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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
2 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
Instructional Media The materials that teachers use to teach and
students use to learn;
Means of communication, carrying information
between source and receiver;
3 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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;
4 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
5 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
6 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
5. Television:
a. Commercial
b. Educational
c. Instructional
7 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
6. Audio Materials:
a. Radio
b. Tape Recorder
c. Records – 33 & 72 rpm
d. Cassette
e. CD
f. DVD
g. MP3 /MP4
8 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
9 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
10 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
11 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
e. Picture Rolls
f. Puppets
g. Flip Charts
13 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
14 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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:
15 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
• 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 ;
16 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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;
17 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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).
18 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
• 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.
19 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
20 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
21 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
22 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
• (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).
23 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
(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.
24 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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)
25 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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:
26 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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;
27 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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;
28 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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;
29 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
30 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
31 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
• 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.
32 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
33 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
34 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
35 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
36 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
37 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
38 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
39 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
• 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
40 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
41 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
42 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
43 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
44 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
45 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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):
46 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
47 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
48 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
computer-assisted instruction moves at the
students’ pace and usually does not move ahead
until they have mastered the skill.
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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.
50 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
51 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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.
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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.
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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.
54 (c) 2012 Baldeo Theme: "It's the 'In' Thing" Tuesday, January 31, 2012
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
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• 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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