special Considerations for students • Visual and/or audio impairment –audio and visual interface is built in the software, personal headphones available for those who prefer regular audio • Physical –lowered computer space for wheelchair access • Attentional issues – work one on one, extra time, scribed (peer, teacher assistant), tasks will be broken into smaller parts, and a checklist will be provided. In some instances, a social story/board maker may be required. • Enrichment- students can work from more advanced organizers within the program and expand on the content, conference with small group on expanding vocabulary • Behaviour management- an anchor chart will be reviewed, there will be consistent changing from whole group, small group, pair and individual work and teacher and assistant will be checking for understanding is ongoing • Early finishers- Read to self from browsing box for unit • Materials are organized in students’ writing folders • Multiple Intelligences you plan to use in this lesson: visual, auditory, kinesthetic/tactile, interpersonal

  11. Learning Objectives

  12. Kidspiration Software

  13. Preparation and Resources

  14. Student Prior Learning

  15. ISTE Standards NETS-S Technology Outcomes: 1a – Creativity and Innovation Students apply existing knowledge to generate new ideas, products, or processes. 2a - Communication and Collaboration Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b – Communication and Collaboration Students communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3a – Research and Information Fluency Students plan strategies to guide inquiry. 3 b - Research and Information Fluency Students locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 5b – Digital Citizenship Students exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 6a – Technology Operations and Concepts Students understand and use technology systems. 6d - Technology Operations and Concepts Students transfer current knowledge to learning of new technologies

  16. Student will share their “illustrated” and “written” work with their original small group members • Student pairs share their role in the social structure with class • Important in the final project to have an overview of all roles and explore their connections for the remaining lessons Conclusion Closure to Lesson: How will I know what students have learned?

  17. Assessment: For Learning, Of Learning Formative and Summative Assessment of student learning: observing students and making anecdotal Conference will have determined next steps for individual and/or small group Teacher Checklist- content requirements Student Self Assessment Rubric for use of technology and content knowledge Teacher will use a rubric to assess end of unit content knowledge

  18. Reflective Assessment Self-evaluation of the lesson presentation/preparation: Not yet implemented Did the demonstration in the introduction hold the students’ attention? Were the resources used as you had intended? Did students have enough time to “illustrate” via the software the societal role? Self-reflection: Not yet implemented What did you learn from this lesson? What went particularly well, why? What might you do differently another time? Why? How did the Curriculum Documents assist you? Frustrations?

  19. Technology Integration Lesson Planning Team From Ules, Heather, Lusinda, Angelique and Stephanie, this has been our integrated lesson plan Questions??? Until next time- Thanks!

  20. References:http://portal.nbed.nb.ca/tr/cd/Documents/,DanaInfo=portal.nbed.nb.ca,SSL+Compacted%20Curriculum%20Grade%20Five.pdfhttp://rubistar.4teachers.orghttp://myeducationlab.comhttp://www.inspiration.com/kidspirationhttp://iste.orghttp://portal.bigchalk.com/portalweb/home.do;jessionid=AEDFDC7A12B9bb5F60EA4652 user:NBED, password:bigchalk "Medieval Meal." Image. Getty Images. History Study Center. ProQuest LLC. 17 July 2010 <http://www.historystudycenter.com/>. Integrating Educational Technology into Teaching: Fifth Edition (M.D. Roblyer and Aaron H. Doering)Microsoft Office for Teachers: Third edition (William J. Gibbs and Patricia J. Fewell)

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