AUDIO VISUAL EDUCATIONAL TECHNOLOGIES Menu Introducti on Presentation s Podcasts Screen Capture Social Learning LMS References Audio Visual Technologies Jing VoiceThread Podcast s PowerPoint LMS
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2. Power Point Presentations Linear Non-Linear Jing Capture
Graphics Capture Video Podcasts Internet Link Teacher or Student
Social Learning Presentations with graphics, audio, video
Collaboration Threads LMS Virtual Classroom Presentations with
graphics, audio, video TECHNOLOGIES
3. Slide Show Presentations
4. Slide Show Presentations In conjunction with a history
lesson, a teacher could prepare a slideshow summarizing a new topic
or unit. SmartArt could be used to create text embedded in graphic
organizers that would enhance learning through visualization. The
students could then be grouped together to prepare a slideshow to
demonstrate what they have learned.
5. SLIDE SHOW PRESENTATIONS Benefits Text Enhanced by Audio and
Video Format for Group and Individual Viewing Easily Integrated
into other Technologies Challenges Time Needed to Create
Presentation Difficulty Level of Multi Media Inclusion No Student
Interaction When Used Individually
6. PODCASTS
7. PODCASTS In a history class, the teacher could insert an
internet link to a podcast, or to a podcast created by the teacher,
to a classroom website so that students could listen to information
about a topic relevant to classroom content in advance of
instructional time. In preparation for the lesson, the student
would have time to reflect and be prepared to engage in a
discussion. Students could create a podcast to respond to
instructional content or a classroom activity.
8. Benefits Easy to Create Simple Delivery of Information
Integration into Technologies Challenges Time Needed to Become
Adept at Use Difficulty of Integrating into Technology Time Needed
to Teach Student Use Podcasts
9. Capture Pictures and Videos Capture Write on the picture
Video Use audio to enhance video GraphicsSCREEN CAPTURE
10. SCREEN CAPTURE Using the same history class example, the
teacher could use Jing to create a video of the slideshow
presentation used as an overview in a whole group setting. Turning
the slideshow presentation into a video, the slideshow video could
be posted on the classroom website for review and test prep, or to
revisit the material in preparation for the completion of an
assignment. Students could also create slideshow videos to
demonstrate their understanding and application of the history
unit.
11. Benefits Easy Download Easy Access Through URL User
Friendly Challenges Use of Audio in Creating Videos Time and
Difficulty Level Embedding Screen Capture
12. Social Learning Voice Thread Edmodo YackPack Classroom 2.0
Google Docs Community
13. SOCIAL LEARNING
14. Social Learning Taking the history lesson a bit further,
the slideshow video could be posted for students to access in the
virtual learning environment. They could be directed to choose a
topic from the overview and organize themselves into groups. These
groups would then create a presentation on a particular sub-topic
from the overview. They would work collaboratively to create a
project which would include text, graphics, and audio. The students
would collaborate to edit and revise their project. When all
projects were posted, they would be expected to provide audio
feedback to a number of the projects.
15. Benefits One Stop Shop Voice Thread for Communication
Integration of Digital Multi Media Challenges Virtual Environment
Set up Time to Learn to Use Time to Plan and Implement Lessons
Social Learning
16. Learning Management System Virtual Classroom Portal Lessons
Management Environment Collaboration Conversation Multi-Media
Blogs, Wikis Graphics, Audio, Video
17. Kahn Academy LEARNING MANAGEMENT SYSTEMS
18. Learning Management System In this virtual learning
environment, the teacher could present the slideshow presentation
synchronously or asynchronously depending on the instructional
needs of the class. Students would enter the virtual learning
environment to view the slideshow presentation. They could use
audio or text chat to respond to the presentation and answer
questions. The students could then be assigned a project to
complete and upload for submission. The teacher would then use a
rubric to grade the project and post grades to be viewed by
administrators, parents, and students. Students could also present
projects in the virtual meeting room where they could receive
feedback from students, as well as, the teacher.
19. Benefits A Portal for Students to Access Learning
Synchronous and/or Asynchronous Platform for Collaboration and
Teamwork Challenges Time to Learn Software Time to Plan
Instructional Design and Lessons Time to Respond to Students and
Assignments Learning Management Systems
20. Educational Technologies Web 2.0 Instructional Design
Expectations/Outcomes Facilitate Learning Best Practices Student
Engagement Higher Order Thinking Skills Educational Student
Training in Ed Web 2.0 Safety, Privacy Copyrights
21. REFERENCES Brunvand, S, Byrd, S.Using VoiceThread to
Promote Learning Engagement and Success for All Students. Teaching
Exceptional Children. 2011, 43.4, p.28-37. Franceschi, K., Lee R.,
Zanakis, S. Engaging Group E-Learning in Virtual Worlds. Journal of
Management Information Systems. 2009, 26.1, p73-100. Lever-Duffy,
Judy, Jean B. McDonald, and Al P. Mizell. "Chapter 3." Teaching and
Learning with Technology. 4th ed. Boston: Allyn and Bacon, 2003. N.
pag. Print. Nelson, J. ,Christopher, A., Mims, C. TPACK and Web
2.0: Transformation of Teaching and Learning. TechTrends: Linking
Research & Practice to Improve Learning.2009, 53. 5, p80-87.
Noer, M. Superstar Teacher. Forbes Asia. 12/2012, 8 I.14, p56-62.
Richardson, W. Becoming Network-Wise. Educational Leadership. 2009,
66.6, p26-31. Vayliss, S. Flip It Now. School Library Journal.
2013, 59.11, p1-1.