Ana's Blog

Focus question: How can teachers create PowerPoint presentations for maximum teaching potential and learning impact?

PowerPoint is a presentation software that is a standard feature on computers. PowerPoint presentations is a powerful way to engage students in classrooms. It displays visual information such as colorful graphics, pop-up or slide-in windows, texts, images, and videos. Teachers can “transform still photographs and scanned images into movie-like viewing experiences by adding narration features and text” (Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, 2011).

PowerPoint can be used for any grade level. When I was in history class, my teacher created a PowerPoint Jeopardy game. It was a great way to engage us by learning history through a game and having us participate. Teachers can also use images to generate class discussion, promote visual analysis of discussion topics, display questions or comments for short writing assignments, use slides as attention-getters, and develop learning games.

Most of my classes require me to create a PowerPoint and then presented to the class. This a great way to put the students skills to use and get them to participate in class. Teachers can also just use images throughout the slides with only a short title. It’s a way to get students attention while you discuss the picture, tell stories, provide essential facts, and explain concepts.

Photo credit to Wikimedia Commons.

Tech Tool link: Digital Projectors and Document Cameras

During my observation hours, I noticed that many classrooms are equipped with a digital projector or a document camera. These two technologies are very helpful when it comes to engaging the students. A document camera allows the teacher to project material onto the whiteboard and students to share their work. For example, a teacher is reading a book that contains images, the document camera will allow her to show the class the images. A digital projector displays materials from a computer onto the board. It projects websites, pictures, and videos. The teacher can also make notes on the computer for the students to view.

Summary & Connection:

This chapter explores about using multimedia and digital technologies to present and share information. Students often multimodal learn, which means that the teacher combines spoken words with visuals, written text, audio, simulations, or models. Schools today consists of multimedia technologies.

PowerPoint presentations has many advantages and disadvantages. Some of the advantages include providing short summaries of key points, visual dimension, easy to use, available on most computers, and text can be combined with pictures, charts, and graphs. Teachers can use a digital projector or a document camera to display images and material content. Teachers can also use videos for classroom instruction, which offers ways to present information. YouTube, handcrafted videos, TeacherTube, PBS learning media, The Futures Channel, and SnagLearning are all video websites that teachers can utilize.

The article further discusses about podcast, which can be used to listen to audio recordings. Podcast can be accessed from computers or portable media players. Students can create an alphabet book or a concept book by using digital cameras. Teachers can invite students to make digital videos and tell digital stories, which are exciting teaching approaches.

Resources:

Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B.P. (2011). Transforming learning with new technologies. (2nd ed.). Boston, MA: Pearson Education Inc.

Focus question: How can teachers use email or text messaging to foster information exchanges with and among students?

Teachers can exchange information with students not only by phone or meetings, but by emails and text messages. Emails are messages sent between people using the Internet. Text messaging are “real-time typed text interactions between people using computers or mobile devices like cell phones or personal digital assistants” (Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, 2011). Emails are mainly used for business networking, family talk, recreational pursuits, and workplace communication. Emails are used more among adults and text messaging is used among teens. Teachers have the opportunity to exchange information through text messages and get the student’s attention. They will be able to read about it, instead of just ignoring it when the teacher sends it through email.

Adolescents use textspeak or digitalk, which are abbreviated words for quick communication. Personally, I dislike when people use textspeak all the time. I find it unnecessary to shorten words such as for, together, you, today, great, and other ones. Researchers in England found that the use of textisms was positive, which was related to gains in reading proficiency among youngsters. According to the researchers, youngsters will develop phonological awareness, use of printed words, and standard literacy in English.

Teachers have a record of what they wrote and what was written back when they send out emails. Everyone will have a reason to respond with school-related questions and comments with standard spelling and appropriate language. Emails allow teachers to revise and compose a reply or message. Students have the opportunity to ask questions and get responses from experts using Ask a Historian and Ask an Earth Scientists. A teacher can hold online office hours where they respond to questions that the students have asked. They also use it to discuss homework or class assignments electronically. Teachers can use text messaging to teach about spelling. Instead of banning the use of cellphones, some educators see it as an opportunity to build better relationships, cooperative environment, and meaningful educational experiences.

Tech Tool link: Website and Blog-Building Resources for Teachers.

The article shares some approaches to begin your own teacher website or blog. Approach 1 is about website and blog-building software. You need to purchase and download this type of software. These programs enable teachers to build personal websites from basic to sophisticate. An example of a website and blog-building software is Dreamweaver. Approach 2 is the option of commercially available templates. TaskStream and eBlogger allow users to create many features and functions, but doesn’t produce the variety or quality of graphics. Approach 2 offers the user added features of being password protected and ready-made publication portal. The last approach is open-source software, which is a free online management system for educators.

Summary & Connection:

This chapter explores different ways teachers can communicate with students using technology. It shows how teachers can share ideas and information online and in the classroom. Teachers have the choice to use emails, text messaging, teacher or classroom websites, blogs, online discussions, and wikis to teach students. Teachers need to know the similarities and differences between synchronous and asynchronous electronic communication. Asynchronous communications have a time delay such as emails, online discussions, or blogs. Synchronous communications don’t have a time delay, but occur in real time. Two examples include cell phone conversations and text messages.

Most educators engage in educational networking, which is used for educational and professional development purposes. They can use this network in productive ways like teacher-to-teacher discussions about curriculum and instruction, book groups and literature circles, and group editing of projects and writing. This social network can be either public or private. Teachers can use electronic communications to engage students, share information with families, and publish student work.

I understand how blogs and websites work and how they are helpful. Class websites are focused mainly on student work. It gives them a chance to publish their work and pursue any interest they have in the subject. Class websites provides students with information about homework, dates for exams, and dates for school events. Teaching blogs or blogs in general provides users a way to post information and ideas as a journal.

The chapter further discusses on how to create your own blog and design decision in building a teaching blog. Schools use websites to show their mission statement, grade-level curriculum expectations and standards, the names and backgrounds of faculty and staff, and a schedule of academic and extracurricular events. Teaching blogs are used for students and their families about events and coursework. A wiki, on the other hand, is used by a group of people. They are allowed to read, revise, visit, and update the content and structure of the Wiki.

Resources:

Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B.P. (2011). Transforming learning with new technologies. (2nd ed.). Boston, MA: Pearson Education Inc.