REFLECTION 2
REFLECTION 2 - UTILISING MEDIA IN THE CLASSROOM (VIDEOS, PODCASTS AND IMAGES)
If used in an effective way by the educator, students can highly benefit from the utilisation of the many forms of digital media that exist. Media such as podcasts, images and videos are extremely useful in both creating and viewing them as learning resources. Students will develop, and put into practice, a range of processes and thinking skills. Similar to blogs (see REFLECTION 1), each media type can be applied to the SAMR model, Bloom's Taxonomy and the Explicit Teaching Model. To refresh on the factors of each model, click each screen capture below.A VIDEO on SAMR
A PODCAST on Bloom's Taxonomy
An IMAGE of the Explicit Teaching Model
Podcasts
Firstly, podcasts are an example of one digital tool to use in the classroom where students can learn through audio as an alternate method to retain and get value from information. Podcasts are sound files that are able to be shared so that the information presented can be listened to by others. Both students and teachers are able to record their own audio easily and can upload it online so that they can share it with their students or peers. Podcasts can be beneficial for learners who prefer to listen to information rather than read or view it, however the media does have some limitations when used independently. Podcasts don't allow for many higher-order thinking skills, and merely act as a replacement for note taking or listening to the teacher.A list of some online podcasts that can be put in place for learning are:
When applied to the SAMR model, it is difficult to move beyond Substitution or Augmentation.
A substitution example for an English classroom may include students listening to a podcast created by the teacher about relevant themes of a certain text rather than having the teacher speak to them directly in class. Listening to podcasts as an alternate way of remembering and understanding as it is in Bloom's Taxonomy. This way of using podcasts in the classroom is an example of 'I do' from the explicit teaching model, where teachers create the podcast and students just listen.
Students could create their own podcast following teacher guidance and scaffolding where they are to verbalise their ideas of such themes. These student-created podcasts can then be uploaded to an online database where their peers have access to them. The latter would be an example of Augmentation, would require 'applying' from Bloom's Taxonomy and involves a 'We do' approach from the explicit teaching model.
Images
Another digital media that initiates a different approach to learning is the incorporation of images into classroom activities and tasks. Images are not just photos, but include infographics, mind-maps, diagrams and drawings. From an educators perspective, there is a lot to learn about images such as their file type and size and copyright. It is important that students are taught the concepts and features of images so that implementing the task will run more smoothly, with as little problems as possible. File types of images (.tif, .jpg, .gif, .png) and their size (measured in kilobytes (KB) and megabytes (MB)) are important to get right so that the images being utilised in classroom tasks are of suitable quality and don't take up too much software storage.
An example of how to use images in the classroom could be where students use a program called Thinglink where images can be uploaded and students can digitally add annotations that not only include text but also videos, links to other resources and audio. Uploading to the site also means that other students from both their own classroom as well as classrooms across the globe (if settings allow). Move your mouse on the image below to see how this program was used by a student for an English class.
Thinglink is a program which allows images to be used in the classroom in compliance to Modification in the SAMR model. The task is redesigned where they have to learn a new digital technology in order to annotate and add their ideas in relation to the task. The learning of how to use the program would require teacher assistance and a 'We do' approach from the Explicit Teaching Model. Students should also be given time to browse the site and view other student's creations for the same topic as theirs to continue to develop their understanding. Bloom's Taxonomy would put this activity at the analysing and evaluating level because the students must not only create an image but also analyse and evaluate its aspects to demonstrate a full understanding of the value of the image. Incorporating this into the classroom means students are encouraged to pull apart their image and find linkage in each aspect to the topic, in this case a novel in English and leans toward the 'You do' step of the explicit teaching model.
Video
Lastly, videos are an exceptional and highly effective digital learning tool for students in the contemporary classroom. While watching videos on topics allows for reading, visual and auditory learning on a particular topic and can also be very effective, the next part of this blog post will focus on using video has a creative tool in the classroom.
Videos are able to be created by using filming equipment, sound equipment such as a microphone (most cameras/phones with cameras) have this built in and editing software. This means that there is a lot for an educator to teach before allowing students to create their videos. Firstly, making sure students understand the basics of video software so that they know to use the same filming equipment for every shot means their video will run smoother in the editing phase. Similar to images, videos also have different quality and file sizes and ensuring students use the right one is vital for the finished product and submission. Educators also need to give a lesson on the use of editing software and its importance. An understanding of editing software ensures the student's video is succinct and only clips that are relevant to the topic are kept in the final cut. Free editing softwares are available such as iMovie for Mac or Lightworks for Windows or Mac. Techradar offer a list of some great free online editing softwares (Wycislik-Wilson & Ellis, 2019).
A task that requires students to plan, film, edit and submit a video on a specific topic is an example of Redefinition from the SAMR model. The task is completely redesigned and unable to be completed without the use of digital technology. The Explicit Teaching Model is used firstly with 'I do', where the teacher can model their expectation of developing a story board and/or script as well as modelling the use of a specific editing software. 'We do' can then be implemented when the teacher works with the students to together come up with ideas for their videos and can assist in the initial design stages of the task. Lastly, 'You do' makes up majority of the task where students are responsible for what type of video they create, the resources they will use and ultimately the end product.
Videos are a brilliant way for students to use higher-order thinking skills, and when applied to Bloom's Taxonomy, they have the opportunity to do everything from understanding to creating.
Overall, the three digital media forms discussed in this blog post can all be utilised in the contemporary classroom to give students the opportunity to learn and apply knowledge in ways other than the traditional listening to the teacher and pen-to-paper. This blog post has shown how podcasts, images and videos can all be applied to different aspects and levels of the SAMR model, Explicit Teaching Model and Bloom's Taxonomy. Digital media creates an engaging, interesting and relatable classroom for today's students.
References
Common Sense Education. (2016, Jul 12). What is the SAMR Model? [Video file]. Retrieved from https://www.youtube.com/watch?v=9b5yvgKQdqEHarris, B. (2017). 8 Terrific learning podcasts for student. Retrieved from shttps://www.commonsense.org/education/articles/8-terrific-learning-podcasts-for-students
https://designtaxi.com/news/392500/Infographic-Guide-To-Image-File-Formats-For-Designers-And-Photographers/
Pike, K. (2015, March 16). Gradual release of responsibility [Web log post]. Retrieved April 6, 2019, from https://kpike92.wordpress.com/2015/03/16/gradual-release-of-responsibility/
Teacher's Tech. (2017, Sep 25). How to use iMovie - Designed specifically for beginners [Video file]. Retrieved from https://www.youtube.com/watch?v=zR5USClbQZw
Teacher's Tech. (2018, Feb 12). Lightworks 14 2018 tutorial - Sesigned for beginners. [Video file]. Retrieved from https://www.youtube.com/watch?v=489O4snfHg8&pbjreload=10
Tibbles, A., & Schurr, S. (2007, May 3). Bloom's Taxonomy in the classroom [Audio file]. AMLE Podcasts. Retrieved from http://podbay.fm/
Wycislik-Wilson, M., & Ellis, C. (2019, January 2). The best free online video editor 2019. Tech Radar. Retrieved from https://www.techradar.com/au/
Yount, M. A. (Creator). (2017). A newbery novel: Hatchet [Interactive image]. ThingLink. Retrieved from https://www.thinglink.com/scene/883553087975849986
Wow I think you've done a super job! Thanks for the read (and thanks for some great ideas I can use in my blog!)
ReplyDeleteI really enjoyed the read! You incorporated some great information. However, I think it would be beneficial if you had put legal/ethical considerations for your students. Overall, a really good blog post!
ReplyDeleteReally well done Breanna. I love the use of many different styles of technology like your videos and images. Your knowledge of the topics on video, podcasts and images are very evident. I would love to know what your thoughts on the legal and ethical considerations and dangers for your students are also. Very well done!
ReplyDeleteWell done Bre! I love this post and I think that you have done a thorough investigation on utilising media in the classroom. I think that you have also provided strong examples on using media in the classroom, incorperating SAMR, Blooms Taxonomy and the Explicit Teaching model. I do, however, think that you could have talked about the legal, ethical and safe considerstions. Keep up the good work :)
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