Alyssa Staino Mini-Course
Return to: ETAP 623 Fall 2017 Section 5420 | Alyssa Staino | Alyssa Staino Mini-Course | Integrating Digital Media
Intent of Course
The intent of this course is to allow participants to:
- Better understand the importance of incorporating digital media into classroom activities
- Identify the process of selecting technology for the classroom
- Reflect upon how they can utilize the technology selection process to incorporate digital media into their curriculum
Learning Outcomes
- Define digital media
- Understand the importance of supplementing curriculum
- Investigate different forms of digital media
- Create a lesson that utilizes digital media to supplement the learning
Needs Assessment
Instructional Problem
- According to Larson and Lockee (2014), Technology can be defined as any tool that helps you take action more efficiently or think better. It includes both products and processes. " Technology can be physical tools and software such as pencils, paper, computers, etc. Or, it can be processes like instructional models. These examples represent tools that allow teachers to share information quickly. Larson and Lockee (2014) continue to express that with a constant flow of new and emerging technologies making their appearance, the bottom line is: "technology should always be used to meet a specific instructional need". So the problem is, how do we choose?
What is to be Learned?
- Target participants will be educators who teach K-12, in multiple areas. The participants' main goal will be to learn the importance of implementing digital media, and the process of selecting technology to support increased student engagement.
Learner Analysis
Overview
- I created and conducted by myself, Alyssa Staino (https://www.surveymonkey.com/r/8HQ5LBX, Nov, 2017). I administered the survey to teachers who teach kindergarten to 12th grade in the district I currently teach at to assess their use of digital media in the classroom, assess reasons for using technology, as well as prior knowledge of the process of selecting technology. I also felt it was important to gather data on participant’s access to technology in order to benefit from such a topic. I was unable to collect data from the collegiate level, as well as those who are homeschooled. I also chose to only collect data from educators for the purpose of learning who implements technology to support learning goals. So, I neglected to include individuals who may work in education, but are not directly teachers. Through the survey, I found that many educators were in agreement about the correlation between digital media and student engagement, but felt unsure about how to select the proper technologies to support instruction. Based on these findings, educators must become familiar with them main goal of implementing digital media, and the process of selecting the proper technologies to support increased student engagement.
Gathering Information
| Question | Responses | Responses | Responses | Responses | Responses |
|---|---|---|---|---|---|
| What grades do you teach? | K-5 35% | 6-8 29% | 9-12 32% | Other 3% | - |
| How often do you include digital media in your lessons? | Rarely 9% | Once per week 8% | 2-3x per week 34% | 4+ times per week 48% | I am unsure what digital media is 1% |
| What are your reasons for including digital media? | To add technology to curriculum 19% | Because students enjoy it 12% | To experience something new 5% | To supplement a specific instructional goal 54% | Other 10% |
| When using technology is class, how engaged are your students? (sliding scale) | Not very engaged (0%) | Somewhat engaged (50%) | Extremely engaged (100%) | Average = 73% | - |
| How comfortable are you with integrating digital media? | Uncomfortable (0%) | Somewhat comfortable (50%) | Extremely comfortable (100%) | Average = 67% | - |
| How comfortable are you with the process of choosing technology or digital media for your lessons? | I'm not sure about the process 15% | I choose technology because I know my students will enjoy it 24% | I know how to choose technology effectively 36% | I feel I am comfortable, but don't know the process 25% | - |
| Would you be interested in a mini-course that explores the correlation between technology and student engagement, as well as how to incorporate it into your curriculum? | No, I do not feel this would interest me 31% | Yes, I am interested in learning more 69% | - | - | - |
| Do you have access to devices and internet daily? (choose all that apply) | I am very limited to the options at all times 3% | We have a common computer room that all teachers share, I can reserve this room 9% | I have a desktop / laptop in my room that I use daily 52% | I have students computers, laptops, or tablets available at all times 60% | - |
Survey Results Summary
- Whilst reviewing my survey results, I found that the distribution of educators that responded was fairly even. I was pleased with this result because I can assess the understanding of selecting technology district wide. Although many of my colleagues implement technology four or more times per week, 46% of them include technology for reasons other than to support the learning goal. This result further supports my theory that educators may be unfamiliar with the reason for and process of selecting technology for the classroom. Furthermore, the educators were in agreement that when using technology, students are more engaged than compared to a lesson where technology is absent. 67% of educators responded that they feel comfortable integrating digital media, but only 36% responded that they believe they select technology effectively. However, only 3% responded that they have limited technological resources. This result was interesting to me because most of the educator have access to technology, but are not familiar with the reasoning and process of selecting digital media.
Performance Objectives
The Participant Will:
- Define digital media
- Compare and contrast student engagement in lessons with and without technology
- Identify characteristics of digital media, and technology that support student engagement
- Identify and describe the process of selecting digital media and technology
- Create a lesson that uses digital media and technology as a supplement to classroom curriculum
Task Analysis
Purpose: The intent of the mini-course course is to allow participants to understand the importance of incorporating digital media into classroom activities as well as the process of selecting technology for the classroom.
Mini-Course Prerequisites:
Participants must have:
- Access to the internet in some capacity
- An understanding of their curriculum standards
- An open mind for new strategies to implement digital media
Mini-Course Results: Once completing the mini-course, participants will have the knowledge and resources to incorporate the technology selection process that will help them implement digital media into their classrooms.
Curriculum Map
References and Resources
https://www.youtube.com/watch?v=jY8afG0vlsU
https://padlet.com/alyssa_staino/digitalmedia
https://www.iste.org/standards/for-students
http://elearning.tki.org.nz/Teaching/Future-focused-learning/Teaching-for-21st-century-learners
https://media.ithaca.edu/media/High+School+Students+Speak+About+Media+Decoding+in+Social+Studies/1_cluac75s
Kellner D., & Share, J. (2005). Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse: studies in the cultural politics of education.,26(3), 369-386. doi:10.1080/015963005002169.
Scheibe, Cynthia (2009) "“Sounds Great, But I Don’t Have Time!” Helping Teachers Meet Their Goals and Needs," Journal of Media Literacy Education, 1(1).