the use of media in the classroom - fnbaldeo.com presentations/day 2 - presentatio…i. any...

The Use of Media In The Classroom EDAL 670 Technologies for Leaders

Class Presentation

By

Franklyn N. Baldeo, Ph.D

Department of Graduate Education

University of the Southern Caribbean

On

Tuesday January 31, 2012

1 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012

Distinguish between instructional

media and multimedia;

Categorize the different types of media in

education;

Justify the use of multimedia in the

classroom;

Investigate some of the principles involve in

the use of multimedia;

Describe the uses of the computer as a

media in education;

Objectives


Instructional Media The materials that teachers use to teach and

students use to learn;

Means of communication, carrying information

between source and receiver;


Different Types of Media

1. Printed Text & Reference Materials:

a. Textbooks

b. Newspapers & Magazines

c. Journals

i. any newspaper or periodical, as one dealing with scientific or professional matters;

d. Workbooks

e. Encyclopedias

f. Comics

g. Microforms

i. any form of photographically reduced document, print, etc., as microfilm or microfiche;


2. Graphic Materials:

a. Graphs

a. a diagram, as a curve, broken line, or series of bars, representing various kinds of quantitative information and relationships, such as the successive changes in a variable quantity or quantities

b. Charts & Diagrams –

i. Chart - a group of facts about something, set up in the form of a diagram, table, graph, etc.

ii. Diagram - a sketch, drawing, or plan that explains a thing by outlining its parts and their relationships, workings, etc.

c. Cartoons

i. a drawing, as in a newspaper, caricaturing or symbolizing, often satirically, some event, situation, or person of topical interest

d. Posters

i. Poster - a relatively large printed card or sheet of paper, often illustrated, posted to advertise or publicize something;

e. Maps & Globes


3. Still Pictures Photography:

a. 35 mm film pictures

b. 2” x 2 “ slides for projection

c. Overhead projection with

transparencies

d. Elmo Projector

4. Moving Pictures Photography:

a. 16 mm films movies

b. 8 mm films movies


5. Television:

a. Commercial

b. Educational

c. Instructional


6. Audio Materials:

a. Radio

b. Tape Recorder

c. Records – 33 & 72 rpm

d. Cassette

e. CD

f. DVD

g. MP3 /MP4


7. Real Things In The Classroom:

a. Real Materials

b. Kits & Learning systems

c. Simulation Devices

d. Animals in the Classroom

e. The School Museum


8. Displays: a. Art Fundamentals, Layout, Lettering, Colours

b. Bulletin Board Displays

c. Chalkboard & Whiteboard i. the chalkboard /whiteboard is best used for

emphasizing essential information and developing ideas as the class progresses.

ii. Put assignments due, the next assignment and due date, and the day’s lesson objectives on the board before starting the class.

iii. Use the board to present a problem the class should be thinking about during the lecture.

iv. Use the board for graphics as well as text and formulas.

v. When planning a lesson, include a chalkboard plan that determines which aspects of the lesson will be illustrated on the board — list of concepts to be learned, timelines, outline for the day’s presentation.


Bring your own chalk /marker to class and carry plenty of spares.

Use colored chalk /markers to highlight important aspects of the lesson.

Write neatly and horizontally, making certain your handwriting is large enough for students to read. Board work should be organized so that students will be able to interpret their notes later.

Write on the board in several places (top, bottom, right side, left side). Go to the back of the room to see if you can read what you have written from any location. Be sensitive to obstructions, including the heads of students, overhead projectors, etc., that may block the lower part of the board.

Give students time to copy what has been written.

Avoid modifying the board while students are copying information.

Talk to the students, not the chalkboard /whiteboard. With a little practice, you will find that you can write while you are partially facing the class.


d. Flannel Boards


e. Picture Rolls

f. Puppets

g. Flip Charts


9. Multimedia:

a. Computer Software

b. World Wide Web

c. Computer Assisted Instruction (CAI)

What is Multimedia?

Computer-controlled presentations combining three

or more of the following elements: text, graphics,

animation, full-motion images, still video images, and

sound.

Presenting data in more than one medium


Why Use Multimedia in the Classroom? Multimedia activities encourage students to:

work in groups,

express their knowledge in multiple ways,

solve problems,

revise their own work, and

construct knowledge.

The benefits of integrating multimedia in the

classroom are many. Through participation in

multimedia activities, students can learn the

following:


• Real-world skills related to technology ;

• The value of teamwork ;

• Effective collaboration techniques;

• The impact and importance of different media ;

• The challenges of communicating to different

audiences ;

• How to present information in compelling ways;

• Techniques for synthesizing and analyzing complex

content ;

• The importance of research, planning, and

organization skills ;

• The significance of presentation and speaking skills;

• How to accept and provide constructive feedback ;


How to express their ideas creatively ;

Engaging and motivating;

Provides opportunities to try new things;

Incorporates additional useful skills into the

curriculum;

Heightens project-based learning opportunities;

Provides classroom accessibility outside the

classroom;

Benefits audio/visual learners;

Appealing and manageable to students with

special needs and at-risk students;

Allows for showcase of student work;


Media can be used to support one or more of the following instructional activities:

• Gain attention. A picture on the screen, a question on the board, or music playing as students enter the room all serve to get the student’s attention.

• Recall prerequisites. Use media to help students recall what they learned in the last class, so that new material can be attached to and built upon it.

• Present objectives to the learners. Hand out or project the day’s learning objectives.

• Present new content. Not only can media help make new content more memorable, it can also help deliver new content (a text, movie, or video).


• Support learning through examples and visual elaboration. One of the biggest advantages of media is to bring the world into the classroom when it isn’t possible to take the student into the world.

• Elicit student response. Present information to students and pose questions to them, getting them involved in answering the questions.

• Provide feedback. Media can be used to provide feedback relating to a test or class exercise.

• Enhance retention and transfer. Pictures enhance retention. Media helps students visualize a lesson and transfer abstract concepts into concrete, easier to remember objects.

• Assess performance. Media is an excellent way to pose assessment questions for the class to answer, or students can submit mediated presentations as classroom projects.


Advantages of Using Multimedia 1. Faster Learning Time

2. Instructional Consistency

3. Flexible delivery

4. Implicit learning and Motivation

5. Individual Learning Styles

6. Testing of Learning Proficiency

7. Low Cost

8. Safety and Health

9. Records


Media Selection Choosing the appropriate instructional medium can

be very difficult. However, researchers have

developed media selection methods that help the

instructional designer make this selection, Gagne,

Reiser, and Larsen (1981) and Reiser, Gagne,

Wager, Larsen, Hewlett, Noel, Winner, and Fagan

(1981) developed a media selection approach that

used "successive exclusion" to help select an

instructional medium.


Levie and Dickie (1973) developed a taxonomy of

media attributes to organize their summary of media

research. Their taxonomy included three major

divisions: (i) sign type, (ii)sensory modality used, and

(iii) level of realism provided.

(i) Sign type referred to the type, of information

presented by the medium (e.g. text, image, or

sound). They defined a sign as "a stimulus

intentionally produced by a communicator for the

purpose of making reference to some other object,

event or concept.


• (ii) Levie and Dickie's (1973) second category is the

type of sensory modality activated by the medium

(e.g vision or audition) or how the medium combines

sensory modalities (e.g., text with narration). From

their review, Levie and Dickie concluded that studies

have usually shown a superiority of reading over

listening. An instructional advantage of sound plus

picture combinations has been shown in some

cases. They explained these cases by stating that

the "'nonverbal stimuli may act as reinforcers of

responses elicited by words thereby increasing

learning" (p. 871).


(iii) Levie and Dickie's (1973) third media category is

level of realism. This category includes three

dimensions: amount of detail (e.g.. line drawings

versus photographs), chroma (eg., color versus

black and white), and presence or absence of motion

cues.


Principles in Using Media

Although we still have much to learn about the

effectiveness of instructional media, some principles

for the effective use of instructional media have been

developed. In addition to the work of Levie and Dickie

(1973), Bishop and Cates (2001) used a synthesis of

information processing theory and communication

theory.

The essential driving principle is to choose the

medium that best communicates the information to be

learned. (Najjar, 1998)


for a small amount of information to be remembered

for a short time, audio is better than text;

text is better than sound for longer retention;

pictures are useful for presenting spatial

information, especially for complex tasks;

simple illustrations with captions are more effective

than text for summarizing information;

Here are some other principles:


Multimedia Principle - Students learn better from

words and pictures, than from words alone;

Spatial Contiguity Principle - Students learn

better when corresponding words and pictures are

presented near rather than far from each other on

the page or screen;

Temporal Contiguity Principle - Students learn

better when corresponding words and pictures are

presented -so they coincide meaningfully;


Prior Knowledge Principle – Media design effects

are stronger for learners with low knowledge of the

subject area (inexperienced learners). High

knowledge and high aptitude learners can adjust to

and benefit from almost any media design.

Voice Principle - People learn better from narration

when the voice is human (rather than a machine

voice) and speaks with a standard accent;

Personalization Principle - Learning is facilitated

in multimedia lessons when the words are in

conversational style rather than formal style;


Pretraining Principle - People learn better from

multimedia when they already know something

about the topic (e.g., names and functions of

components);

Signaling Principle - Multimedia explanations

using narrated animations should include highlights

of the key steps, sections headings that correspond

to the key steps, and/or other techniques to signal

the importance of the information;


Pacing Control Principle - The cognitive load

imposed on the learner can be reduced and deeper

learning can be achieved by allowing the learner to

control the rate of presentation;

Appropriate Instructional Cues Principle -The

instructional medium or mix of media should be

chosen on the basis of the media attributes that will

facilitate the learning of specific tasks.


Advantages of Using Multimedia Disadvantages of Using Multimedia

Self-study it provides a non-

threatening environment for a learner

to study at their own pace

Lack of IT knowledge certain

students may not be as computer literate

as others

Interactivity it involves interaction

between the learner and the various

elements on the screen

Slow Internet connection video files

can be large and a long download time

may leave some students with nothing to

do

Motivation most learners enjoy

working with multimedia

Small size of video extracts the

small size of the video may be prohibitive

Integration all the different

elements are integrated onto the one

screen making co-ordination between

the elements easier.

Quality of video extracts if it is

streamed a slow Internet connection may

make the video shaky.


• Web Site Destinations

• Content Structure - Web sites which show different ways to organize information.

• Multimedia - Web sites which show different ways to present content.

• Communication - Web sites using different communication tools such as blogs, discussion forums and wikis.

• Class Projects - Online Web sites for different research topics completed by students in a course.

• Interactivity - Web sites which allow students to experiment or interact beyond reading

• Search Tips - Tips for finding new Web sites in your discipline.


http://tlt.its.psu.edu/suggestions/ArtsHumanities/structure.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/structure.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/visualization.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/communication.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/project.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/interaction.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/search.html

Computer Interactivity

Survey Forms - Web sites which use online forms to

collect data for users.

Online Exercises - Web sites which use online

exercises and demonstrate which allow students to

practice course skills.

Dynamic Pages - Web sites which use databases to

generate custom content.


http://tlt.its.psu.edu/suggestions/ArtsHumanities/survey.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/quiz.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/dynamic.html

Content Structure

This section talks about how online content can be

structured to present different types of information

effectively.

Reference Libraries - Providing a basic set of

citations and links to help students quickly find

appropriate resources anytime, anywhere.


http://tlt.its.psu.edu/suggestions/ArtsHumanities/reference.html

Hypertext Annotation - Web sites in which

individual points of data are easily accessible.

With "Hypertext", it's possible to provide detailed

annotations or "data snapshots" which don't

overwhelm the user.

Sequential Tutorials - Web sites in which content is

presented sequentially.

Archives - Web sites which archive materials online.


http://tlt.its.psu.edu/suggestions/ArtsHumanities/hypertext.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/tutorial.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/archive.html

Multimedia & Visualization • These Web sites use different visualization and multimedia

technologies to effectively conceptualize or illustrate content.

• Animations - Animations function most effectively when showing a process over time.

• Rollovers or Mouseovers - Rollovers can be used to point out crucial details.

• Three Dimensional - Web sites which use 3D visualization.

• Online Audio - Some ways in which online audio can be incorporated into an educational Web site.

• Online Video - This can be very effective, but bandwidth is still a consideration.

• Total Multimedia - Sites which use a variety of technologies together


http://tlt.its.psu.edu/suggestions/ArtsHumanities/animation.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/animation.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/rollover.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/rollover.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/3d.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/audio.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/video.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/total.html

Communication

These are some types of technology-based activities

which can increase student interaction and critical

thinking.

• Message Boards - Threaded discussion and online

chat can allow students to think closely about course

content and can allow students to get better

acquainted with instructors and with each other.

• Blogs - An online journaling tool which can be used

to reflect on current events or provide a serial

narrative.


http://tlt.its.psu.edu/suggestions/ArtsHumanities/board.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/blog.html

Class Projects

• WebQuests and Case Studies - Exercises in which

students read and evaluate authentic material online,

then formulate a solution.

• Wikis - The wiki platform lets students easily

contribute items to a class research project, journal

or Web site.

• Final Class Sites - Many courses include final

projects, such as building a Web site, as a way to

use and synthesize course content.


http://tlt.its.psu.edu/suggestions/ArtsHumanities/case.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/wiki.html

http://tlt.its.psu.edu/suggestions/ArtsHumanities/classsite.html

Search Tips

• Choose a quality search engine. Some recommended choices are Google (www.google.com), Northern Light (www.northernlight.com), Alta Vista (www.altavista.com) and Lycos (www.lycos.com)

• Enter multiple keywords. If you want to find a Web site on "medieval Arabic music", enter all the terms into the search box.

• Use advanced search features. Many Web sites offer an "Advanced Search" option which lets you refine your selection criteria considerably.


http://www.google.com/

http://www.northernlight.com/

http://www.altavista.com/

http://www.lycos.com/

• Don't forget to browse directories. Some Web sites, such as Yahoo (www.yahoo.com), are organized into directories.

• Use Web sites devoted to your topic. Most feature links to other Web sites which are typically hand-edited and screened by subject experts.

• Ask a Listserv. If you are really stuck, you may want to ask a Listserv in your area. Many are devoted to teaching specific fields and members are happy to share information


http://www.yahoo.com/

Benefits for Teachers:

• Enables teachers to turn teacher-centered lessons into

student-centered.

• Provides teachers with more opportunities to be

facilitator.

• Easily adaptable to all learning levels.

• Decreases classroom management issues.

• Provides opportunities for students to have a 'real'

audience.

• Places onus of responsibility back on the student.

• Allows teachers to deal with photocopying limitations.

• Provides a forum for teacher sharing and feedback.


Uses of the Computer in the Classroom 1. Administrative Tool:

Word processor- letters, class notes, quizzes, word

searches

Test generator

Database for mail merges

Attendance and grade book

Communications- e-mail other teachers, join

educational listservs


2. Presentation tool:

For teachers:

display notes, quizzes, video clips, etc. science/math

class to create graphs, charts demonstrate computer

basic skills/training review information/drill facts

For students:

use with oral reports

show multimedia projects


3. Communication station:

E-mail other students/classrooms (i.e. “keypals”),

other teachers, subject experts

Quick Cam to take pictures of students or

communicate face to face

4. Information station:

Use CD-ROM encyclopedia for research, pictures,

video and sound clips, etc.

Use Internet to access libraries, projects, databases,

addresses, etc.


http://www.kidscom.com/

5. Producing & Publishing Tool:

Monthly class magazine, newsletter, anthologies

Classroom journal

Ongoing story center

Brochure for project

Web publishing

6. Learning Centre:

Specific content software to reinforce or

remediate skills (drill and practice)

Use templates for student projects


7. Simulation Centre:

• Use specialized software to create simulations

• form teams of students

• students complete worksheet as they work through

the program

• students make predictions

8. Research Tool- Educational CDs, Internet:

9. As a Language Learning Tool:

10. Making the student comfortable with the

technology:

11. Computer Assisted Instruction (CAI):


12. Use the Computer as Teacher Tool:

• Keep records, manipulate information, produce

individual letters to parents.

• Produce a class newsletter.

• Create customized follow-up work for lessons.

• Make personalized certificates of achievement.

• Create customized graphic organizers and direction

sheets.

• Create charts, student lists and name tags.

• Communicate with other professionals and subject

experts via email.


Computer Assisted Instruction (CAI) “Computer-assisted instruction” (CAI) refers to

instruction or remediation presented on a computer.

Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration.

They allow students to progress at their own pace and work individually or problem solve in a group.

Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question.

Computers offer a different type of activity and a change of pace from teacher-led or group instruction.


computer-assisted instruction moves at the

students’ pace and usually does not move ahead

until they have mastered the skill.


Effects of CAI

• Learning Rate- As well as enabling students to

achieve at higher levels, researchers have also

found that CAI enhances learning rate. Student

learning rate is faster with CAI than with

conventional instruction.

• Retention of Learning - If students receiving CAI

learn better and faster than students receiving

conventional instruction alone, do they also retain

their learning better? The answer, according to

researchers who have conducted comparative

studies of learning retention, is yes.


ATTITUDES - the conclusion that the use of CAI

leads to more positive student attitudes than the use

of conventional instruction. This general finding has

emerged from studies of the effects of CAI on

student attitudes toward:

• Computers and the use of computers in education

• Course content/subject matter

• Quality of instruction

• School in general

• Self-as-learner


Other Beneficial Effects

CAI's influence on other variables and found it to

confer benefits on:

Locus of control.

Attendance.

Motivation/time-on-task.

Cooperation/collaboration.


CAI is more beneficial for younger students than

for older ones.

CAI is more effective with lower-achieving

students than with higher-achieving ones.

Researchers note that CAI confers greater

benefits on economically disadvantaged

students than those from more privileged

backgrounds.

CAI is more effective for teaching lower-

cognitive material than higher-cognitive

material.


achievement levels of handicapped learners

are greater with CAI than with conventional

instruction alone.

CAI activities are most effective in the

areas of science and foreign languages.


Why Students Like Working With Computers

• Are infinitely patient

• Never get tired

• Never get frustrated or angry

• Allow students to work privately

• Never forget to correct or praise

• Are fun and entertaining

• Individualize learning

• Are self-paced

• Do not embarrass students who make mistakes

• Make it possible to experiment with different options

• Give immediate feedback

• Are more objective than teachers


• Free teachers for more meaningful contact with students

• Are impartial to race or ethnicity

• Are great motivators

• Give a sense of control over learning

• Are excellent for drill and practice

• Call for using sight, hearing, and touch

• Teach in small increments

• Help students improve their spelling

• Build proficiency in computer use, which will be valuable later in life

• Eliminate the drudgery of doing certain learning activities by hand (e.g., drawing graphs)

• Work rapidly--closer to the rate of human thought.


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