Unit 4: An Investment in Tomorrow’s University Students: Enhancing the Multimedia Skills of Today’s K-12 Teachers.

This article describes how one small university has designed a multimedia course to develop the skills of classroom teacher, both inservice and preservice. The author and designer of the course explains that “one way to improve the skill levels students attain in school may hinge on improving the classroom computing skills of their school teachers” (p. 100). Due to it’s low-cost, easy-to-manage design, the course could be implemented at any university. Ross reminds us that the decision to use multimedia in the classroom must be based on “reasonable expectations” by all who are involve making sure that frustration does not become an outcome. “The teacher remains the key part of the student learning equation, and they must decide how to best use multimedia within the classroom.

The course goal was “to equip educators with sufficient knowledge to select and use multimedia products and to create their own multimedia products and to create their own multimedia presentations for use in classroom” (p. 101). They were exposed to different software programs that allowed the creation of PowerPoint presentations, video and audio clips, web pages, etc). They used a textbook to gain a better understanding of terminology associated with multimedia. In reference to the design of the projects, students were advised to keep things basic, to make sure fonts were easy to read and everything should tie into the topic. The author stressed that if teachers decide to utilize multimedia in their classroom they need to “be careful not to become involved in the trappings of multimedia and loose sight of the real goal” (p. 102). Teacher need to remember that getting too elaborate and involved with multimedia presentations might take away valuable time need to plan the rest of the unit.

Reading this article I’ve come to realize how important it is to be versed in basic programs associated with multimedia. The computer is a great tool to assist in your development as a classroom teacher. I must admit, I have avoided the computer for a very long time, and if I had not decided to get my M.I.T. I might still be avoiding the computer. I feel fortunate to be in program that required a technology class like ours and have gained a certain level of confidence to utilize some of the programs in my classroom. Instead of using traditional slide carousels, which are cumbersome and time consuming to organize, PowerPoint will be a great way to introduce art images and information related to specific topics covered during class. Also, requiring students to create their own PowerPoint’s on topics of their choice will raise their level of knowledge and more importantly, confidence when working with a computer. The problem for me will be that most of my students have grown up using computers at a level far exceeding my own. This is the area I need the most improvement in.


Ross, M.J. (2001). An investment in tomorrow’s university students: Enhancing the multimedia skills of today’s k-12 teachers. Journal of Computing in Small Colleges, 52-61

Unit 3: Implementing PDA’s in a College Course: One Professor’s Perspective.

This article explains that the introduction of Personal Digital Assistants (PDAs) in the educational setting is offering faculty and students a unique way to participate in their college courses. “Based on the principles of use-centered design (a concentration on the goals and tasks associated with the use of the technology), PDAs have been used to replace traditional support materials and improve the completion of identified tasks” (p. 52) in college courses. The author states, “the PDAs strengths are flexible data handling, portability, and ease of use” (p. 52). It can offer many advantages for the organization of presented material in a college course. Examples such as, a complete course syllabus and detailed calendars (with class meetings, topic and reading for each day, and sound alarmed notifications for upcoming quiz or test) can be downloaded and imported into student PDAs. The author continues to point out that the use of PDAs allows students to format documents, use different applications for certain classes, track assignments and performance (using the PIM function of the PDA), and prepare for quizzes and tests using practice test applications (Quiz App and Quizzler Pro). Overall, Peterson believes that the PDA will continue to play “ a much larger role outside of the classroom than inside the classroom, implying that the technology does not supplant classroom education, but supports it” (p. 53). He reminds the reader that “like all technologies, a PDA is only a tool; if used inappropriately it can be a source of frustration, but if used correctly it can a tremendous asset” (p. 54).

After reading this article certain questions have risen concerning the level of ease associated with using PDAs. For some this could be an overwhelming burden when trying to comprehend the content presented in a course. They might have to spend an extra mount of time figuring out the applications and steps to access information, taking away from crucial study time. It would be hard to utilize technology like PDAs if used without considering how it might be detrimental to student learning. Another concern of mine is the cost associated with buying a PDA. I understand this technology is getting cheaper, but living on a student budget might hinder the ability to purchase an item like a PDA for some individuals. In many ways, I feel that this approach could be beneficial. The ability to instantly communicate with students on updated material, the lack of paper waste normally produced with all syllabi, handouts, and additional reading materials, and the possibility for taking practice quizzes all factor as plus in my opinion. That said, the most important thing to remember are the goals that have been established and determine whether or not they can be met by the technology. It will be very interesting to see how differently courses will be structured in the future.

Peterson, D. (2002). Implementing PDAs in a college course: One professor’s perspective. Syllabus, 52-54.

Unit 2 (Special Needs): Changes In Brain Function in Children with Dyslexia After Training

The issue and explanation of dyslexia seems to be an ever-growing concern when trying to decide why certain students are having difficulty learning. This article outlines a study that was conducted with dyslexic children showing that the use of a technology program (Fast ForWord Language) can have a positive change in brain function and improve their reading ability. By the use of an fMRI (a variant of the tradition MRI, which is used for visualization of any soft tissue inside the body), researchers were able to see the function of the brain through the measurable levels of oxygen present in different parts of the brain. An increase of blood flow in certain parts of the brain can be the result of thinking, seeing, or imagining something. The author explains that there are certain characteristics that help define dyslexic individuals, this includes: difficulty in phonological processing, the ability to identify and manipulate the sound structure of word; and, deficiency in “auditory processing of rapid auditory sounds that are entering the nervous system in the 10’s of milliseconds” (p. 47). Both of these characteristics were used to help form the biases for the study. By focusing on the activity of a particular area of the brain (Tempo-Parietal Cortex) researchers were able to see the results of an 8 week, 5 days a week, 100 minutes a day training program administered to (20) 8-12 year old children with dyslexia. The results not only included an increase in activity in the particular area, improving their reading performance, but also an increase in activity in areas not normally involved in phonological processing (the areas of compensation for individuals with dyslexia). Being the first study to use fMRI to explore brain function in dyslexia individuals, it opens up the possibility for further research for other disabilities and how technology can assist in improving learning.

Studies like this are important to take note of, especially for a teacher. Understanding the difficulties that some of my students may face will create a level of empathy for their specific circumstances and provide a structure in which I can design the lessons to maximize their learning experience. Realizing that I will have students with learning disabilities (dyslexia, ADHD, ADD), I must be prepared to accommodate their unique situations. How frustrating it must be for students who have not yet been diagnosed with dyslexia and are told that they are not trying hard enough. If some of my students do show difficulty learning the content in my class, I hope to incorporate different teaching strategies to reach the individuals that are struggling in particular areas. The great thing about art class is that the students learn to communicate through a visual language expressing their ideas and concerns through the material. I want to stress the importance of this so that all of my students will benefit from their experience in my classroom feeling welcomed and a crucial member of the learning community.

Temple, E. (2003), Changes in brain function in children with dyslexia after training. The Phonics Bulletin, 1-3.

Unit 2:Integrating Technology Into the Instructional Process: Good Practice Guides the Way

Focused on the way sin which teachers can introduce technology into their curriculum, this article explains why and how it will benefit the students. The author warns the reader that computers are not “gong to disappear” so teachers must get over the fear of incorporating technology into their classrooms. To overcome this concern, Handler explains, “it is important for the school administration to provide the time and support necessary for teachers to explore and experiment with a range of ways the technologies can be woven into the school environment and curriculum” (p. 25). Computers and technology should be considered another tool available for students to process and gain understanding of the content being presented in classrooms. When deciding what to use, teachers must have a plan. A plan for student involvement, as well as, a plan for the expectations set for the students once they have been exposed and familiarized with the particular technology. The purpose of the software must be appropriate for the content area goals. Once that has been established there are many ways to make the use of technology beneficial for all students within a classroom. A prepared teacher must be familiar with the software before they cane expect students to use it well. They must assess if the software’s “directions are easy for the student to follow and the reading level is appropriate for the group with which it will be used” (p. 26). Examples, such as, graphic organizers, spreadsheets, and simulations can help students develop higher-level thinking skills by giving students opportunities to explore real-world situations in a productive and open environment. Handler also points out that he use of technology more specifically telecommunication, allows some students who are uncomfortable in social settings, to let their “fingers do the talking”. This can alleviate some of the pain and anxiety that is associated with being over weight, having acne, or stuttering, and foster concrete form of communication for those particular students.

This article was a good review of the discussion in class last Thursday. As a teacher, I have a tremendous amount of options to influence the structure of my class. The use of certain technological programs and software can heighten my students learning abilities only if they are chosen to reach the goals outlined for the courses or unit plan. I would like to incorporate many software programs in my art class for instance: Photoshop; imovie; PowerPoint; and, Dreamweaver, could be beneficial allowing my art students to be creative and imaginative in new ways. Supporting my students with a variety of choices could lead to a very dynamic learning experience where I learn as much from them as they from me. Using the experience gained from this class, I hope to utilize certain aspects in my classroom, furthering my students’ educational experience.

Handler, M. (2005), Integrating technology into the instructional process: Good practice guides the way, Learning Point.

Unit I:The Myth About Online Course Development

This article outlines the dynamics in which a faculty member must consider when developing an online course. The authors point out that few faculty members possess the pedagogy and technology expertise to create an effective online course targeted for specific learning objectives. Oblinger and Hawlins suggest that paring up with an instructional designer could help remedy the problem of just covering content, and in turn, create a “series of learning environments and activities” (p 5) that facilitates interaction between students and instructors. To achieve this standard, the authors address certain issues that complicate the creation of an effective online course. They include: application; support; policy (copyright and intellectual property), and technical skills. Faculty members must decide what tools and management systems to use, as well as, who will be the one to update and provide support once the course has been created. After all of this, ownership of the content also becomes an important factor, which shapes the development of the course. The authors suggest that a “course-development team”, which utilizes skills from group of individual, is the most effective approach in creating online courses. This method allows the best use of faculty members’ time. It can bring more value to the institution by providing online learning that is both “visible and viable” through a quantity and quality of courses for a program. Once all of the questions have been addressed, but maybe not answered, the authors believe “online learning may be one of the best investments an institution can make” (p. 6).
In a rebuttal to this article I must bring up the over abundance of lackluster online courses or programs I have heard of or seen throughout the years. Promises of receiving your masters in just 3 months from some obscure college, leaves me to question the quality of that particular education. I have talked to individuals who obtained masters degrees online and all they did was write papers with very little interaction or feedback from the faculty that conducted the courses. This approach to online course leaves me a bit skeptical about the quality of the degree in which individuals obtain through these programs. Considering this, I appreciate the quality of my educational experience at this University and realize that there are god online courses being developed, where instructors believe that “online instruction is more than a series of readings posted to a website; it requires deliberate instructional design that hinges on lining learning objectives to specified learning activities and measurable outcomes” (p. 5). I hope that this attitude and approach will continue strengthening our online courses for the future.

Oblinger, G. D., & Hawlins L.B., (2006), The myth about online course development. Educause Review, 14-15.