Hypermedia Product--http://www.britannica.com/
Reference Material
This site would be great to include in the classroom for many reasons. First, it places the knowledge in the students’ hands. They would be hands-on in their learning, as Robyler & Doering (2013) note that sundry amounts of “educators believe the most important characteristic of hypermedia is its ability to encourage students to be proactive learners” (p. 176). By allowing students to take their learning into their own hands, I would also be encouraging important critical thinking skills, which are also one of the benefits of hypermedia, as students, according to Robyler & Doering (2013) constantly make decisions and evaluate progress, thus encouraging students to apply higher order thinking skills” (p. 176). Students will hopefully be led from one page to the next, delving deeper into their research as they go. For instance, if the student is doing a research essay on violence in the media, their research may lead them to other related pages, such as the Columbine shooting or video game ratings. I want students to see that knowledge does not exist in a vacuum but is a powerful exchange of ideas that is ever-growing. Luckily, this encyclopedia is updated daily to reflect new interpretations of people or events. And, unlike its free and dubious counterpart Wikipedia (which I would not allow for an academic research paper), the moderators are educators who care about helping kids learn. This site would be most helpful in a research essay assignment, but could also be used to help aid students in presentations of materials or to just follow up on in-class lectures. The site includes several links on each entry, allowing students to further their trip down the research rabbit hole to find primary and secondary sources related to their topic. It includes graphics which break up the monotony of words on the screen, and is easy to navigate.
More information on the new Encyclopedia Britannica:
http://www.youtube.com/watch?v=R9zLe7D9qDo
Multimedia Authoring Tool
Audio and Video Production & Editing Systems
Robyler & Doering (2013) quote Sandell (2011)’s definition of “screenagers” as students ‘”living visually and virtually from handheld screens, smart phones, and computers… [and who] need multiple forms of literacy, especially visual literacy” (p. 191). As silly as “screenager” sounds, it is applicable to today’s youth, who have been a part of the information age since birth and know the ins and outs of technology. Their lives are surrounded by hypermedia and education must reflect this reality. Therefore, in between posting selfies to Instagram and making Vines, my students will be subject to making their own visual media to help in their education. I am impressed by the concept of the flipped classroom, and would certainly consider using these tools in order to flip my classroom. By going over items such as history or genre-related themes that I might normally do at a chalkboard, I could post a lecture of the information online, available at all times for my students to watch and review. Once we get the background out of the way outside of class, we can focus on the language on the page and have richer discussions. Another way in which I would incorporate video technology into my classroom is by having student make and/or edit their own videos. This activity could include writing parody scripts of a famous piece of literature or argumentative presentations that could be viewed in class. I would also consider opening the videos up to parents or fellow educators so students would know that their work should be decent, as Robyler & Doering (2013) feel that “teachers should try to give students an opportunity to display their projects […] students invest more effort in the writing process when they know others will read their writing” (p. 185). If students know their work, whether it be written or visual, will be seen by others, they will indeed put forth the necessary effort to do their best. I am open to visual communication to exist alongside written communication, as hypermedia projects, according to Robyler & Doering (2013), encourage creativity and novel thinking: “Classroom activities that encourage creative and critical thinking in all subject areas help develop skills and a mindset that naturally enhance the authoring process” (p. 185). Using video technology in the classroom would boost productivity, fun, and creativity for my students.
Reference Material
This site would be great to include in the classroom for many reasons. First, it places the knowledge in the students’ hands. They would be hands-on in their learning, as Robyler & Doering (2013) note that sundry amounts of “educators believe the most important characteristic of hypermedia is its ability to encourage students to be proactive learners” (p. 176). By allowing students to take their learning into their own hands, I would also be encouraging important critical thinking skills, which are also one of the benefits of hypermedia, as students, according to Robyler & Doering (2013) constantly make decisions and evaluate progress, thus encouraging students to apply higher order thinking skills” (p. 176). Students will hopefully be led from one page to the next, delving deeper into their research as they go. For instance, if the student is doing a research essay on violence in the media, their research may lead them to other related pages, such as the Columbine shooting or video game ratings. I want students to see that knowledge does not exist in a vacuum but is a powerful exchange of ideas that is ever-growing. Luckily, this encyclopedia is updated daily to reflect new interpretations of people or events. And, unlike its free and dubious counterpart Wikipedia (which I would not allow for an academic research paper), the moderators are educators who care about helping kids learn. This site would be most helpful in a research essay assignment, but could also be used to help aid students in presentations of materials or to just follow up on in-class lectures. The site includes several links on each entry, allowing students to further their trip down the research rabbit hole to find primary and secondary sources related to their topic. It includes graphics which break up the monotony of words on the screen, and is easy to navigate.
More information on the new Encyclopedia Britannica:
http://www.youtube.com/watch?v=R9zLe7D9qDo
Multimedia Authoring Tool
Audio and Video Production & Editing Systems
Robyler & Doering (2013) quote Sandell (2011)’s definition of “screenagers” as students ‘”living visually and virtually from handheld screens, smart phones, and computers… [and who] need multiple forms of literacy, especially visual literacy” (p. 191). As silly as “screenager” sounds, it is applicable to today’s youth, who have been a part of the information age since birth and know the ins and outs of technology. Their lives are surrounded by hypermedia and education must reflect this reality. Therefore, in between posting selfies to Instagram and making Vines, my students will be subject to making their own visual media to help in their education. I am impressed by the concept of the flipped classroom, and would certainly consider using these tools in order to flip my classroom. By going over items such as history or genre-related themes that I might normally do at a chalkboard, I could post a lecture of the information online, available at all times for my students to watch and review. Once we get the background out of the way outside of class, we can focus on the language on the page and have richer discussions. Another way in which I would incorporate video technology into my classroom is by having student make and/or edit their own videos. This activity could include writing parody scripts of a famous piece of literature or argumentative presentations that could be viewed in class. I would also consider opening the videos up to parents or fellow educators so students would know that their work should be decent, as Robyler & Doering (2013) feel that “teachers should try to give students an opportunity to display their projects […] students invest more effort in the writing process when they know others will read their writing” (p. 185). If students know their work, whether it be written or visual, will be seen by others, they will indeed put forth the necessary effort to do their best. I am open to visual communication to exist alongside written communication, as hypermedia projects, according to Robyler & Doering (2013), encourage creativity and novel thinking: “Classroom activities that encourage creative and critical thinking in all subject areas help develop skills and a mindset that naturally enhance the authoring process” (p. 185). Using video technology in the classroom would boost productivity, fun, and creativity for my students.
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