I have always tried to incorporate technology into my classroom and this course gave me new ideas on how to use technology that I have access to in new ways. The course also got me interested in finding out more about technology and media mentioned in the readings. Even though the educational environment I’m in is the traditional classroom model, I can now begin to envision what a hybrid or even an entire “digital” classroom would look like.
I need to focus my learning objects to be more student-centered and less teacher-centers. This can cause some trepidations of “giving up” control over certain learning objects. By having a more student-centered environment, students should take control over their learning. Yes, I still will have to guide them to ensure that they stay on-task but once they learn those skills (e.g., proper Internet research, determining appropriate sources, how to create videos or podcasts), the learner will become engaged with their learning. I found the instructional strategies (e.g., presentation, demonstration, drill-and-practice, tutorials, discussion, cooperative learning, games, simulations, and problem solving) for teacher-centered and a student-centered helpful. The textbook provided me a starting point of when to use each strategy in the instructional situation as well as the potential technology and/or media for the selected strategy. It was good to learn about the advantages and limitations of each of these strategies.
Teaching doesn’t happen in a vacuum or content is not compartmentalized; it is important that a teacher doesn’t teach in isolation. A teacher doesn’t just teach reading; they should incorporate world or scientific events into the reading time. (This concept is one of the key elements of the new Common Core State Standards, http://www.corestandards.org/.) Having the Internet resources to be able to connect to other learners across the globe allows students to learn from the experts. Students can chat with scientist, have pen pals in another nation, and read about events happening in another country all in real time. The communication can take place using auditory and/or visual media and supplemented with printed text. Students can blog with students within their school but also with individuals in another city, state, or country.
There are challenges that an educator must face with an eLearning environment. The Digital Divide, where some learners might not have the technology or access to the media due to bandwidth, outdated equipment, or resources. Yes, it would be great to have interactive live video conferences with other learners, educators, and subject matter experts, however, it may not be realistic to have that type of educational experience every day due to technology resources.
As a classroom teacher it is sometimes difficult to set time aside to differentiate instruction for all 30+ students. Today’s technology and media can help me meet the students’ educational needs. Technology and media can help students with different learning styles, get students actively engaged with the content, and provide students with immediate feedback. The various tables in the textbook gave me specific guidelines and examples of when to use different approaches, media, and technology. I do plan on referencing these tables in the future.
I plan on using the guidelines for designing visuals not only for myself but also for my students. I knew some visuals displays were easier to read than others, but now I understand why. Giving these guidelines to the students ensures that the student creates not only eye-appealing visuals but ones that are sequenced appropriately and readable.
I also plan on using the rubrics for selecting printed materials, audio materials, and videos. Instead of the reaction of “yes I like it” or “no, I don’t” gut reaction, I now am able to put a score to the materials I’m evaluating. The rubric allows me to identify the strengths and weaknesses of the resource in additional to other measurable aspects such as alignment to standards, age-appropriateness, ease of use, and technological quality. Having co-workers use the same rubrics means that the bias is removed and the score dictates the quality. There are a number of resources referenced in this course that I plan on exploring further (e.g., www.voicethread.com, http://www.bitstrips.com, www.glogster.com/edu, www.sounlearning.publicratio.org, www.teachertube.com, and several virtual field trips web sites to mention a few); of course, I plan on using the rubrics to help me with my decision to use it or not!
Accessorizing lessons was mentioned in several of the videos as part of this coursework. I loved the analogy that media is like jewelry. One needs jewelry to make the outfit a whole; adding media “jazzes up” and enhances the lesson and increases the student’s interest and engagement levels. Now I have a statistics from studies by Levie and Lentz showing that test scores increased by 36 percent when visuals are utilized. Richard Mayer’s study has shown that test scores increased by 42 percent (Supporting Research). When sights, sounds, and text are combined the learner’s retention level can be up 80 percent (Supporting Research)! The accessory can begin slowly by just adding images to existing material, replace a lecture with a video (or two), and add games and simulations for students to become more engaged in the materials. However, I must seriously look at the materials I’m teaching and simply now make it digital but look at how the course/unit is designed. I might have to scrap a unit I love and start from scratch on the “new and improved” unit to make the unit more student-centered.
The future of eLearning is changing and will continue to evolve as additional technology is developed, the Digital Divide gap closes, and awareness of the strengths of this educational delivery method is spread to the consumers. So it was good to have the last lesson of this course focused on the future and how a number of professional development organizations can help me after the end of this course. Some of these I was aware of; others were new.
Works Cited
Supporting Research from Integrating Media into the Classroom: Theory and Research [Video File].Retrieved from http://digital.films.com/play/6ER6PE)
