EDTECH 2 ACTIVITIES

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Learning Bank # 18:ROLES AND FUNCTIONS OF EDUCATIONAL MEDIA CENTER

          It serves a myriad roles and functions  and services  such as:

• Orientation-All teacher are given an orientation on the Educational Media Center.The students are also given an orientation on their first Media Instructional Program class.
• Selection of print and non-print materials-The librarians continually select and acquire print and non-print material that suits the needs, interest, and special abilities of the students and teachers.
• Organization of print and non-print materials- A technical librarian organizes all the purchased print and non-print materials for easy retrieval.
• Circulation of print and non-print materials-The Educational Media Center lends out various types of materials to students and teachers.
• Reference-The EMC attends to request such a bibliographic information from the card catalog,serch throug books, periodivcals, pamphlets, documents and non-print materialsd.
• Bibliographic Service-Threre are listings of materials and periodical articels to publicize the new materilas and periodical aricles in in the EMC.
• Media Instruction Prprogram-The MIP aims to teach students to be skillfull and discriminating uesrs of print and non-print media.
• Class Supervised Resarch-IT is a schedule program of activity particularly in Science and Sicial Studies.
• Grade level newspaper- Each grade level is given a subsripytion to anewspaper of their choice..
• Photocopying Services- A self- service photocopying machine is available foe the faculty to Zerox material needed.
• Video and Sound Production-Simple production for class instruction, program and school wide presentations are put together in the audio-Visual area.
• Multi-media Services- Different non-print  media- materials are acquired.

 

Learning Bank # 17:ASSESSMENT IN A CONTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING

                         -Authentic assessment is the most appropriate for the constructivist classroom.It measures collective abilities,written and oral expression skills,analytical skills,manipulative skills,integration, creativity, and ability to work collaboratively.With the kind of assessment, students perform real world tasks. It is an assessment of the process or a product.The performance is the reliable measure of skills learned and the product is the proof of the acquisition of skills. In doing authentic assessment, the teacher should make use of of the scoring rubric in order to objectively observe and evaluate student's performance.With scoring rubric, the standards are clearly set at the beginning the teacher and the students. With rubric,the student can assess her or his progress.In this case the much fear foe the test gets dispelled.Assessment is the natural and normal part of the learning process. There are no more secrets on how students will be tested,what kind of question will be asked.The students themselves know how their progress gets assessed.

             -Aside from authentic assessment, there is also the need of performance-based assessment or product assessment.It is a direct assessment.With this assessment, the teacher measures the student's computer skills directly in an authentic or real-life setting.

          In technology-supported classroom, the students learn from and with technology. Technology is seen as source of information that the students learn from in the same way that the are a source of information. The students master facts and concepts from technology and with the aid of technology.

Learning Bank # 16:USING THE PROJECT-BASED MULTIMEDIA AS A TEACHING-LEARNING STRATEGY

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Definition

                   -Project Based Learning is a teaching and learning model (curriculum development and instructional approach) that emphasizes student-centered instruction by assigning projects. It allows students to work more autonomously to construct their own learning, and culminates in realistic, student-generated products. More specifically, project-based learning can be defined as follows :

1. Focuses on the central concepts of a discipline
2. Engaging learning experiences that involve students in complex, real-world projects through which they develop and apply skills and knowledge
3. Learning that requires students to draw from many information sources and disciplines in order to solve problems
4. Learning in which curricular outcomes can be identified up-front, but in which the outcomes of the student's learning process are neither predetermined nor fully predictable
5. Experiences through which students learn to manage and allocate resources such as time and materials

Learning Bank # 15:PROJECT-BASED LEARNING AND MULTIMEDIA:WHAT IS IT?

Defining Project-Based Multimedia Learning:

                 -It's best to start with some definitions. By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Thus, our definition is:

Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.

Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.

Learning Bank # 14:MAXIMIZING THE USE OF THE OVERHEAD PROJECTOR AND THE CHALKBOARD

                 
            -You should select a classroom projector that has roughly 3000 Lumens for best illumination. This will ensure that large audiences can view the display with bright lights being displayed in the classroom. Also remember that the larger the screen you use, the more Lumens you should require from your projector.

            -The world is quickly learning the benefits of adding multimedia capabilities to educational environments. Today's choice of classroom projectors includes component video inputs that will allow you to network your projector to DVD players, VCRs, and more. By using digital video projectors and multimedia projectors you can view streaming videos from the Internet, play audio files, and teach with programs such as Cable in the Classroom.

            -Some portable projectors weigh between 5-10 pounds. However, you will get more results from choosing a larger (and therefore heavier) classroom projector. You can set the projector on a cart making it more mobile from room to room. This is also an effective way to store other components such as VCRs and DVD players that are connected to the projector. For storing your projector and other equipment on a cart, you can select a projector that weighs between 20-30 pounds.

Learning Bank # 13:TEACHING WITH VISUAL SYMBOLS

                     -Teaching with visual symbols, the teacher makes use of abstract representation such as graphs,diagrams,comic strip,chart,and cartoons.These visual symbols worth a thousand words because they are easier to understand than words of a paragraph.

1. Graph is consist of diff. types:

• Pie graph- use for showing parts of the whole.
• Bar graph- use in comparing the magnitude of similar items at diff.ties.
• Pictorial graph-makes use of picture symbols.

    2. Cartoons-these symbols can bring novelty to teaching.They tell the story metamorhpically.

    3.Comic strip-this can be used by teacher for educational and entertaining.This can serves as motivation and starter of the lesson.

    4.Diagram-this is any line drawing that shows arrangements and relations as to part of the whole,relative values,origins and development,chronological fluctuation and distribution. It is compose of three types;

•  Affinity diagram-use to cluster complex apparently unrelated data into natural and meaningful groups.

• Fish bone- it is also called cause-and-effect diagram.It is a structured form of brainstorming that gaphically shows  relationship of possible causes and subcauses directly related to an identified effect or problem.
• Tree diagram-depicts development, growth and change  by beginning with a single course which spreads out int many branches.

    5.Chart-this is a diagramamatic representation of relationship among individuals within an organization.

It is compose of diff. types:

• Flow chart-s visual way of showing a proces from the beginning to the end.
• Organizational chart-shows how are part of the organization relates to other parts of the organization 
• Pareto chart-type of bar chart prioritized in descending order of magnitude from left and right.
• Gannt chart-is an activity time chart.
• Time chart-a tabular time chart that presents data in ordinal sequence.

Learning Bank # 12:THE POWER OF FILM ,VIDEO AND TV IN THE CLASSROOM

                           -Media are built things. Understanding that media pieces are constructions enables students to understand what a particular piece is trying to say, who the audience is, and why the piece has been made the way it is. Understanding that movies and television are built, one step at a time, enables students to imagine their own pieces.

Shots and Scenes. The simplest element in video and film is the shot, an image resulting from a single continuous running of a camera. Turn it on, turn it off; you have a shot. Though a scene can be done in one shot, usually shots are juxtaposed (edited) to make a scene.

Define a "shot." Watch any film or tape with your class and ask them to identify where the shots begin and end - the edit points. Ask them to raise hands and call out "edit" every time they see an edit point.

What's In, What's Out? If a scene is made of a series of shots, what happened before the start of the shot? Imagine what happened in the world of the story (which may be explained by the scene) and what happened where the filming was done in order to make the shot-i.e., the actors, the camera crew etc. In the case of news or documentary footage - what was going on before the camera started rolling? What was going on after it stopped?

What's In, What's Out of the Frame? Television and movies, says the old cliché, provide a window on the world. As with any window, there is a wider world beyond the edges of the frame. Use toilet paper tubes or frames made of construction paper for viewfinders. Students should look around them and choose an image through their frames. Ask them to draw a simple stick figure picture of what they have chosen. What was their image about? What story can you tell with it? What is most important in their frame? Where is that important thing in the frame? What other things are in the frame? What do those other things tell about the main subject of the frame.? Everything in a frame becomes related by being in that frame.

But what is outside of the frame? Is there a bigger or different story going on outside the frame? Look at a tape or television show and ask the same things. Why are the things in the frame chosen to be there? What message do they connote?

Storyboards. Movie makers draw simple schematics of frames (as the students did above) but use them to plan how they want to tell a story. This is called a storyboard. The frames in a storyboard show relative positions of significant objects or actors and the camera's position - close-ups, wide shots, high angle, low angle, and point-of-view" shots. How does changing these things change the message of the frame? You can find examples of storyboards on the Internet. Use keyword "storyboard" with your search engine.

Comic Books as Storyboards. Comic book frames share many elements with movies and storyboards; point-of-view, camera angle, relative proximity to the subject, proximity of the elements in the frame, etc. Find a comic book with a whole scene, or whole story, told on two to three pages. "White-out" all dialog and text and copy these pages for each student or group of students. Cut the frames of the story apart and give a complete set to each group. Their assignment is to order the frames to tell a story, writing their own dialog. They can leave out frames and they can copy frames, but they cannot draw new ones.

These first exercises are designed to familiarize students with the gear, to stimulate creative thinking and group cooperation. All the editing on these first two assignments happens in the camera-shots are taped in the order in which they will finally be shown.

Video Alphabet: Students work in groups of two to four. Illustrate the alphabet with individual shots or whole scenes. Be literal, be poetical, or be metaphorical. "A-Apple," or "A-Awkward Moment." This can become a game-the production crew sprinkles clues for the letters in their shot and the other groups compete to identify the correct letter.

Video Metaphor: Provide an enigmatic or provocative phrase that student production groups must translate into video. You can make up something for the occasion, use a line of poetry, a crossword puzzle clue, a phrase from a song, or a phrase from the daily paper.

Treasure Hunt: Bring back a visual jewel from the everyday world. Picking a particular point of view, moment in time, and unusual proximity can allow us to see something extraordinary in something ordinary. Students have one hour (or overnight if more convenient) to bring back an image they have discovered.

Have students provide a project proposal before doing any of these assignments. The proposal should include who is doing the work, what the jobs will be, a one to two page description of what the program will actually be, who the audience will be, and why this project should be done. You may also ask them to write guidelines by which their project can be evaluated. You can tell them that these guidelines will be the actual rubric by which their grade is determined.

A New Ending: Students, in groups, write a new ending or a scene to follow the last scene of a story, novel or event. Act it out until they feel they have it right. One student can record the acted out version as a script. Storyboard the script. Shoot the script.

Portrait: A video portrait of a person the production group decides upon together. The subject can be a family member, a community member, a peer. Encourage students to show the subject's everyday activities as well as interviews. What other elements in that subject's life might tell us more about the person?

Adapt a Scene or Story: Similar to writing a new ending, Students do their version of a scene from an existing book, story or movie.

Alien at the Mall: Most of documentary filmmaking is based on watching what people do from a different perspective - finding the startling or revealing within the life around us. Ask students to spend half a day at a shopping center or other place where many people gather. Ask them to pretend they are from another planet and have no idea why people do what they do. Ask them to take notes, make observations about what people are doing and to write their notes up as a report. The report could become a narrated video documentary. It may be helpful to try this first in your classroom.

The above examples tend to focus on video. There are several very good and relatively inexpensive editing programs now available for computers. But there are many other ways to use and produce media as part of your teaching.

Audio Illustration: A group of students write a one-page story together. Have them go back through the story and mark all of the actions in the story. Let them choose a sound effect for each of theses actions. Record a reading of the story with the sound effects added, performed in the classroom or prepared outside of class. If you find a cooperative radio production studio you may also be able to get a field trip to the studio and have an engineer record the story with your students picking out sound effects from an effects library.

Family Photos: Ask students to use 3 to 5 family photos in sequence to tell a story. The subject of the story should relate to material you are now studying in class. For example, vacation pictures might tell a surreal story related to "Moby Dick."

Learning Bank # 11:MAKING THE MOST OF COMMUNITY RESOURCES AND FIELD TRIPS

                            -Field trips in the formative years are one of the most important things teachers can provide for their students. As we all know, children learn by doing. They remember what they have personally experienced. In addition, concept development is optimized through active, explorative experiences. Field trips are a type of experiential learning that gets children away from the traditional classroom setting and into a new mode of learning. They can be as simple as taking a class of children out on the school grounds for a lesson in observation, or as detailed as an out-of-state visit to a particular field site. Field trips not only expand children's learning and experiences by providing them with hands-on experiences, they also increase children's knowledge and understanding of the world in which they live.

                          -The recent fuel crisis in America has forced most school districts to reevaluate the instructional importance of field trips in light of rising fuel costs and, in some cases, depleting fuel supplies for bus fleets. The current standards-driven accountability movement has also had a significant impact upon our school leaders, who cherish the limited number of instructional minutes teachers have with children. The nation's goals seem to maximize standardized testing preparation. This article addresses the positive instructional impact of field trips and focuses on 5 major components of the field trip experience: value, logistics, planning, and health and safety issues. It also presents the findings from a national survey conducted by two undergraduate students at the College of Charleston, Katie Wise and Jamie Lee Vandetti. The purpose of this survey was three-fold: (1) to solicit feedback from nationally recognized field trip sites regarding their experiences with successful visits by students; (2) to compile data to reflect the opinions of field site coordinators for successful field trips, and (3) to make recommendations for teachers on how to plan and implement successful field trips.

             

Learning bank #10: DEMONTRATIONS IN TEACHING

                -A good demonstration is an audio-visual presentation.It is not enough that the teacher talk.Demonstration adds the understanding of the students about certain matters,like for instance in a certain product.As an en dower,your task is to endows the product not just by simply talking but by way of demonstrating also.Demonstrate the appearance of  the product provided with its usefulness.In the part of the teacher also make some demonstration for further learning.
  EX.          
         -During demonstration in his/her discussion in the class ,the teacher must be productive and creative if he/she presented some materials for her/his demonstration so that the learners are easily understand the given demonstration of the teacher. 

Learning Bank #9: TEACHING WITH DRAMATIZED EXPERIENCES

                 -It is a process of communication,in which both participant and spectators are engaged in.It conceptualize the learning of the students about how they interpret and comprehend the essence of learning or of  how they categorize it.It lesser also the burdens of the listeners,by doing it by its dramatization it brings the students with full interest and attention to pay of what the teacher want to express.This way amplifies the creativity and the wide range of thinking of the students on how to apply the lessons by way of dramatization.This is not easy because you have many to consider,you have to make sure that it is fit with the topic you handed. 

Learning Bank #8: TEACHING WITH CONTRIVED EXPERIENCE

                      -Contrived experience are edited copies of reality  and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom.These contrived experiences are designed to stimulate to real life situation.These could promotes the learning capacity of the students to understand the inaccessible for them to overcome difficulties.This is one way of expanding the knowledge of the students to more comprehensive idea.
 EX.
        -This is made up in order for the students to see the real look of the earth and the things surrounds it. With this kind of representation it is easier for the teacher to explain well regard to the planet earth with the use of globe.And for the students it easier for us to learned and catchup easily what our teacher wants to convey to us.  i can say that contrived experience is a helpful process for the teachers in every discussions they will take.

Learning Bank #7:DIRECT PURPOSEFUL EXPERIENCES

                     -These are our concrete and firsthand experiences that make up the foundation of of our learning. These are the rich experiences that our senses bring from which we construct the ideas , the concepts, the generalizations that give meaning and order of our lives.

                 Ex. Climbing a mountain is first hand, direct experience. Seeing it done in films or  about it is vicarious, substitute experiment. It is clear therefore, that we can approach the world of reality through the senses and indirectly with reduced sensory experience. reading