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Expressing Creativity with Multimedia Technologies. Tiffany Hughes & javonna Welch December 5, 2013 *Chapter 9* Education 303.101 Professor Kariuki. Multimedia Technologies in School Today .
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Expressing Creativity with Multimedia Technologies Tiffany Hughes & javonna Welch December 5, 2013 *Chapter 9* Education 303.101 Professor Kariuki
Multimedia Technologies in School Today • Multimedia means “the presentation of material using both words and pictures.” • Multimedia and digital technologies use words and pictures as well as sound, voice, and animation to present educational ideas and information in creative, engaging, and memorable ways. • Multimedia is a vital part of media synergy, in which video, digital, and print materials are combined with face-to-face instruction to build powerful learning environments for students.
Continued • Multimedia means combining multiple media –text, data, voice, picture, and video –in a single application or technology. • Multimedia use in education arises from the assumption that student learning will be enhanced if the more than one mode of learning is used in teaching situations. • Multimodal learning happens when teachers combine spoken words with visuals or written text with audio or utilize simulations and models.
Continued • Interactive Multimodal Learning- Includes simulations, modeling and real world experiences; typically includes collaboration with peers, but could be an individual interacting with a resource. • Noninteractive Multimodal Learning- includes using text with illustrations, watching and listening to animations, listening to lectures with graphics on devices such as whiteboards, etc.; typically involves individualized learning, or whole-group work that includes listening, observing, or reading, but little to no interaction.
PowerPoint And Next-Generation Presentation Tools • PowerPoint- a multimedia presentation software package, is a standard feature on many of today’s computers. • PowerPoint computerizes presentations that were previously done with transparencies on an overhead projector or slide in a projector. • By loading text, data, and images into PowerPoint, teachers produce slides for visual information displays featuring colorful graphics, pop-up or slide-in windows, and other attention-getting techniques.
Continued A digital projector (also known as a multimedia projector) projects images from a computer to a large screen or other external viewing surface. A document camera captures whatever is under the lens and, when connected to a digital projector or a television set, projects that image onto a large screen or whiteboard.
Strategies for Using PowerPoint with Students • Information presentation design is the arrangement of written and pictorial information so that its intended audiences can easily and clearly understand it. • Graphic design is the process of arranging type and images to communicate information visually. • Information presentation design informs the ways you present academic content so students remember it and ask questions about what you are teaching. • Students respond actively to visual images that convey academic content.
Strategies Continued • Display questions or comments for short writing assignments. • Use slides as attention-getters. • Develop your own PowerPoint learning games. • Teachers in high school or college often use short writing prompts as a way for students to respond succinctly, yet thoughtfully, to topics being discussed in class. • PowerPoint slides should be attention-getting devices to focus students’ minds on the topic under discussion, not bullet lists or sound bites of information that teachers read aloud to a class. • Teachers and students can find online PowerPoint-based game templates to play and construct learning games for the classroom.
Next-Generation Web 2.0 Presentation Tools • Next-generation presentation tools use multimedia to expand the ways that information is shared in classrooms. These tools encourage nonlinear, dynamic presentations that expand how students think about topics. • Prezi allows teachers and students to create visual displays collaboratively online using nonlinear approaches to information presentation. • Animoto is another next-generation tool, in which teachers use video clips, pictures, sound, and text to expand how information is presented and received.
You Tube, Handcrafted Videos, and Streaming Video Resources • YouTube is a video hosting and sharing website where people upload videos that they have made and watch those made by others. • In handcrafted videos, the camera focuses on words, numbers, images, and even paper cutouts as they appear and move around on a whiteboard or white background. Common Kraft and Khan Academy are two video libraries for teachers and students. • Streaming video is the simultaneous transfer of video, voice, and data from one computer to another. Streamed material is sent over the Internet, displayed as it arrives at your computer or smartphone, and played using software applications such as Windows Media Player or QuickTime Player.
Strategies for Using Videos With Students • Pause and rewind videos often to review video segments engages students in lively ongoing discussions about what they are viewing, making the experience interactive. • Ask students to write responses; students can take notes or write reactions to parts of what they are watching. • Integrate video into lessons; showing brief segments of a video rather than an entire program facilitates an interactive viewing experience for students. • Turn off the sound or the picture; eliminating sound or picture dramatically changes the video experience.
Webcasts in the Classroom • The term webcast blends the word web with broadcast to describe streaming media broadcast of audio and video over the internet.
Photo-Taking and Movie Making With Students • Digital media include multiple mediums for photo-taking and move-making in every subject area and at every grade level. • With the photography and cinematography technology available, there are unique and powerful learning opportunities just waiting to be tried.
Reasons why teachers and students should be photographers and videographers in school: • Engaging students: Teachers who incorporate the interests of students fully engage them in academic learning. • Documenting learning: Photos or videos provide a vital way for students to remember classroom learning activities. Without photographic records, memories fade, leaving teachers and students recalling and revisiting what has happened through oral conversation and written records. • Active learning: Photo-taking and movie-making involve students in filming, acting, editing, and viewing. • Information creation: The process of taking photos and making movies allow students to be creators of visual content, which is an important skill in the 21st century.
Digital Video Cameras • Digital video cameras are simple to use and produce instant-view movies with recorded sound. • They are wonderfully flexible technologies for teachers. • With the many options available on these cameras , everyone can become an accomplished photographer and video editor. • Digital cameras are the prime documents of events such as end-of-year celebrations, unit projects, and student research reports.
Literacy Learning with Digital Cameras • Teachers and students can inexpensively photograph virtually any instructional activity in any subject area. • As cameras become even more multifunctional, photographs in combination with short video clips can be imported into PowerPoint slides or any form of digital publishing using computers and digital projectors. • Literacy learning in the elementary grades is one curriculum area that especially benefits from the use of photographs. • Alphabet books and concept books are two classroom projects in which digital photographs and short videos promote literacy learning among preschool through middle school students.
Alphabet Books • Kindergarten, first-, and second-grade students can make and illustrate their own alphabet books as a way to practice spelling patterns, letter sounds, vocabulary words, and reading skills. • Teachers and students can photograph class, reading, writing, math, or science activities and publish the photos as a book, postcards, poster illustrations, computer screensavers, or photo slideshows.
Concept Books • As resources for beginning readers and English language learners, concept books offer another opportunity for teachers to use digital photography to promote literacy learning. • Student-made versions of concept books can be easily produce through the collaboration of teachers and classmates.
Using digital videos and storytelling in the classroom Digital Videos Digital Storytelling Video-making also supports digital storytelling by K-12 students. Digital storytelling refers to ways that written text, audio, and video imagery can be combined to make unique story presentations. Digital storytelling connects directly to the history/social studies and language arts curricula. • Making digital videos with students is a way to produce enthusiasm for academic learning. • Real-word events that might otherwise be only personal memories, written words, or abstract ideas when presented through a lecture or read in a book are rendered vividly to students through video where they can view it with their own eyes.
Digital Video Editing Software • As interesting as filming with a video camera or smartphone is for students, it is the use of digital video editing software that shifts their recorded material from the ordinary to the extraordinary. • Digital video editing software lets teachers and students edit their video footage on the computer, deleting unwanted material and adding transitions, songs, sound effects, titles, text, voiceovers, and other special effects. • A unique feature of the software is its capacity to produce the filming style known as the Ken Burns effect, a term given to the use of still photographs in a movie format. • For highly engaging video making and video editing, students must learn to storyboard their digital videos.
Strategies for Using Cameras with Students • Use regularly: Instead of utilizing digital video cameras to capture extraordinary events, make them tools for filming everyday events in the classroom and school. • Record events while they are unfolding: Film a math game or science experiment in action. • Generate, edit, and publish student writing: Make videos to help students develop stories in a different and fun way. • Create a video production area in the classroom: Mount a video camera on a tripod, where you can make a digital video recording studio.
Podcasts and Vodcasts • Podcast: is an audio recording distributed online and accedes on computers or portable media players using free software such as iTunes. • The software needed to download a podcast is know as a podcatcher. • Vodcast: video as well as audio • Vodcasts have gained popularity as part of the movement toward flipped or flattened classrooms.
In Conclusion • Teachers and students should be photographers and videographers in school. • Digital media include multiple mediums for photo-taking and move-making in every subject area and at every grade level. • PowerPoint is one of the most successful tools to gain students attention. • Prezi, Animoto, and YouTube are also useful tools that teachers can use to get the information to their students in an entertaining and engaging way.
