The End- A Final Thought!

A technological age is upon us; students are much more technologically advanced than past generations (Donlevey, 2005). The net generation, are quickly becoming innovators, shaping new communities and as a result are shaking up the traditional classroom, as we know it (Hendricks, 2004). As educators we must rise to the occasion keeping abreast of creative, innovative, authentic methods of delivering information to our 'tech savy' audiences. Multimedia is certainly one way to achieve that.

Thank you Diane for another wonderful learning experience. The readings, discussion and practical applications gained over the last few months are something that I will take with me, build upon and share in the months and years to come.

Cyndie

Donlevy, J. (2005). Envisioning the Future: The U.S. Department of Education’s National Technology Plan. International Journal of Instructional Media,32 (2), 107-109.

Hendricks, J. (2004). The Net generation: The Internet as classroom and community Current Issues in Education, [online], 7(1).

Designing our Multimedia website

The Multimedia Process:

The creation of our multimedia website ‘Chemistry Rules!’ was a very rewarding process. Once we decided on a topic and engaged in several brainstorming sessions we decided an interactive website would be our course of action. Both Tish and myself are science teachers so the necessary background information was easy to gather and we all did our background reading to determine exactly what needed to be included in a multimedia site.

When designing our Multimedia project, our group chose to have students participate, view and practice the concepts of Chemical reactions online. We were cognizant however, to provide an opportunity (a lab) for the teacher to work with students in a real live science lab so the students would be able to experience hands on and authentically the world of chemical reactions. As a result, our design was conscious of the constructivist theory ensuring that students were offered opportunities to engage in authentic learning activities where they were able to work alone, with partners and participate in a blog. Thus, tying all the pieces of learning together.

Activities within the site were carefully chosen to include open ended and structured activities to ensure we accommodated for individual leaning styles as some students prefer concrete rather than abstract approaches to learning. Our teacher page was designed to include several extension activities and extensive background information especially in the area of lab safety.

Overall, I feel that our group produced a valuable tool and effective learning opportunity for both teachers and students who are interested in incorporating multimedia while learning more about Chemical Reactions.

Useful sites for using multimedia and designing multimedia projects.

http://www.creativeclassroom.org/creative/classroom/online-museums.html

http://www.cjlt.ca/index.php/cjlt/article/view/164/154 (535)

The reality is......

E-learning and lack of technology and skills!

Traditional chalk and talk teaching is becoming passé and we are on the cusp of more student centered approaches in the classroom. E-learning allows students to construct their own knowledge using technological advances to participate in more authentic learning situations. Opening doors for those limited by physically or by distance to embark on learning experiences which can enhance their lives and learning processes. My biggest concern with e- learning is the lack of up to date technology available in many schools and the resistance of educators to incorporate novel learning strategies in their classrooms. Lonergan (2001) concluded from a National Center for Education Statistics Report, that almost two-thirds of all teachers reported feeling not at all prepared or only somewhat prepared to use technology in their teaching. “Technology is changing so rapidly, professional development should focus on those skills which would allow teachers to effectively evaluate, select and integrate emerging technologies into classroom practice” (Beaudin & Grigg, 2001). School district, boards and administrators must realize that technological advances go hand in hand with updated technology and teacher professional development.

Beaudin L., Grigg L. (2001). Integration of Computer Technology in the Social Studies Classroom: An Argument for a Focus on Teaching Methods. Canada’s National Social Studies Journal, 35 (2). Retrieved September, 16 2008, from http://www.quasar.ualberta.ca/css/Css_35_2/integration_computer_ssclassroom.htm

Lonergan, J. (2001). Preparing Urban Teachers To Use Technology for Instruction. (ERIC Clearinghouse on Urban Education New York, NY). Retrieved September
16, 2008 from http://www.ericdigests.org/2002-3/urban.htm

Unit 4 online discussion: MY WISH LIST!!!!!!!

What kind of support would you need as an educator who may chose to want to incorporate multimedia into your classroom ?

(THIS IS CERTAINLY MY WISH LIST)

I need the technology!!!!
I need a computer lab where all computers are upgraded with the latest versions of the software I wish to use.
I need all students to have access to the network. All students must have signed acceptable use policies and be assigned passwords they can remember !
I need a full time tech support person working in the school who is accessible to help with technological issues as they arise.
I need the smart board that my school has had since September installed and sufficient professional development to be able to effectively use it in my classes.

What kinds of changes might be needed?

Administration must recognize the need for up to date technology in their schools and the frustrations that teachers are feeling with the inadequacy of the technology and the lack of support that we have to work with.
School board officials must recognize the need for ongoing professional development and not one shot in-services where teachers are overloaded with information and never given any time to practice and collaborate with colleagues to gain further insight into technology use.
Teachers need a voice, to articulate their concern, frustrations and accomplishments when it comes to technology and technology use.

What has already begun to change since you joined the profession?

There certainly has been advances in technology integration, and technology has been responsible for a shift from a teacher lead to a student lead constructivist classroom

How can you be a change agent?

Right now, I am advocating that technology be incorporated into our schools development model, new computers have been ordered, and we will be in-serviced on our smart board in early December

Cyndie

So it is now the 21st Century! Do you think that these points remain valid? Are they still requirements for the school of today?

So it is now the 21st Century! Do you think that these points remain valid? Are they still requirements for the school of today?

I would like to address a few of these.

A change in the role of teachers from "sages on the stage" to mentors, researchers, publishers, technology users, knowledge producers, risk takers and lifelong learners.

In a move toward constructivist learning and technology, our roles as educators are certainly evolving. But before technology we were still mentors, researchers, publishers, knowledge producers, risk takers and lifelong learners. The biggest challenge is becoming comfortable enough with technology to become effective, competent technology users. Cuban (2001, as cited in Park & Ertmer, 2007-2008) studied 78 K-12 teachers and their use of technology. He found that 80% used computers primarily for email, 65% had never used computers for the enrichment of advanced students, and 95% had never used computers to encourage student-to-student interaction. Such a study indicates the immediacy of schools and school board officials to implement necessary training for those less comfortable with technology integration.

Park,S., Ertmer P., (2007-2008). Impact of Problem-Based Learning (PBL) on
Teachers’ Beliefs Regarding Technology Use, Journal of Research on Technology in
Education, 40 (2), 247-267.


Parents should play a major role in the education of their children and actively work with teachers to connect formal and informal education. Parents need to be actively involved making a conscious effort to stay abreast of their childs’ education. Technology advancements such as the internet, school WebPages and individual teacher WebPages are making this easier than in the past. All of these allow parents (who want to be) to become active participants in their childs’ learning, placing much needed accountability back on the parents. Programs such as K12 Planet allow parents to regularly view their child progress and school attendance.

Partnering of local businesses and other community organizations so they become actively involved in the schools.

Without partnerships, many schools would not be able to afford many of the technologies present in their schools. Organizations such as computers for schools and fund raising activities enable schools to be well equipped with needed computers and technology equipment.

Technology across the curriculium (Ellsworth article) The need for effective professional development

Technology can have a definite impact on student learning but this is only possible when and if teachers are comfortable with the technology they are embarking upon. Simply putting students in front of a computer screen is not effective, rather the learning must be authentic and relevant to the curriculum at hand.

For teachers with little computer knowledge, or who have no idea how to incorporate technology into instruction, the transition to a student-centered model that is technology-driven can be very challenging. It is imperative that teachers be well versed in techniques to identify and integrate technologies that will enhance the learning, which takes place in the classroom. In many cases this can be achieved through effective professional development.

The primary focus of professional development should be on providing time for teachers to collaborate with colleagues within the school environment rather than on one-shot in-services. Teachers who are not afforded the time will likely become frustrated and therefore be unsuccessful in integrating technology in the classroom.

When given ample opportunity for professional collaboration with their colleagues, teachers gain much insight from each other. Giving teachers the opportunity to learn how to integrate technology into their professional skill set should be a priority for provincial and district officials, and for school administrators.

To achieve optimal results provincial and districts officials, school administrators and teachers must first see professional development as an integral part of a schools development and technology plan.

The focus should be on learning ‘to’ not ‘how’. Working collaboratively with colleagues, educators will gain much insight form each other. Wheelock (2004) surmises that when teachers learn collaboratively in their schools the result is increased student improvement. If school districts and administrators want to build a technology culture within their schools, professional development is essential.

Wheelock, A. (2000). Conversations Turning Points Transforming Middle Schools
Center for collaborative Learning Vol1 (1). Retrieved November 8,2008 from
http://www.turningpts.org/pdf/Conversationsfall00.pdf

Reflection: Web Design for instruction

After reviewing the article: Web Design for instruction There are many similarities in traditional lesson plans and lesson plans designed incorporating multimedia. In reality when planning a lesson using web design and multimedia we use the same process as we would planning a constructivist based classroom lesson. Multimedia allows us to enhance lessons with the technology we have at our fingertips. No longer do we need to rely on posters,overheads, props or class demonstrations.


I remember my second year of teaching (13 years ago) spending countless hours typing, cutting, pasting and laminating a Learning Resource Based Unit for an Adolescence Sexuality course I was teaching. The overall effectiveness was there but the amount of work was incredible.

This is not to say that designing a similar lesson using web design and multimedia would not be time consuming. The advantage of the web design is that once the guts of the information is there it is easy to change, add, delete and update the information and activities to suit the needs of your learners.

Web design has elevated the painstaking cutting etc. allowing teachers to modify and change things at the drop of a hat, making tweaking and revising much easier, as well as being able to sharing ideas with colleagues. Students are now directed via a homepage and obtain the information in that manner.

I see many advantages; students now can work at their own pace, or in a group where learning abilities have been scaffolded. Teachers can enrich activities for those who are
more academically inclined and offer additional guidance to those who need it.