Multimedia in the Classroom

After reading a number of articles about using multimedia in the classroom I believe that students would benefit from such integration. For students who need or enjoy different visual stimulants the use of multimedia during a lesson can encourage increased interest and participation due to the variety of stimulants available. Teachers can engage students by using video, PowerPoint or have students go on virtual field trips. Different types of media can also introduce students to a variety of activities, which can help them understand class material better. For example by having a videoconference with someone from another country during a social studies class would help create a personal relationship and understanding for the student as to how someone else lives. Multimedia does have a lot of positive aspects, although, teachers need to understand that there are also negative points to be aware of. For example cyber bullying can take place or students are at risk of predators on the web. Teachers need to be aware and make efforts to protect their students. Also lessons using multimedia take the risk of being distracting to the students and they may not learn effectively. As future teachers using multimedia, we need to make sure that it is being used effectively and does not become a distraction

Example:

Subject Area: Social Studies

Grade: 5-9, I’ll be focusing on grade 5

Source: http://www.pbs.org/journeyintoamazonia/teacher_broom.html

Description of Multimedia Learning Object: I have found an activity that allows students to examine the changes that occur to different species of trees due to environmental factors. Using a model, students will construct support structures (similar to those used by the tall Amazon trees). Students will work on understanding how these support structures work and how the environment can affect these structures.

Description of Integration Idea: I would integrate this activity into my teaching by having my students access the activity during units that had a focus on the environment. I could use the activity as a fun interactive lesson or as an activity that students could access and use during times where all their class work was complete. The activity could also be geared toward extra credit in higher grades (ex. 8-9). I would also take the opportunity to suggest the possibilities for students to compare environments in different countries.

Planning and Preparation: The first thing I would do is research the site to be sure that the activity is appropriate for my students and that students would understand and enjoy what they’re being asked to do. Prior to introducing my students to this activity I would be sure to check that every computer that my students will be using runs effectively and can access the activity. While accessing the activity I would need to be aware of the student’s behavior and react accordingly and if necessary react with assigning worksheets instead. I would be sure to emphasis that the activity is a lot more fun than worksheets. With any luck my classroom management would benefit by my students behaving properly because they wish to continue using the computers, rather than a pencil-to-paper assignment.

GLO: Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians.

SLO: examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues:
• What are the major geographical regions, landforms and bodies of water in Canada? (LPP)
• How do landforms, bodies of water and natural resources affect the quality of life in
Canada? (LPP)
• How have natural disasters and severe weather been part of Canada’s physical geography?
(LPP, TCC)
• What are the differences and similarities among the geographical regions of Canada? (LPP)
• How is the geographical region they live in different from other regions of Canada? (LPP)
• What are the factors that determine climate in the diverse geographical regions of Canada
(e.g., latitude, water, mountains)? (LPP)
• How are Canada’s national parks and protected areas important to the sustainability of
Canada’s natural environment? (ER, LPP)

ICT Outcomes:
C1- Students will access, use and communicate
information from a variety of technologies.
C6- Students will use technology to investigate and/or
solve problems.
F2- Students will understand the role of technology
as it applies to self, work and society.