LESSON 18: ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

 

 
 This lesson is about educational media center it is a facility of the school system tasked to acquire, maintain, care and promote the full effective use of educational media. It houses both old and new technologies meant to make learning more efficient and effective. If facilities and ensures the optimum use of all instructional media. It organizes learning activities for students and teachers alike for them to upgrade and improve on their technology manipulative skills all for the purpose of motivating them to keep on developing their communication, analytical, integrative, creative and collaborative skills for meaningful lifelong learning.
                       This is made possible only by an educational media center that is adequately equipped not only with material resources but most important of all by manpower resources, the media specialists and the assistants. A function EMC motivates and inspires, To have a functional EMC facilities our job, Imagine, a technician is there to help us  when we have no confidence in manipulating equipment like laptop for a power point presentation. Someone is there to help us when we need a visual material like a poster or map.
                     Usually locating an instructional material we need eats up our time. With a knowledgeable media specialist and caring assistants, we are spared.It has to be overemphasized that a school put the right persons in the EMC. All the technologies housed in the EMC will be laid to waste if  the media specialist and the assistants are not very knowledgeable and are not committed to the operation and manipulation of educational media.

LESSON 17: ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING

 






I learned these lesson about the traditional paper-and-pencil tests are not adequate to assess learning in a constructivist technology-supported learning. The authentic forms of assessment such as performance and product assessment, are more reliable and adequate to measure students communication, analytical, integrative, evaluative and collaborative skills. In a technology supported learning environment, the students are not only users of technology product, they themselves are authors of technology product. Scoring rubrics are, therefore a must in assessment.
                      Students study and learn based on the way they are tested. The type of assessment anticipated appears to influence how and what they learn. Therefore, the quickest way to change the way students learn is to change the way learning is assessed.
                     In a technology-supported classroom, the student learns from and with technology. Technology is seen as a source of information that the students learn from in the same way that you, the teacher, are a source of information. The students master facts and concepts from from technology and with the aid of technology. Isn't this the essence of computer-assisted instruction? Is it in order then to assess the students learning information by way of the traditional paper-and-pencil test? We caution the teacher, however, however, to make his?her paper-and-pencil test with authentic assessment to assess analytical integrative and collaborative skills, skills that are taught in a constructivist classroom.

LESSON 16: USING THE PROJECT-BASED LEARNING MULTIMEDIA AS TEACHING-LEARNING STRATEGY

 

 
This lesson is about the effective use of project-based multimedia learning requires through planning. Initial planning involves: clarifying goals and objectives, determining how much time is needed and extent of students involvement in decision making, setting up forms of collaboration, identifying and determining what resources are needed and deciding on the mode to measure what students learn.
                           The various phases of the project include: before the project starts, introduction of the project, learning the technology, preliminary research and planning, concept design and storyboarding, first draft production, assessing, testing, and finalizing presentations and concluding activities. The suggested steps for each phase were outlined in this lesson.
                          There are steps on the process of multimedia creations
     * Planning- setting a goal, choosing a theme, specifying the purpose.
     * Researching- collecting information from a variety of sources.
     * Organising- arranging and displaying the ideas(writing, layout, graphics, ect.)
     * Developing- putting everything into the computer
     * Communicating- Presenting the project to an audience
     * Evaluating- what worked? what needs improvement?
                          Don't be turned off by the many steps presented here on using project-based multimedia learning. Just bear in mind that we use the strategy to enable the student to remember and understand better content as they perform real-world tasks such as researching for answers problems, analyzing, assessing, making decisions, working with others. You are not tied to the steps shown here. Provided you know what you want to accomplish, common sense will tell you how to get there. But every beginner needs a roadmap to simply her task. After your first venture into project-based multimedia learning, you may be able to come up with a more simple roadmap.

Lesson 15:Project-based Learning and Multimedia:What it is?

 


After learning that we need to make use of a combination of learning resources or media to make our teaching as concrete as we can so abstractions will be clear and meaningful, let us learn a method of learning that utilizes multimedia, project-based learning. Project-based multimedia learning does not only involve use of multimedia for learning. The students end up with a multimedia product to show what they learned. So they are not only learners of academic content, they are at the same time authors of multimedia product at the end of the learning process.
                             The goals and objectives of a project are based on the core curriculum as laid down in the curricular standards and are made crystal clear to students at the beginning of the project. The students work collaboratively over an extended time frame. As they work, they employ life skills including decision making. Their learning task ends up with a multimedia presentation through their multimedia product.

Lesson 14: Maximizing the use of the OPH and the Chalkboard

In this topic maximizing the use of overhead projector and chalkboard it is the use for the new technology for this generation, as what we know during our time when we are in elementary and high school we are using the blackboard in every classroom for our materials.But because of our new technology some of the school are using television, a computer in presenting their lessons. It help so much to our new learner by using computers, TV's and other technology that can be use in the classroom. And this Overhead Projector seems more available in schools and it has a lot of advantages. So now, we already know and learned the technology we should maximize using the chalkboard
We've known the chalkboard since nursery and even in offices, chalkboards are used. It is a very helpful tool especially in schools that do not have computers, televisions and the like. There are tips on using the chalkboard to make it and effective learning tool.
- writing clearly and legibly can allow students sitting in the last rows to read what you're writing.
- be prepared on what to write on the board
- use colored chalk to highlight key points
- write on the board while still facing the class. You don't have to turn your back on your students while writing on the board.
- while students are copying their notes from the board, try to walk around and see your board work from all corners of the classroom to see its visibility
- check for glares from fluorescent bulbs and windows.
- use the chalkboard to its full potential.

There's a trivia on why chalkboards are usually called blackboard. Way back then, chalkboards were painted black and white chalk was used. Then people discovered that green is much more pleasing to the eyes and so they started painting it green. But the term blackboard was already hooked up with the tool.

Another good tool to use in place of computers and televisions is the overhead projector (OHP).
- it's simple to operate
- the instructor can face the class while operating the OHP
- creating the materials for the OHP is easy and fun.
- graphs, charts, diagrams and other visual symbols can be shown using the OHP
- you can overlay transparencies to show the after-effects of a certain process.

There's a good side to the OHP. When you use a computer, you usually store your presentation in a flash drive. The downside to this is when it has a virus or your flash drive is not detected by the computer. With the overhead projector, you don't have to worry about these things. Just turn it on, put your transparencies on and viola! you get a presentation 

Lesson 13:Teaching with Visual Symbols

 

 Further more,visual symbols includes drawings, diagrams, formulas, chart, graphs, maps or globe.
With the help of these materials, it would easy for the teacher to explain briefly the lesson. Students would have a hard time to understand the lesson if the teacher would only talks something which is invisible, let say for an example. The lesson is about the parts of the tree, how would the students understand and see the parts if the teacher would simply talk in front, it's better to use drawings for the students to understand and determine the parts. If the subject is about economics, the teacher should use graphs for her to be able to explain the standing or the result of 5 companies competing when it comes to the income. With the use of graphs, students would be able to understand the lesson and would have an idea on what is happening in the economy. In mathematics, students cannot solve a problem if there's no formulas on how to solve it, so it is very important to use formulas especially in mathematics. If the teacher would talk about continents without the use of maps and globes, the tendency would be the students will find the subject very boring, but with the use of maps, it would be interesting to listen because students would see how big the continent is and be able to wider their imagination on that place.
Chapter 13 is just the same as saying " It's hard to trust,to love and appreciate the person you did not see"
It's hard to understand, to love and appreciate the lesson if it is hanging, hanging in the sense that the teacher doesn't use any teaching visual symbols which is necessary in a classroom discussion.

Lesson 12: The Power of Film Video and TV in the classroom

 

On average, children watch over twenty-five hours of television per week. This alarming statistic is not surprising, especially to educators who often compete with television for the students' time and attention. Granted, Christian educators must battle the negative effects of this medium. However, they should also recognize its positive effects and enlist videos as an imposing ally in the cause of Christian education.

Films are powerful communicators because a person remembers five times more of what he hears and sees (as opposed to what he only hears). The visual element gives the motion picture its special impact; and the bigger the image, the greater the impact. Yet the visual element is often neglected when people show videos. The VHS video format provides a convenient and economical means for distribution, but the effectiveness of video depends greatly on how it is used. Each viewer must be able to hear and see the video in order for it to communicate.

But as with any tools, they must be used skillfully. Too often, instructors fail to explore the full potential of video and film. They show movies to avoid an onerous lecture or to fill up time when a faculty member must miss class. The tendency is to turn off the lights and turn on a video—so-called teaching, but without a challenging lesson plan to engage students in active analysis and interpretation. Such "video babysitting" is the reason why the use of film and video in the classroom is often rightfully criticized.

Students' reaction to the use of film and video can also be an obstacle. Today's students have been trained since infancy to sit passively in front of the television set, causing them to tend to take in entertainment movies, instructional videos, and documentaries alike without contemplation or questioning of the images and ideas being presented. Such conditioning, combined with the reputation of video babysitting, can cause students to assume that courses that extensively use visual media are intended to be easy. This reaction can make for a self-fulfilling prophesy, with students collectively inferring that because little effort is expected, then little effort is what they put out.