movie assignment

Here are the technological tools used in the multimedia presentation:
video cameras
editing software
animation software
laptop computers

The multimedia project utilized technology effectively because the technology,
for the most part, did not interfere but enhanced the students' learning. Here
are the reasons:

1. The students were able to create movies about ideas important to them; this
greatly enhanced their self expression.

2. They were able to share and present their knowledge to others, and in the most
extreme case, to government agencies.

3. The students came out more educated about creativity and presenting a
message. They were mostly upbeat and excited, and looked forward to doing it
again.

There are some concerns, though.

Unless the students know the editing technology already, they would spend a
significant amount of time learning it.

Some of the animation looked like it would take a long time to teach and do, and
in the process the student might lose scope of the bigger project.

Often times the more skilled or knowledgeable students will take over the project and exclude certain group members from participating, or else will get stuck with the majority of the project themselves. It is a concern that work will not be shared or equally distributed when working in groups.

To overcome these, I suggest:

There needs to be a class where students are specifically instructed on how to
use technology throughout their high school career.

Projects should be simplified so that technology does not become a distraction,
but an enhancement.

Each student should be assigned a specific task in the project to make sure the work is equally distributed.

movie assignment

Here are the technological tools used in the multimedia presentation:
video cameras
editing software
animation software
laptop computers

The multimedia project utilized technology effectively because the technology,
for the most part, did not interfere but enhanced the students' learning. Here
are the reasons:

1. The students were able to create movies about ideas important to them; this
greatly enhanced their self expression.

2. They were able to share and present their knowledge to others, and in the most
extreme case, to government agencies.

3. The students came out more educated about creativity and presenting a
message. They were mostly upbeat and excited, and looked forward to doing it
again.

There are some concerns, though.

Unless the students know the editing technology already, they would spend a
significant amount of time learning it.

Some of the animation looked like it would take a long time to teach and do, and
in the process the student might lose scope of the bigger project.

Often times the more skilled or knowledgeable students will take over the project and exclude certain group members from participating, or else will get stuck with the majority of the project themselves. It is a concern that work will not be shared or equally distributed when working in groups.

To overcome these, I suggest:

There needs to be a class where students are specifically instructed on how to
use technology throughout their high school career.

Projects should be simplified so that technology does not become a distraction,
but an enhancement.

Each student should be assigned a specific task in the project to make sure the work is equally distributed.

Our group watched “Weaving a Multimedia Approach to Literature in Middle School Education and “Students Find Their Voices Through Multimedia”. We found both of these on-line media sources to be helpful in different ways.
“Weaving a Multimedia Approach” was a video of a teacher teaching other teachers in a classroom setting. She had created a power point presentation which she used to prompt her lecture. We found this a beneficial resource for teachers for several different reasons. First being it allows a teacher trying to prepare a lesson similar to this a reference to look at before delivering her own lesson. It is always helpful to see someone else in action before you have to do it yourself. Secondly, it showed student-teacher interaction. Although these were fellow teachers, it is helpful to see the questions and answers that accompany a lecture.

There was an interesting process that took place that could be of value to students: first, students were instructed verbally, and a few questions were answered; second, they went to work in groups on the computers, applying what they learned; finally, they assessed among themselves the benefits and then more questions were asked. Technology in this aspect was very well utilized and helpful.

The teacher’s use of a power point presentation helped her in teaching a difficult lesson. It is difficult to get students interested in topics such as literary theory and critic. She introduced ideas that would apply to all ages and interests. The images on the power point presentation were fun ones that students would recognize (i.e. Disney pictures).

This presentation was a good use of the principle of scaffolding. The teacher is able to add new information to what students already know and recognize through the use of media and pictures. Also, power point presentations in general are a good resource because they often accommodate to several different learning styles. Adding pictures, sounds, video, etc. to a normal lecture helps students of many learning styles to connect to the lecture, and better understand the material being taught. When students (or other teachers!) have something visual to look at during a lesson, they are more apt to pay attention and to stay with the lesson.

Barriers that might exist in imitating this teacher’s style would occur in your access to technology. This teacher had a laptop and a projector. This sort of technology may not always be available in secondary education.

Overall this media presentation was helpful and would be considered a reliable source by those entering the teaching field. Our group watched “Weaving a Multimedia Approach to Literature in Middle School Education and “Students Find Their Voices Through Multimedia”. We found both of these on-line media sources to be helpful in different ways.
“Weaving a Multimedia Approach” was a video of a teacher teaching other teachers in a classroom setting. She had created a power point presentation which she used to prompt her lecture. We found this a beneficial resource for teachers for several different reasons. First being it allows a teacher trying to prepare a lesson similar to this a reference to look at before delivering her own lesson. It is always helpful to see someone else in action before you have to do it yourself. Secondly, it showed student-teacher interaction. Although these were fellow teachers, it is helpful to see the questions and answers that accompany a lecture.

There was an interesting process that took place that could be of value to students: first, students were instructed verbally, and a few questions were answered; second, they went to work in groups on the computers, applying what they learned; finally, they assessed among themselves the benefits and then more questions were asked. Technology in this aspect was very well utilized and helpful.

The teacher’s use of a power point presentation helped her in teaching a difficult lesson. It is difficult to get students interested in topics such as literary theory and critic. She introduced ideas that would apply to all ages and interests. The images on the power point presentation were fun ones that students would recognize (i.e. Disney pictures).

This presentation was a good use of the principle of scaffolding. The teacher is able to add new information to what students already know and recognize through the use of media and pictures. Also, power point presentations in general are a good resource because they often accommodate to several different learning styles. Adding pictures, sounds, video, etc. to a normal lecture helps students of many learning styles to connect to the lecture, and better understand the material being taught. When students (or other teachers!) have something visual to look at during a lesson, they are more apt to pay attention and to stay with the lesson.

Barriers that might exist in imitating this teacher’s style would occur in your access to technology. This teacher had a laptop and a projector. This sort of technology may not always be available in secondary education.

Overall this media presentation was helpful and would be considered a reliable source by those entering the teaching field.