CCNMTL project

The project that I found on The Columbia Center for New Media Teaching and Learning (CCNMTL) site is called “Experimental Digital Classroom”.  The project shows how a digital classroom can be useful in meeting the educational needs of students.  I chose this project because I am interested in how and what technology can impact education.  I feel that this project was educational because it gave some basic information about technologies that could be used to enhance a classroom experience.  It was not overly helpful, however, as I was not able to take any strategies with me after reading it.  I think that the educational aspect in regards to educating teachers is a positive one.  Teachers need to learn the technology well enough to use it in their own classrooms.  I think this is a hypermedia educational tool because it is combining both active and passive forms of media and allows them to work in conjunction, especially with regards to the interactive white board, to educate students on multiple levels. 

Interactive

The first site I thought of regarding interactivity was 3rd World Farmer.  This is an interesting game that students become easily engrossed in.  While playing the game, students/players must make decisions to keep a family of farmers alive.  One must choose the crops, tools and animals that the family has for the year.  As the year progresses, a readout shows at the last month to give a status update.  From the events of the year, the player must choose how to proceed in the next.

This game is educational because the player must rely on prior knowledge, as limited as it may be, of farming, life in a 3^rd world country, and human nature.  Also, the player has to make decisions based on facts and circumstances that they encounter.  This game is very much about problem solving and using the information gained each year to improve the lives of the family members.  It is a fun, addicting game.

http://www.3rdworldfarmer.com/

Graphics

Graphics are very beneficial to me.  I like to try to visualize what I read, but sometimes I am not able to.  In these times, I really rely on graphics.  I prefer animated graphics, especially when the information is math-related.  I do not have a head for numbers and statistics.  If this is the topic, I automatically look for a graphic, but an animated graphic always helps more than a static one.  Static graphics are good for helping me to visualize information that I can comprehend on my own; they just reinforce my knowledge and help to show me what I am learning. 

I recently saw the movie Waiting for “Superman”  and really relied on the graphic representation it  used to explain the statistics given.  Many of the statistics made sense to me when described, but the information had a greater impact when the animated graphics were included/introduced.  Not only was I then able to see the deficits, but I was able to watch the change as well. 

What adults can learn

http://www.ted.com/talks/adora_svitak.html

The link above is from a TED talk that occurred last April.  The young lady in the video, Adora Svitak, is only 12 years old, but is already a published author and sought after motivational speaker.  She seems to be doing the work for me in regards to this blog.  When thinking about why this is an interesting video, the simple fact that she is 12 years old and already thinking on a higher level than some people I graduated undergrad with is enough.  However, her message is really thought provoking.  We do need to listen more to our students before we plan an assignment or make a rule.  Kids do not always think inside the lines, they go outside of the box to dream and plan.

This is an educational video as well.  I learned from this young lady.  I teach a class centered around utopian societies.  She brings up some amazing points that many of my eighth grade students have not hit upon yet.  Also, reminding adults that children will be in charge soon, adds some insight into the ways we are teaching them.  Many students will not have a voice until they are adults, will they know how to use it then?  In giving them an opportunity to speak their minds and have a say in educational planning now, children of today can be better adults of tomorrow.

Did you know

I saw a clip of this video last summer.  I had never seen the entire thing.  I really was stunned by how impacting the video was.  Thinking about how the future of the country is dependent upon children working in jobs that have not even been thought of yet is heavy.  I see these kids at school.  They are so creative and technology savvy; it should be amazing to see what they can accomplish. 

I know that our country is behind in education, but I had no idea it was by this much.  As these videos were made in 2006/2007, I can only imagine what the numbers are today. 

I would like to have my students use more technology in our work.  I am not sure now to integrate it with all of the new initiatives my district is trying. 

Website model

When looking around the internet for a web site that resembles what I would like my class project to be, I found this site: http://www.njsp.k12.in.us/14282095153150317/blank/browse.asp?a=383&BMDRN=2000&BCOB=0&c=55904.  I really enjoyed the simplicity of it, it is not overwhelming, yet it gives exactly the information needed to the viewer.  Our school needs a web site for the Washington D.C. trip.  I think something like this would be great.

Some sites I found were really great, but they had a lot of bangs and whistles.  The parents I have spoken with do not want all of that.  They simply want relevant information in regards to the trip.  In starting off small, the site will be easy to maintain and capable of growth.  As the trip gains popularity, we may be able to put more content on the site.  As of now, we have only six students registered for the trip.  As interest grows, so can our site. 

One aspect of this site that I like is the photo montage.  I would like to put something like that on my site too.  I think it would help to show the students and their parents what is in store for them.  Our trip is expensive, but when the list of activities and shared experiences are shown, I think it will help to justify the costs.  I think the “Did you know” section, created by students, is a great idea, too!

Booktalk podcast

One podcast/vodcast I have found that is great for kids is found at bookwink.com.  The site is great for students in elementary and middle school grades who are looking for a book to read.  The podcasts are leveled by grades and divided by books.  Students can watch the vodcasts on their own and make their own decisions on if they want to read a specific book.  The archives section is great.  Also, if the students click on a book they are redirected to amazon.com to order the book.  This makes the reading seem more urgent; often kids lose interest between hearing about a book and going to the bookstore or library. 

On a separate, but class-related note, the site is well laid out.  The graphics and ads are minimal and kept to the side. 

The audio on this site is quiet and calming.  The woman who does the booktalks is non-threatening and perky.  She seems like a great choice for this site.  I especially liked the “popularity” episode.  Several of my students have read and liked Schooled.  Her summary of it was great!  I know more of my students would read the book after listening to her booktalk. 

Graphic representations

One web site that I have found that uses graphics well is http://www.coolmath4kids.com/.  At first, the layout of the site can be shocking to the eye, an all-black background with bright colored shapes, but the more you look at it you realize that even the layout of the homepage is teaching the students about math.  All of the icons are different geometric shapes.  If you click on a shape, you will be taken to a game or a lesson about math.  I just clicked on the “multiplication tables” option.  The site lays out graphics and words well, teaching about multiplication using images and colors that will engage the learner/target audience.  Obviously there was some collaboration when this site was being made between educators, site designers and domain experts. 

A web site that does not use graphics well would be http://www.prometheanplanet.com/en-us/.  We use this site a lot in our district.  I always feel tense when I log on to it.  There are not a lot of graphics on the main page, but the ones that are there are not needed.  Also, the constant moving of the animation is distracting from the page.  I would imagine the reason they have all of the bells and whistles is to show educators how graphics can be added to lessons, but it always makes me think “less is more” when I log in and begin my lesson planning.

From traditional text to hypermedia

One feature that could be borrowed from traditional text reading and implemented in hypertext or hypermedia would be the ability to isolate the line being read.  Often times readers, especially those who struggle, will use their finger, a piece of paper, or a bookmark to help them stay on the line they are reading and not look at upcoming text.  I know from personal experiences that when a site is very text heavy it is difficult to focus on keeping your place when reading a computer screen.  While I do not know that it is available for general consumption, the Promethean Board in my classroom has had me thinking about this for a while.  It has a tool called “shade” that is meant to keep information confidential until the teacher is ready to reveal it.  I think that by creating some sort of an application that will act as a “shade” there could be a black layer over the text that is removed when the reader clicks to activate the next line of text.  This would help to take away distractions that may be further down on the page.

Another idea would be to highlight the reader’s current line of text.  Often my students will use “windows” to help them read.  These windows are made out of a translucent yellow film that makes the text underneath it appear highlighted.  If an implementation of this concept was created, it could look like the line of text is bolded or highlighted, causing the eye to focus on that line, rather than the links, graphics, etc. below. 

Finally, a feature that could be borrowed would be a link to the glossary or index on the bottom of each page.  By putting this on each page, the reader would have the opportunity to click the link and be instantly taken to the index or glossary of the book.  Just as one can do with a paper text, the internet version would allow the reader to flip to the page, click the back button, and be back to where they started without much work.  This could help to make the process a little more “normal”. 

Hypermedia Examples

I guess I never realized how much I use hypermedia in my daily life.  I have not really ever judged whether the sites I use are good or bad uses of hypermedia, just if I liked their layouts or not. 

One popular site that I think does a poor job of integrating hypermedia is Craigslist.  This site is hugely popular, with a large number of people interacting on it daily.  With all of the usage it gets, one would think that it would be a little more appealing to the eye.  The text-heavy design of the pages can be off-putting.  Through the use of images and redistribution of text (formatting), the site could become more user-friendly and even more popular.  I know that if I have had a long day, this is not a web site I want to peruse in the evening.  My tired eyes are often discouraged by its format. 

One site that I believe does a great job integrating hypertext and media is the Scholastic Books web site.  I use this site a lot at work.  It has a lot of colorful graphics, images and text that help to inform and entertain the viewer and videos.  My students order books from the site often, so the layout is something I am familiar with.  The site also has a lot of teacher resources that integrate text and visuals.  Their reproducible worksheets and teacher resources are very helpful.  There is an abundance of information and support on this site. 

MSTU 4036.010 Hypermedia and Education Post 1

Week 1 Reflection:

I would classify myself as a digital refugee. I was born around the time of other digital natives, but surrounded by digital immigrants. I have gone back and forth among cultures my entire life. I like technology, but do not completely embrace it. I am more comfortable in the world of an immigrant, but maybe that is because I was raised and taught by them. If I had had the experiences a digital native now has access to, I wonder if I would feel more comfortable in that classification.


I observe the teachers I work with who would be considered digital immigrants. Some are more open than others to “losing their accents”. Some embrace technology, although at a slow pace, wanting to connect to their students through it. Others are very set in their ways, not wanting to upset their apple carts.

When I reflect on my own teaching, I see that I am more likely to jump onboard the technology wagon and try it out. Win or lose, I know that my trying will help my students to see that failure is not the end and technology can be a learning tool, in some way. Among my peers, I guess I would be considered a digital native, however, the little technology experience I have makes that a conspicuous statement.

As an educator, these observations tell me that my being involved in this class, and, in the larger view, this program, means I am on the right path. I am willing to learn and grow in regards to this area. I need to immerse myself in my “digital native” culture and start connecting to my students better in this way. I am not sure if I am a digital native, pretending to be a digital immigrant, or the other way around, but I need to start identifying myself as a native and embrace my culture. My students need to see a positive example of technology being used safely and appropriately. I can teach more than English with this new mindset.