Module 2

Shutterstock--www.shutterstock.com

Shutterstock is a developmental resource website that consists of a myriad of clipart, photographs, and video clips from all kinds of categories. Shutterstock is an excellent source because it allows for easy access to so many useful pictures and video clips that can be utilized for teaching different learning types. The book states that hypermedia is suitable for teaching students who fall under any learning type or “intelligence” (p 176).     

I would use the science lab graphics to quiz my students’ knowledge of lab materials prior to using the lab. I would create laminated picture cards (that I can reuse each year to save paper) of each lab tool. I would hold them up and ask my students to write down the proper name for that specific item as well as what it can be used for.

The video clips are an excellent way to show students sequences or things in motion. This could include a clip of cells multiplying or even an artery becoming clogged due to plaque. If I am teaching something that is very complex and some of my students are struggling to grasp the concept, I can show a video clip to clarify things. Sometimes it is easier to understand something when it is demonstrated or you see it in motion, especially something that is very complex. According to the book, to avoid overwhelming your students, it is best to explain the video before playing it and then proceed to narrate the video as it is playing (p 177).

HyperStudio 5-- http://www.mackiev.com/hyperstudio/index.html

HyperStudio is a web-based virtual environment software and hypermedia production tool that allows you to create your own world. Users are able to create videos of their virtual world and add animations, music, and narrations. The book includes that Coffman and Klinger (2007)  believe the placing of students in virtual environments can be appealing to them (p 194). It also states that a study conducted by Hernandez-Ramos and La Paz (2010) revealed that when students created their own hypermedia presentations, they had a better understanding of the subject than when they used traditional learning techniques (p 193).

I would have my students create their own presentation video of a world with characters and make up their own story that deals with science. I would require them to include some of the things that they have learned in class. For example they could create a world and make up a scientific superhero or supervillain such as Tungsten Boy and tell how that superhero saves the day or stirs up trouble with the qualities of that particular element. Tungsten Boy has a high melting point; therefore, he can help save people trapped in burning buildings when firemen are unable to reach them quickly. As stated in the book, “having students design websites and other hypermedia products is a challenging and complex problem-solving process. It encourages reflective and critical thinking…” (p 193).

Mikayla gives a tour of Mount Mac

 Here is Kaila taking her "passengers" on a trip through the many layers of Earth

#ED527UM M2: Tips for using hypermedia in the classroom http://t.co/ojJ3XZ6E8B
— Peyton Truett (@peypey3191) September 18, 2013

Module 1

Digital frog dissection-- http://www.digitalfrog.com

Simulation

The digital frog a virtual dissecting program is used to teach anatomy. It can substitute an actual animal dissection not only to save time and money, but it can also serve as an alternative to those students who do not feel comfortable with dissecting.

                                      Dr. Lovelle Ruggerio discusses the Digital Frog program

Brainpop’s "Pavlov’s Dog" game-- http://www.brainpop.com/games/pavlovsdog/

Instructional game

"Pavlov’s Dog" can be used to help students understand the concept of conditioning in a fun way. With this game, students figure out how to train their own virtual dog to drool at the ring of a bell. The students choose from different noise makers and food, and are to use their knowledge of conditioning to make their dog drool. Chapter 3 talks about how instructional games can be used to help students be able to quickly recall what they learned (Roblyer & Doering, 2013). You can use this as a supplemental software. First explain the concept and then have your students try to ‘train’ their virtual dog so they can practice what they learned and visually see the concept.

Science Seekers-- http://www.tomsnyder.com/products/product.asp?SKU=SSKSSK

Problem-Solving Software

This software touches on many important skills for students to learn. Students apply what they have learned in class in order to solve real world problems by reading for information, working as a team, and interpreting data. You can use this in your classroom so students can practice critical thinking and learn to think for themselves. In chapter 5, it states that Southworth et al. emphasizes the importance of software that teaches students to become “computational thinkers” because our world is “increasingly defined by data” (Roblyer & Doering, 2013). In chapter 3, the book discussed a study conducted by Healy and Hoyles (2001) and Hollebrands (2007). The study revealed that the practicality of a program is determined by students’ prior knowledge. If a student is uninformed on a certain topic, they may have trouble with the program, making it seem as if the program is not helpful (Roblyer & Doering, 2013).

Worksheet and Puzzle Generator-- http://amoredpenguin.com

Materials Generator

A worksheet/puzzle generator can be used to quickly create worksheets and puzzles. Chapter 4 discusses how software tools increase productivity because they help accomplish things quicker, as opposed to doing something by hand (Roblyer & Doering, 2013). Puzzles help students practice what they have learned or review vocabulary words to prepare for a test. You can use the puzzles so students can review material in a fun way. You could even introduce new material with puzzles to help them learn to use their textbook glossary and index to find and learn new words.

The Graph Club 2.0-- http://www.tomsnyder.com/products/product.asp?SKU=Grpv20

Graphics tool

Some graphing software can be difficult for students to learn and comprehend. The Graph Club 2.0 is ‘kid friendly’ and makes graphing data easy and understandable. You can have students conduct research and gather data, and then they can utilize this software to create a graph so they can interpret and understand their findings. In chapter 5, it says that when students do not have to focus on creating graphs/charts by hand they are able to concentrate on what their data means rather than how it looks (Roblyer & Doering, 2013).

Roblyer, M. D., & Doering, A. (2013). Integrating educational technology into
      teaching. (6 ed.). Upper Saddle River, NJ: Pearson Education Inc.

#ED527UM M1: 7 Ways to keep students focused when using technology http://t.co/rIXVSrpI6A
— Peyton Truett (@peypey3191) September 5, 2013