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.