This week the topic of the chapter was multimedia and hypermedia, and how it can be used in the classroom. I really liked this chapter because I think it can relate to any subject matter that can be taught. As a educator in training I plan to use not only power point but other types of hypermedia tools to help make history fun and interesting to my students. It is a common fact that the use of hypermedia and multimedia can help students retain information. Roblyer and Doering mention the benefits throughout this chapter, but on page 176 they discuss how it strengthens critical thinking and increases student's motivation to learn (pg. 176). I also found a article that discussed some benefits of using hypermedia and multimedia in the classroom.
check out this great article on hypermedia #http://www.education.com/reference/article/impact-hypermedia-education/ #ED527UM
— Amanda Dison (@AmandaDison) September 19, 2013
Commercial Hypermedia products are also discussed in this chapter. As a history teacher I think the commercial hypermedia products that best apply for me to use one day are the reference materials. There are many reference materials on-line ranging from an assortment of subjects and topics. An example of one is the Encyclopedia Brittanica which is a great reference material for students to use. The textbook book also uses this as an example found on page 175. This was one of my go to sources when I was in middle school and high school because it was helpful and easy to use.
The chapter also discusses multimedia authoring in some detail. Type number 2 which is discussed starting on page 188. Type 2 deals with audio and video and using it to help teach students. This type ranges from using podcasts to video lecture. I personally think this type of teaching could be very effective at times. YouTube is an example of how this type of multimedia software can be used. YouTube can be a great place to find clips, documentaries, and relevant media for a wide number of subjects. Although using YouTube one needs to use discretion and preview anything they plan on viewing in class to make sure it is acceptable. The textbook gives the example of other websites that are similar to YouTube, such as TeacherTube and SchoolTube (pg. 191). Teachers can use these videos, but students can also upload their own school video projects on these two sites as well. Here is a YouTube clip of Nixon that I might very well use one day as a teacher:
I think these tools and others discussed in this chapter can be very helpful in teaching students, but as with other technology I think some hypermedia discussed in the chapter should be used sparingly. It is important that students and teacher maintain a good relationship. Sometimes all this technology can cause a barrier between students and teachers, which is why it should be used rather sparingly.
Hi guys sorry I couldn't seem to embed my twitter correctly, and my youtube video didn't want to embed either so I posted it right above the M2 blog. Again I'm sorry guys.
I agree with you a 100%. The reference materials are a great source for history classes. I personally like the encyclopedia website. It offers a wide range of information. It also provides youTube clips as well.
I also used an Encyclopedia as my Hypermedia example, however I found one specifically devoted to Science. Online Encyclopedias are wonderful Hypermedia Resource Materials because they allow a very flexible learning environment for all types of students -- audio, visual, etc. These programs draw on very diverse tools, as Roblyer an Doering have stated, therefore allowing "a student who may not be good at written expression but has visual aptitude can document learning with video or pictures" (2013, pg. 176).
Amanda, these seem like great sources. I especially like the idea of using videos through YouTube because as As Roblyer and Doering (2013) point out, students can review videos as many times as they want (p. 190). Therefore, students who do not learn as quickly can focus on the parts of lessons that they do not understand immediately. In some ways, this seems like an ideal method of teaching because you could even provide extra videos that break the explanations down to a more basic level for students struggling to understand the lesson.
Great blog entry. I think you make a good point about using youtube in the class room. As Roblyer and Doering (2013) mention videos can be a great thing to spark discussion in the classroom(pp. 190) I took some history courses where the teachers were very successful at integrating videos into the course.
Interesting to note the boundary created between students and teachers by technology. I too think that, as educators, we need to carefully examine our use of technology in education and use it wisely, not just for the sake of using it. It can both add to and take away from the learning experience.
"Younger students in particular should be reminded constantly that they need to think of their projects from the user's point of view." (Roblyer and Doering, p 185, 2013) If this perspective is impressed upon students, it might encourage them to to see these technologies as a means of reaching out and interacting, and also encourage responsibility when posting things onto the Internet.
Hi guys sorry I couldn't seem to embed my twitter correctly, and my youtube video didn't want to embed either so I posted it right above the M2 blog. Again I'm sorry guys.
ReplyDeleteI agree with you a 100%. The reference materials are a great source for history classes. I personally like the encyclopedia website. It offers a wide range of information. It also provides youTube clips as well.
ReplyDeletethanks Devin I think so too.
ReplyDeleteI also used an Encyclopedia as my Hypermedia example, however I found one specifically devoted to Science. Online Encyclopedias are wonderful Hypermedia Resource Materials because they allow a very flexible learning environment for all types of students -- audio, visual, etc. These programs draw on very diverse tools, as Roblyer an Doering have stated, therefore allowing "a student who may not be good at written expression but has visual aptitude can document learning with video or pictures" (2013, pg. 176).
ReplyDeleteAmanda, these seem like great sources. I especially like the idea of using videos through YouTube because as As Roblyer and Doering (2013) point out, students can review videos as many times as they want (p. 190). Therefore, students who do not learn as quickly can focus on the parts of lessons that they do not understand immediately. In some ways, this seems like an ideal method of teaching because you could even provide extra videos that break the explanations down to a more basic level for students struggling to understand the lesson.
ReplyDeleteGreat blog entry. I think you make a good point about using youtube in the class room. As Roblyer and Doering (2013) mention videos can be a great thing to spark discussion in the classroom(pp. 190) I took some history courses where the teachers were very successful at integrating videos into the course.
ReplyDeleteInteresting to note the boundary created between students and teachers by technology. I too think that, as educators, we need to carefully examine our use of technology in education and use it wisely, not just for the sake of using it. It can both add to and take away from the learning experience.
ReplyDelete"Younger students in particular should be reminded constantly that they need to think of their projects from the user's point of view." (Roblyer and Doering, p 185, 2013) If this perspective is impressed upon students, it might encourage them to to see these technologies as a means of reaching out and interacting, and also encourage responsibility when posting things onto the Internet.
ReplyDelete