Using Multimedia in the Classroom

The following Multimedia Website Activity is designed for:

Grade 2 Science Units: Exploring Liquids & Hot and Cold Temperatures

URL: http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_state.shtml

Description of Learning Object:
By clicking on the above URL, it takes you directly to the BBC Schools Website. In the link that I have provided, it takes you straight to an interactive Multimedia presentation on the Science unit on “Changing States.” However, this site has other various related interactive Multimedia activities that can be chosen from for English, Math and Science that are divided into many different individual units within these three core subjects along with age groups/grade levels.

Description:
I would use the above URL listed site as a supplement to the Grade 2 Science Curriculum, specifically for Units on: Exploring Liquids & Hot and Cold Temperatures. First, in a lesson for the students addressing the SLOs that I have selected from these units, I would have students go to: http://www.bbc.co.uk/schools/ks2bitesize/science/revision_bites/changing_state1.shtml (this contains the background information on “States of matters” that could help students do the Multimedia activity and/or Quiz that is provided at this site, takes about ~10-15 minutes to read). After students have reviewed the information site, then students can go to: http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_state.shtml and try the Multimedia activity. Students need to click “ok” on the activity box to begin and then the presentation asks the students a series of different questions pertaining to water as it changes states as a result of temperature. The activity even has the students physically click on hot and cold elements to observe these changes. Following the completion of the interactive science activity (~10 minutes), students are able to take the “Quiz” by clicking on it, in the lower right side of the screen. As the students go through a series of 10 questions relating to “changing matters” activity, it records the child score in the upper right hand side of the screen. If you wanted to use this as a form of assessment for learning, one could simply have the students complete the quiz and then have the child put their hand up when they were finished. The teacher could then come up and record their score out of 10. However; if the quiz was part of marks, this would need to be discussed with the students ahead of time, so that they knew to take the quiz seriously, as well as determine whether students would do the quiz individually or with a partner/group.

Planning and Preparation:
In order to plan and prepare for my lessons using this activity or site, it is important that I would view/try all links to ensure that they work and are appropriate for my students and lesson. When I completed this activity I went through the information that was provided, try the multimedia activity and quiz to get an idea what was being taught and how long each activity was, so that I would be able to plan accordingly for the students. By knowing how much time each activity takes, I can make modifications (provide less or more time based on student’s capabilities) for the students if need be. I also mentioned how important it is to physically go through the lesson to make sure that it works, because if it doesn’t I may need to make arrangements to attain the necessary software to view/interact with the activity, even making sure that the computers have the correct internet connection. I could have the students work in small groups to help them stay focused (motivated kids with the not so motivated) or individually based on the work ethic of the students. If students were done early, I could have the students explore other multimedia activities based on upcoming or past units on the site, as they are all educational and informative.

GLO(s):
2.5 Exploring Liquids: Describe some properties of water and other liquids, and recognize the importance of water to living and nonliving things.
2.9 Hot & Cold Temperature: Recognize the effects of heating and cooling, and identify methods for heating and cooling.

SLO(s):
# 5 Exploring Liquids SLO: Demonstrate an understanding that liquid water can be changed to other states:
· recognize that on cooling, liquid water freezes into ice and that on heating, it melts back into liquid water with properties the same as before
· recognize that on heating, liquid water may be changed into steam or water vapour and that this change can be reversed on cooling
· identify examples in which water is changed from one form to another.
# 3 Hot & Cold Temperature SLO: Describe how heating and cooling materials can often change them; e.g., melting and freezing, cooking, burning.

ICT Outcomes:
C.1 Students will access, use and communicate information from a variety of technologies.
2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
3.3 access and operate multimedia applications and technologies from stand-alone and online sources
C.6 Students will use technology to investigate and/or solve problems.
1.2 use technology to organize and display data in a problem-solving context
C.7 Students will use electronic research techniques to construct personal knowledge and meaning.
2.2 use selected presentation tools to demonstrate connections among various pieces of information

P3 Students will communicate through multimedia.
2.2 access available databases for images to support communication
4.1 select and use, independently, multimedia capabilities for presentations in various subject areas
P5 Students will navigate and create hyperlinked resources.
1.2 access hyperlinked sites on an intranet or the Internet

F3 Students will demonstrate a moral and ethical approach to the use of technology.
1.1 demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies
1.3 demonstrate appropriate care of technology equipment
F5 Students will practice the concepts of ergonomics and safety when using technology.
1.2 demonstrate safe behaviours when using technology
F6 Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
1.1 perform basic computer operations
3.4 demonstrate the ability to control devices electronically

Creating a WebQuest

The following link is to my Grade One Science WebQuest I created on Colours:

http://TeacherWeb.com/WQ/ElementarySchool/Colour/

In my WebQuest based on the grade one science unit, "Creating Colour;" I have students work towards achieving the following specific learning outcome taken from Alberta Curriculum:

5. Create a colour that matches a given sample, by mixing the appropriate amounts of two primary colours.

Grade 3 Science: Rocks & Minerals Concept Mapping

I would integrate this particular concept map into my classroom if I was conducting a lesson in Grade 3 Science on Rocks & Minerals. After looking at the Alberta education specific learning outcomes (SLO) as noted below:

# 2. Given a description of the properties of a particular rock or mineral, identify a sample rock or mineral that matches those properties. Properties that students should be able to describe and interpret include:
· colour
· lustre or “shininess”; e.g., shiny, dull, glassy, metallic, earthy
· texture; e.g., rough, smooth, uneven
· hardness, based on scratch tests with available materials
· presence of carbonates. Note that the presence of carbonates can be tested with vinegar or another mild acid
· crystal shape for minerals, or overall pattern of rocks.
# 3. Describe and classify a group of rocks and minerals, based upon the above properties.

I created my concept map to reflect the concepts (properties of classification for rocks and minerals) that needed to be learnt by the students. The concept map can also be applied as guide or source for students, for example in an activity where an assortment of rocks/minerals needed to be classified based on the aforementioned properties. The concept map is an instrument to help achieve the listed science unit SLOs. The creation and integration of a concept map would also be covering the following technology general outcomes:

C5 Students will use technology to aid collaboration during inquiry.
C6 Students will use technology to investigate and/or solve problems.
P4 Students will integrate various applications.

Concept mapping can be used in the classroom because it is one easy and constructive way to organize data at the same time as also showing the relationships between the information found. Concept mapping is also a creative and innovative way to present a framework of ideas that allows students to focus on specific topics that are outlined in the map. These ideas and topics can be organized by pictures and/or words based on the grade level, subject or preference of teacher. Concept mapping is also a great way to achieve specific ICT outcomes such as:

C5- 2.2 Record group brainstorming, planning and sharing of ideas by using technology (which can later be organized into a concept map)
C6- 2.3 Use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
P4 - 1.1 Integrate text and graphics to form a meaningful message

Understanding Magnetism: May the Forces be Within You

Reference to URL of online resources:

Foresman, S. (2007). Magnets: Grade 2. Retrieved September 27, 2007 from, Elementary Science Website: http://www.hssd.k12.wi.us/forestglen/dign/esci2m.htm

Junior electrician: Magnetism. United Learning (2002). [Video clip]. Retrieved September 29, 2007, from http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=CD98BCE9-269E-4E88-9BCC-3111A0178509

New Mexico State University Board of Regents. (2005). Magnetic materials. Retrieved September 27, 2007, from NMSU Website: http://magnet.nmsu.edu/magnetexpone.html

The Royal Conservatory of Music Community School. (n.d). Get howie home: Magnetism game. Retrieved September 28, 2007, from Learning through the Arts Website: http://images.google.ca/imgres?imgurl=http://www.ltta.ca/images/games/thumb-magnetlarge.jpg&imgrefurl=http://www.ltta.ca/student_zone_games.html&h=99&w=189&sz=5&hl=en&start=4&um=1&tbnid=2zsVBEhiV7_S4M:&tbnh=54&tbnw=103&prev=/images%3Fq%3Dmagnetism%2Bgames%26svnum%3D10%26um%3D1%26hl%3Den%26sa%3DN

Zephyrus Education. (n.d). Magnetic materials. Retrieved September 27, 2007, from Website: http://www.zephyrus.co.uk/magneticmaterials.html

Grade level: Grade Two

Brief description of activity: To integrate technology in this lesson, introduce magnetism to students by first having students watch the Junior Electrician: Magnetism online introduction to magnetism video clip listed above. This will actively engage studies to start thinking about what is magnetism, the properties of magnets, and what do magnets attract. Then have students think about and recall from the video clip what materials were attracted to the magnet and which of those materials were not. Ask students to think about the properties and characteristics of materials that are attracted to magnets, for example, what do these materials have in common? Have students recognize that magnets attract materials with iron or steel in them through a class demonstration and then by having students access some of the online resources provided above. Students may finish up this lesson by accessing the magnetism game, Get howie home in the computer lab which is a fun review on what materials are attracted to magnets.

General learner outcomes (GLOs): Students will describe the interaction of magnets with other magnets and with common materials.

Specific learner outcomes (SLOs): Distinguish materials that are attracted by a magnet from those that are not.

Most relevant ICT outcomes: Students will access, use and communicate information from a variety of technologies.
Students will use electronic research techniques to construct personal knowledge and meaning.
Students will use technology to investigate and/or solve problems.

Brief rationale for computer integration (why use technology? how does it improve the lesson):
I think the incorporation of technology in the classroom can be very beneficial in helping improve a lesson by producing visual and interactive components to a lesson, which is important at the grade two level where the young students are very active and need ways to entertain their curiosity. In my lesson, students will watch an online video-clip on Magnetism, which can be used effectively both as an instructional tool as well as a means for students to represent learning. The information provided in the video is an interesting way to introduce the topic of Magnetism to the students and also get them thinking about the concepts and material presented (in relation to the SLO) in the video clip, which can be discussed as a class afterwards. I then have students access some of the online resources provided above, so that they are able to become more familiar with accessing and using the technology to attain information, as well as further construct personal knowledge and meaning based on the information provided within the sites. I have also included an online magnetism game, Get Howie Home for students, which is a fun interactive review on materials that are attracted to magnets. It is from these examples that I see how the integration of computer technology into lessons can be used as a new creative approach to learning, allowing different educational experiences for students to thrive and grow from in the classroom.

Argument against Blogging in a specific Curricular area based on Clarence Fisher's Commentary

Although I will not deny that Mr. Fisher has a great point about blogs being an innovative way to “invite other people to know our lives,” as a source of global unity and to educate others about our lifestyles and cultures, I am concerned about the safety, privacy and security in doing so. Although, I believe and understand that the education system would only intend that the use of blogging in the classroom to be in the best interests of expanding our students learning abilities and knowledge; it is still a means of technology that needs to be treated with utmost professionalism and caution. It is important for our students to be cautious of what they read, remembering that blogging is a matter of opinion and not always fact, which emphasizes how important it is to teach our students how to critically evaluate sources of information on whatever the topics may be. With that being mentioned, it is also important that our students are very aware, conscientious and cautious of all aspects of blogging, in regards to the advantages and the risks before using such technology. However; I feel it the privacy aspect of blogging which has me feeling a little uneasy about allowing our students to openly be “inviting others into their lives,” or even to include it in a particular curriculum area in the classroom (as mentioned in this website). As a teacher, I feel it is highly important to take the necessary safety measures to ensure the safety of our children when using blogs as learning tools. It is key to first have parental permission granted before students engage in blogging. I also believe that building a blog that only allows the admittance by students in the class is another action which can be made to ensure the safety and security of our children, like for example; I enjoyed the structure of the Web CT discussion forums that I have had the experience to work with in other classes I have taken. I like how you are able to discuss classroom topics and issues with other students in the class while using the technology; yet, you are not having to worry about who else in cyberspace (or who has access to the internet) may be accessing the classroom discussions or topics, and may be interpreting or internalizing the information posted differently or out of context then it was intended. It is just that blogging can sometimes have unpredicted consequences in politically or culturally responsive areas (as described in the section on 'blogging consequences' in this article). Let’s take a Grade 3 Social Studies class for an example, which focuses on “Connecting with the World,” as illustrated in the Alberta Curriculum. It makes sense that the content would be appropriate for what Mr. Fisher saw as beneficial way to include blogging as a tool for students to connect with other people and lives. With such a topic, I think it may be best that the teacher, should be demonstrating the use of blogging and its benefits in exchanging information between cultures or persons (as seen at http://balla.ecsd.net/) as oppose to the student. And yet, I feel there could be many other useful tools or resources that may be highly effective and utilized for Grade 3 students and their focus on connecting with the world using technology (take a look at some examples, here: http://www.blackgold.ab.ca/ict/Divison1/grade3social.htm). Now, I don’t think blogging is a negative tool in any means for education; I just think it is important to carefully evaluate how blogging will benefit a particular grade level curriculum before ever using it blindly. If there are more advantages or good from blogging that can be used to help effectively teach a lesson, then by all means, use it. Just make sure you have carefully and thoughtfully made a positive argument for it. Thank you.

First time impressions of blogging – Formulating the Pros and Cons of blogging in the classroom for students and teachers

I find blogging to be a unique way of integrating the technology of today with the education curriculum and learning. Not only is blogging a great way to increase web awareness for students, and teachers, but blogging can be a beneficial administrative tool or a resource for research as well. I see blogging as a great way to share information, advice and knowledge in all different areas of teaching with other teachers or student teachers, such as tips on classroom management or creative lesson plans that can be applied in the classroom since blogs can be used as personal journals with teaching experiences. Blogging can also create discussion forums between both students and teachers to share assignments or curriculum, as blogs can provide news on particular subjects or classroom topics. Blogs are innovative ways for students to complete homework or publically share ideas with other classmates. Although, there are many advantageous for blogging as mentioned, it is important to be aware that blogging does contain disadvantages. One key disadvantage is that since blog posts are made public to everyone who may have access to the internet, it is very important for both teachers, educators and students to be conscientious of what they post to ensure a high standard of professionalism and security. Inappropriate or non-professional information may negatively reflect back on the individual and it is especially the responsibility of the teacher to be a good role model for others to follow. Also, those who don’t have a computer or connection to the internet are unable to have access to blogging, which poses some problems in the classroom.

A little bit about me

Greetings, my name is Krystal. I am currently an Education Student at the University of Lethbridge, with a major in Science Education (Biology) and a minor in CTS: Community Health. I just recently graduated with my Bachelor of Science Degree in Psychology from the University of Lethbridge, and am doing research projects in my psychology field aside from studying education. I have a strong passion to want to help make positive impacts in people's lives for the better. In my spare time, I also love to travel to see new places and cultures, and spend time with my husband and kitties.