MyNotes: Digital Media in Today's Classrooms 1 & 2
Note: Friends Dr. Dawn Wilson and Dr. Katie Alaniz were kind enough to share a book they authored in collaboration with Joshua Sikora, Digital Media in Today's Classrooms: The Potential for Meaningful Teaching, Learning, and Assessment.
|Listen to Dr. Katie Alaniz, one of the authors, share about the book|
In the space below, I've included some of my take-aways from the book, stuff that struck my fancy in Chapters 1 and 2, and included my reflections/comments in square brackets [really? that's unbelievable!]. Feel free to swipe the images highlighting key points and repost them everywhere! Read blog entries relevant to this book.
My Notes from Chapters 1 and 2:
- Chapter 1 - Digital Media - What Is It and Why Does It Matter?
- Children aged eight to eighteen spend an estimated seven hours per day, on average, glaring into screens (American Academy of Pediatrics).
- Teenagers compose an average of 3,417 text messages per month.
- The bedrooms of an estimated 97% of adolescents contain at least one electronic device (Aspen Education Group, 2011). [I believe these stats just based on what I've seen of my own teenagers...in fact, one device in the bedroom is understated!!]
- No solid evidence exists that technology is deteriorating the cognitive capacity of today's students (Taylor, 2012).
- Obsession with social media [or games!] may amplify or contribute certain psychological issues.
- Using media to simply transmit information in the clasroom has not proven effective (Grabe & Grabe,2004).
- Research demonstrates that multimedia might be used to support learners in accessing prior knowledge, evoking emotion, stirring interest, heightening curiosity, and appealing to multiple intelligences [so, is that worth the $$$ spent on edtech each year?]
- Gains in achievement result when students are granted the opportunity to create original products using some form of multimedia (Goodlin, 2012).
- Potential applications include:
- Have students study fairy tales from different locales, analyze them, then create their own. Story analysis and media construction are the acquired skills.
- Students collaborate to create an online clearinghouse of student-created media to serve as a resource for supporting one another in preparing for exams [or, let's think even bigger! a real life project/problem! and use Minecraft?]
- Create stop-motion videos for sharing/commenting on lab experiements/results
- Study media coverage and resources to develop different forms of persuasive media techniques to protest an issue they feel strongly about.
- Incorporation of multimedia in the classroom provides students with exposure to both pictures and verbal information ("dual coding") which yields two memory codes instead of one.
- Dual coding theory asserted that individuals process perpetual information by encoding images for organizing, storing, and retrieving knowledge through a nonverbal system.
- They process text and words using a verbal system, which deals mostly with linguistic information.
- Dual coding suggests learning is generally more meaningful when new information is encoded and processed through both channels (verbal and nonverbal) than through either alone.
- Decisions teacher must make when considering how to incorporate tech into teaching practices:
- Who will use the digital media?
- When in the lesson will it be used?
- How will it be used?
- Which tool(s) will be used?
- How will student products be assessed?
- Chapter 2 - Research Findings and the Implications on Learning
- Adidas or "New Way of Learning" suggests a learning archetype:
- 70:20:10 Framework
- Seventy percent of learning occurs experentially on the job
- Twenty percent of learning happens through social interactions with others
- Ten percent of learning results through formal coursework
- The brain forgets 50% of learning that takes place in a classroom environment within a mere hour's time [oh oh, that means participants in my 1 hour sessions will only remember half of what they learn...whew!]
- Forty-three percent of teachers have incorporated online games in classrooms
- Students allowed to use gaming software scored 91.5% on a standardized assessment versus an average score of 79.1% for those students who did not use digital games
- Use of digital resources allows teachers (76%) to simplify the process of adapting teaching methods to diverse learning styles
- Teachers (77%) report edtech boosts student motivation
- Teacher (76%) commented edtech enhances content being taught
- Research on the impact of technology on student outcomes suggests that students who use digital resources in their learning experience a slight positive gain over those whose instructional experience does not include technology.
- The pivotal achievement factor is not the type of tech, but rather the actual use of the tools.
- Academic achievement increases when the technology is integrated in a student-centered environment.
- Most beneficial environments involve students in:
- creating hypermedia presentations
- solving problems
- conducting research
- developing computer simulations representing models of their own understandings.
- Tech integration enhances learning when students engage in solving complex, authentic problems that cross multidisciplinary boundaries instead of focusing on knowledge acquisition.
- Student created digital media, when combined with rigorous content standards, has demonstrated a positive effect on student achievement and performance on high-stakes testing.
- An educator's ability to provide powerful links from the curriculum to real world experiences appears to encourage students to respond to the material in a highly positive manner.
- Digital resources are most strongly correlated with enhanced student learning when the instructor's role is that of a facilitator of knowledge creation rather than a disseminator of knowledge.
- Cognitive load: when learners are required to split their attention between two or more streams of information simultaneously, cognitive load increases. This means the ability to process new knowledge decreases.
- Academic achievement increases when students are provided the opportunity to progress through 5 different levels of active processing, namely selecting words, selecting images, organizing words, organizing images, and integrating words and images.
- Selecting words and images involves both the visual and verbal working memory while simultaneously making internal connections to images, words, and their meanings.
- Research indicates that image data is collected simultaneously while text is processed in a sequential fashion. This simultaneous processing allows learners to make sense of visuals sixty thousand times faster than text.
- Visual literacy truly has become the new currency of learning.
- A student's prior knowledge can influence which images are remembered and the ways they are recalled.
- Videos are even better tools than still images, as videos send multiple streams of information to learners through movement, music, words and pictures. This supports student learning regardless of their learning style or intelligence.
- In classroom settings, images and video clips hold the potential to increase students' understanding of a subject while also prompting them to develop emotional connections with the material being presented.
- Learning experiences must be designed to strengthen the process of visual attention and connection in order to deflect the pressure of over-sensory stimulation.
- Dual coding and imagery are powerful tools that allow the learner to activate prior knowledge in addition to encoding details more rapidly so that they remain for longer periods of time.
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Wow, a great review of research and some powerful points about multimedia in the classroom! In a future blog post, we'll take a quick look at some of my notes from the next couple of chapters.
Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure