Hypermedia is a link to a multimedia product. There are many varieties of products within the Hypermedia Systems. The reason I chose this topic is because if I were to do technology projects many of these components could be implemented using differentiated instruction practices in my class utilizing multiple learning styles.
In our text the author Roblyer states, " Hypermedias benefits seem to center on its ability to offer students multiple channels through which to process information." The evidence gathered by Mayer and Moreno (2002) support how students use of Howard Gardner's Multiple Intelligence Theories are integrated into many of the Hypermedias systems. Mayer and Moreno state when pictures are present with the written word students comprehension is better, which generates more creative solutions in problem-solving activities.
Howard Gardner's intelligences can be integrated successfully with all types of learners. The learner who is Linguistic, Spatial, Logical Mathematical, Intrapersonal, Interpersonal, and the Naturalist can utilize the hypermedia products to accentuate their learning style. Authoring tools are available for students who would like to produce professional products. The Linguistic and Logical, Mathematical, Intrapersonal learners would benefit from these tools tremendously. Authoring tools that assist students in video production and editing would benefit the Spatial learner in producing videos using video clips. The student could also incorporate some of their own videos they starred in. The Naturalist could use Virtual reality systems which simulate real environments. This type of learner could immerse them self in "real" situations and create wonderful presentations for several purposes.
Our text also states IntelliPics Studio offers innovative tools for special needs students. It can also be used for everyone. It is really important all students can participate in learning activities.
These products enhance the learning in the classroom tremendously. They promote motivation, flexible learning activities, activities which promote creative and critical thinking skills and they certainly will improve written and process skills. I believe the integration of Hypermedia Systems in classroom instruction will benefit the teacher and the students greatly.
This chapter is filled with software tools which assist teachers and students in many ways. I have used many of these and believe they are valuable. Many of my students also benefit from the affordances of technology tools. There is a question in the our textbook which states, "Some educators object to the use of tools such as test generators and worksheet generators, saying that they encourage teachers to use technology to maintain current methods, rather than using technology in more innovative ways." I believe as with any new tool, new curriculum or new program it needs to be used cautiously and wisely.
Presently I am reading a book called Fair Isn't Always Equal by Rick Wormeli. He reiterates constantly about fairness in testing. These are some of the important aspects I gleaned from the book. First, one needs to create good test questions using a variety of types of questions such as true and false, multiple choice, essay and short answer. Second, make sure questions assess what you want to assess. Third, make sure questions are authentic to the instruction. Fourth, make sure you are testing what you taught. Fifth, make sure questions are developmentally appropriate. Lastly, make sure you are able to differentiate test questions for those students with IEP's and modified instruction. If you keep these types of things in mind while creating a test, I believe the test generators are tremendous teaching tools.
I used a test generator software with a science text book when I taught sixth grade. As stated in our book the test generator programs offer many features. The teacher is able to create a test using a variety of types of questions. She/he is able to select test questions from a test bank and is also able to create own questions and import them form a word processor. I was able to create test which reflected what was taught and how I wanted to assess the objectives. This tool made creating test easier and more proficient because the stated objectives and standards were addressed in the test bank. I was also able to delete any questions I felt were not appropriate. I was also able to differentiate the test for particular students. I was able to altere the original test by eliminating answers choices or creating other types of questions which were more appropriate for such students. I could make modifications to test and the other students in the class were unaware of such changes. Making these test by hand or using a word processor would take more time. As stated in the beginning I believe if these new and innovative tools are used judicially and wisely then they could be a valuable tool for educators.
My comments to Valerie:
Valerie, I reread the assignment and I decided to do it for both. Here is the sentence from the assignment; Secondly, list learning activities each tool affords.I take that as each tool in our chosen tool. I am not sure but I did. I basically had to make them up though.
You are suppose to compare word processing versus paper and pencil.I am doing computer tutorial versus human tutor. I created a chart like you did but compared the two. I think that is what we are suppose to do. The word part looks great. Tina
I like the way you compared the two to each other through each point you made about power point. You also created a list of good activities. I think it is good. tina
My comments about Valerie's affordances:
Attached is my chart on the affordances of word processing with activities. Was I suppose to mention the disadvantages to word processing? I am a little confused. Let me know any changes I can make to make my final draft better. WE are new in our school to using technology in the classroom.
You are suppose to compare word processing versus paper and pencil.I am doing computer tutorial versus human tutor. I created a chart like you did but compared the two. I think that is what we are suppose to do. The word part looks great. Tina
I like the way you set it up. I think you have great information. I will look in the book to see about any additional information. Good job. Tina
Comments from Valerie:
Tina, I like the way you have the affordances and then you explained them underneath each bolded phrase. I think if you just added some examples under those, you would have the activities part finished as well.
Do I need to add the more activities underneath or make a new part?
I think I would make another section underneath your table of activities. It might be impossible to try to list examples under each of your affordances. Maybe I am confused. Are the activities specific examples of each affordance?
Did I do it right?!
Comments from Michelle:
Tina,
Yours looks nice. I feel the teachable moment is one of those times when you are working with a child or children and you come across something that they don't know and you have that impromptu lesson. That is something that a computer can not do. It might just be clarification that a child needs on a concept that they needed to grasp the entire lesson.
Thanks. I guess I do not need an explanation or activity because the word itself is self explanatory.I think your list is good. I can not think of others. Your list of activities is thorough.
Comments about Ashley's affordances:
I like the way you compared the two to each other through each point you made about power point. You also created a list of good activities. I think it is good. tina
This was an easy chapter to read. It had familiar information and great ideas. However it did have a few points to ponder. One of the points had to do with word processing and that educators believe word processing is a valuable application but they state some of the uses in education can be controversial. In some classrooms students are allowed to use word processing on writing assignments and these students tend to get lower scores than their peers who hand wrote their assignments. I am not really sure why this occurs. If the assignment was being graded on grammar and the writing process then maybe the word processing should have not been an option. However I do not understand why they would be graded more harshly than others.
I teach third grade and my students use word processing software to write stories. They are starting to understand that the red underlined words mean they are misspelled and the green means grammar. I am teaching them to check the spelling and grammar. When they use the tool on the computer it reviews their mistakes and it offers them alternatives. I think this is a valuable mini language lesson. It is making them think about their writing, what is wrong with it, and how can it be improved.
The other point was about keyboarding skills. Their is a discussion over whether we should teach keyboarding skills or let them learn on their own. Some individuals state that extensive key boarding skills take up valuable time. In the school I teach at we have a computers in each class, a rolling cart with 10 laptops and a computer lab. We do not have a computer teacher however I take my students on our given day. I have had them type stories before. I have not taught them formal keyboarding skills. I have taught them how to sit properly and place their hands on the keyboard correctly. The students abilities are as diverse as their other skills. Some type with good ability and others peck. At this time I do not think it is a big issue. I believe they will develop the skill themselves due to the amount of time they will spend using a keyboard and text messaging.
This week's reading helped me make a connection with the use of constructivist strategies used in the classroom in traditional ways versus the way it can be incorporated while using the computer. The definition of constructivism from Wikipedia states,"Cconstructivism is a philosophical framework or theory stated by Jean Piaget, 1967. This theory argues humans construct meaning form current knowledge structures. Constructivism values developmentally-appropriate activities facilitated and supported learning that is initiated and directed by the learner."
When I think of this definition I did not think of the computer being used as a tool for constructivism. However, I know I use it as a tool for my students to problem-solve, to explore and interact, and to promote a reflective learning environment. The statement, "The fact that individuals bind themselves with strong emotional ties to machines ought not to be surprising. the instruments (we) use become...extensions of (our) bodies" by Joseph Weizenbuan, in Computer Power and Human Reason (1996, p. 9) reiterates my use of computers. I am using them in a constructivist manner and did not even realize it. The technology that the computer offers me is truly an extension of me. I have become so accustomed to using it; I do not realize how much I depend on its uses in the classroom for learning. I do not just use it for management opportunities or drill and practice activities but for and enriching way to incorporate higher order thinking skills and to facilitate my students to be productive learners.
The list of guidelines for using constructivist strategies in the classroom on page 99 reiterate the constructivist approach but how to use it when involving the computer. I believe the computer is a wonderful tool to integrate technology and higher order thinking skills into the classroom. This technology component also aids in differentiated instruction. Students can work in groups or independently which will allow for students to work on their ability level and or to build on their knowledge through a supportive environment.
I also realize technology needs to support the curriculum and aid in a way which is better or easier than the traditional ways. I am referring to the slide in the Power Point Presentation on Affordances of Technology, which states the technology needs to be used in a responsible way which is better than the original way.