More Technology Resourses

Here are some more tech resources you can not live without! Thank you to Edutopia for posting the original information found here: http://www.edutopia.org/technology-integration-guide-resources

Resources for Technology Integration

Free materials, downloads, tools, and suggested readings to better understand technology integration.

By Edutopia Staff

This guide is organized into six sections:

In this section, you will find materials and resources for teaching about how to successfully integrate technology into the classroom, whether you are conducting a two-hour session or class or can spend a day or two on the topic.

We believe you will find much here from which you can build a set of experiences tailored to class participants for the purpose of exploring technology integration:

SUGGESTED READINGS AND VIEWINGS

More Edutopia.org Resources on Technology Integration:

Top Edutopia.org Case Study Videos on Technology Integration:

Lower Elementary

Upper Elementary

Middle School

High School

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Additional Resources Elsewhere on the Web:

Organizations

Research and Readings

Guidelines and Tools

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Recommended Texts:

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EdTech 597 Robotics as a Form of Edutainment and How It Teaches

Interesting!

Lynette McDougal: EDTECH Learning Log

The term “edutainment” describes activities that both educate and entertain. The edutainment activity I have chosen is robotics and more specifically, mobile robotics. Mobile robotics fulfill the following five characteristics of edutainment: educational, entertaining, integrated activity, adequately matched to the learner’s abilities, and promotes acquisition of constructivist knowledge.

First off, robotics offer learners a hands-on, interdisciplinary, collaborative opportunity (Beer, Chiel, & Drushel, 1999). When students build, manipulate and play with robots they learn a variety of engineering and science topics.

Often a course in robotics will culminate in some sort of contest. These entertaining competitions provide learners with intrinsic motivation. Learners engage in the competitions out of the sheer pleasure of the activity (Okan, 2003). Entering a competition also encourages the learner to make the jump from superficial learning the mastery (Dodds, Greenwald, Howard, Tejada, & Weinberg, 2006).

Several mobile robotic kits are available to integrate robotics into curriculum levels…

View original post 278 more words

Alternatives to Physical Clickers in the Classroom

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Here’s a com­plete list of soft­ware we sur­veyed (in case one of these options fits in with your style of teaching).  This list was provided by the Educational Technology Center of Princeton University.

Poll­Daddy: http://polldaddy.com
Socra­tive: http://www.socrative.com/
Piazza: https://piazza.com/
Lec­ture­Tools: http://www.lecturetools.com/
Ques­tion­Press: http://www.questionpress.com/
Learn­ing Cat­alyt­ics: https://learningcatalytics.com/
pollev­ery­where: http://www.polleverywhere.com/highered-student-response-system
men­time­ter: http://mentimeter.com/
Celly: http://cel.ly/
eClick­ers: http://www.eclicker.com/
Turn­ingTech­nolo­gies Respon­se­Ware: http://www.turningtechnologies.com/studentresponsesystems/mobiledistancelearning/higheredresponseware/
Socra­tive: http://socrative.com/#
Google Forms: docs.google.com
Top Hat Mon­o­cle: http://www.tophatmonocle.com/
GoSoap­Box: http://gosoapbox.com/tour
iClicker Web Clicker:  http://www.iclicker.com/products/webclicker/
Click­er­School Vir­tual Clicker by Eduware: http://itunes.apple.com/us/app/clickerschool-virtual-clicker/id444020820?mt=8
Soda­Head Polls-WP plug-in:  http://wordpress.org/extend/plugins/sodahead-polls/
Pin­nion: http://www.pinnion.com/

Technology Fail?

ImageThis week I was asked to give a demonstration on Glogster to a fourth grade class. Although I was prepared,the technology did not want to cooperate! This is just one of the things that can happen when you are working with technology! Sometimes it is a great experience and other times it can just let you down. So what can we do as educators to get our lesson out when technology fails us? Here are a few ideas!

Things to remember:

  1. Be patient and keep calm! Getting frustrated is not going to help your presentation or your learners show your learners how to be patient, lead by example.
  2. Have a plan B, C, and D.
  3. Be ready for technology to fail, it is unfortunate but it happens! Have notes and be able to give a detailed overview of your failed Power Point, video, or podcast if the internet will not connect or if it’s just loading to slowly, don’t let your class get away! Have your lesson BBd–that’s, Brain Backup!
  4. If your class is not in front of computers you may want to use Camtasia to give a visual presentation so students can learn by watching you move through the motions!
  5. Ask your learners questions to enforce what you have taught, this may seem obvious but with technology you have to check that each detail has been absorbed by your learners. How about creating a reference card that learners can use if important details are forgotten.

Get an edge!

Camtasia

I created my first instructional video today using Camtasia! I decided to teach a very easy topic due to my inexperience with this program. My topic was creating relative links within Dreamweaver.  I found the program to be very easy to use, I was quickly at ease with the program. I added some text in the beginning and in the middle of the lesson. I did this to highlight the area I wanted learners to see. This program will be used in many more of my class presentations! I am so glad I finally learned how to create presentations like this!

Coherence Analysis

The Coherence Principle brings to our attention that learning is processed in different areas of the brain. This is dependent on what type of multimedia is being presented to the learner at the time. Learners process multimedia messages in their visual and auditory channels–both of which are limited in capacity (Moreno and Mayer). The two channels work against each other as they compete within the brain, for example when there is an educational animation movie that is shown the brain processes both the visual and the auditory aspects in different areas thus competing to make appropriate connections between animations and narration (Mayer).
One successful example of the Coherence Principle in my own classroom was a Power Point that I created. I created this presentation with extra sound effects because I had just learned how to add the effects and thought it was novel. The students were not paying any attention to the slides or the information, all they were doing was waiting for the next buzzing sound or bell ring so they could repeat that sound and laugh among themselves. I was frustrated and did not understand why this was not working. I knew from watching and the failed results that the sounds were not helping the students learn; however I did not understand this through the Coherence Principle that there is better transfer when extraneous material is excluded rather than included (Mayer). The next week I used the same power point with the class but I took away the many sound effects and only spoke when it was necessary. I then gave the students the same post quiz, they all passed unlike the previous test where more than seventy percent had failed. Background music and sounds may overload working memory, so they are most dangerous in situations in which the learner may experience heavy cognitive load, for example, when the material is unfamiliar, when the materials presented at a rapid rate,or when the rate of presentation is not under learner control (Clark & Mayer). My failed Power Point unfortunately met all criteria.

 

You don't always need sound to learn, a picture is worth a thousand words.

You don't always need sound to learn, a picture is worth a thousand words.

 
The Coherence Principle goes hand in hand with several Multimedia Learning principles that have been learned this semester; I will focus on two specific principles. The spatial contiguity principle states better transfer of knowledge when words and corresponding pictures are presented near rather than far from each other on the page or screen (Mayer). While taking both of these principles to teach students content the results will be significantly better, as the brain will be able to focus on one area such as the animations of the Power Point at the same time they will not have to take time to search for the text on the slide or page. This will make learning quick as well as the gain in content transfer. According to Mayer the spacial contiguity principle has a median gain in transfer of 70% and the Coherence principle has a median gain in transfer of 90 % Chunking was at 100% and so this is another area that should be implemented within the coherence principle. This can simply be done by alternating the visual and auditory information and keeping it short and simple (Mayer).

 
The learners are actively seeking to make sense of the presented material. When the material is understood it then gives the learner enjoyment. When the instructional designer adds unnecessary illustrations or sound to the presentation it can interfere in by distraction, disruption or seduction (Clark & Mayer). Words need also to be kept at a minimum for the Coherence Principle to be successfully implemented.  Excess of anything in the presentation is against this psychology. Too many pictures or embellished pictures, or words (text) even if they are interesting they will become extraneous to the learner (Clark & Mayer).

 
I personally enjoy learning about fundamental theories in educational psychology. I also feel that I am at times able to test the theories within my own classroom. My previous example on my botched attempt at creating a “fantastic noisy power point”  now seems like an oxymoron. I enjoyed seeing the results of using the Coherence Principle and using little or no sound so the students can focus on just learning the content at hand. It works. I look back at all of the horrible power point presentations that I created and feel horrible, I am glad I have this knowledge now and can start teaching more effectively. I think the authors need to also consider how sound can at times enhance a presentation as well. This can be seen in the redundancy principle as sound can be used to remind students of a certain group of objects or the beginning or end of a thought.

 

References
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of    instruction: proven guidelines for consumers and designers of multimedia learning (2nd ed.). San Francisco, CA: Pfeiffer.

Mayer, R. E. (1999). Multimedia Aids to problem solving transfer. International journal of educational research, 31, 611-623.

Moreno, R., & Mayer, R. E. (n.d.). IMEJ Article – A learner-centered approach to multimedia explanations: deriving instructional design principles from Cognitive Theory. Interactive multimedia electronic journal of computer-enhanced learning. Retrieved March 24, 2012, from http://imej.wfu.edu/articles/2000/2/05/index.asp