Discussion forum: Using Media Technology in the Classroom.

Describe three worst cases of media technology misuse for delivery of instructional content in your experience. Describe in detail what the instructors did (or did not do), and then discuss what they should have done to present their content effectively.

For this particular discussion forum, I would like to reference to Dale Schunks ideas regarding the use of technology as a tool to facilitate learning. For Schunk (2012) technology should: Support knowledge construction Serve as a vehicle for exploring knowledge to support learning by constructing Support learning by doing

Case 1: In one of the classes that I took as I was working towards my undergraduate degree, my instructor did not use media technology to support knowledge construction. The class was based on lectures, and as a visual learner, I felt like I did not have a point of reference or an agenda to follow throughout the entire lecture. My instructor was not computer savvy. However, I believe that if he could have created a PowerPoint slide with an outline of the topics to be covered, I would have been able to organize my ideas better. I do realize that not every single instructor feels comfortable using technology but using more than one resource to enhance content delivery is helpful at times.

Case 2: As I started my Masters program, I had the opportunity to take an on-campus class. The subject was very challenging to me but my desire to learn motivated me to go to class every Monday for 3 hours after a long day at work. My instructor was the total opposite from the one I

had in my undergraduate program in that she used too many PowerPoints, Prezzis, and documents to enhance the content of the class. Each PowerPoint would have more than 30 slides loaded with difficult theories and key terms. I do believe that information is power. However, there is a way to use technology as a vehicle for exploring knowledge to support learning by constructing. My instructor could have only included the key terms for the chapter on her presentation which could have allowed students to write their own definitions and examples on a piece of paper. She could have also incorporated some videos from YouTube or any other source to complement her discussions. One day she decided to use a Prezzi instead of a PowerPoint. Prezzi is more technical software that allows you to create interactive presentations. If Prezzi is not used properly, its special effects can make you dizzy in the blink of an eye. The instructor was not well versed in using Prezzi and the delivery of the content material was not appropriate. After talking to several classmates, most of them had to go back home and teach themselves the content of that particular chapter. On a different note: I have also evidenced that this resource is not recommended for students that have been diagnosed with attention deficit disorder. Consider using a few slides and spend time teaching the content that is placed on them.

Case 3: I have observed that online instructors assume that students know how to navigate the learning management systems that are used to host these online classes. These same instructors are the ones that get frustrated when students do not know how to upload assignments, take quizzes, or participate in discussion boards. But, do they take the time to create a simple tutorial that they can send to students with specific instructions on how to navigate D2L or Blackboard? Probably they do not. I agree that if a student takes an online class, he/she should be able to demonstrate computer proficiency. However, are we set out to facilitate learning or to make

assumptions about our learners? As classroom facilitators, it is important that we model strategies for learning first and proceed to monitor our students as they put the skills to the test. To exemplify this statement, I am providing you with a sample of an assignment that I created for a blended Academic Strategies class. This assignment was designed to assist students in familiarizing themselves with Blackboard and the discussion board section of this learning management system. In other words, this assignment was intended for students to use media technology as the context to support learning by doing. Prior to giving this assignment to students, I conducted a one hour-demonstration in one of Tulsa Community Colleges computer labs.

ACADEMIC STRATEGIES_ENGL 1003_101_13729 - Fall 2013

Assignment # 2: BLACKBOARD PROJECT

Points Possible: 40

Due Date: Wednesday 9/09/2013 by 7:00 a.m.

**Please start working on this assignment after 8:00 a.m. on Wednesday, September 4, 2013** Each course is designated a site that instructors can use to communicate with their students regarding their courses. Students can form learning communities and find their course syllabus, assignments, grades, announcements and other information on their course blackboard. By completing this Blackboard Project you will learn how to locate information on Blackboard and participate in an interactive learning community. Instructions for this assignment are below: 1. Go to TCCs webpage and click on the Blackboard link located at the top of the main site. Enter your USERNAME (8-digit College Wide ID Number) and your PASSWORD (MM/DD/YY) and click on login. 2. Click on your Academic Strategies Blackboard site. 3. Click on the Course Documents section of Blackboard and locate the latest version of the course agenda. Print a copy and bring it to our next class session. 4. Click on the Discuss it! section of Blackboard (left side of your screen.) Proceed to click on the link Beginning Your College Experience and create a thread answering each of these questions: a. Why are you attending college? What does the word college mean to you?

b. Please list three of your strengths? Will your strengths help you be successful in your Academic Strategies class? c. Please list one weakness that you may have. Do you think that your Academic Strategies class can help you transform your weakness into a strength? d. What are some of the rights and responsibilities that you have as a college student?
Note: Make sure to submit your answers by clicking on the Submit button at the bottom on the page.

5. Once you answer your questions, you are required to comment on one of your classmates posts. Click on a post that you consider interesting and select the Quote button. Type your reply and submit once you are finished. Please ensure that each comment contains at least five to seven complete sentences. 6. After you complete these tasks (items 3, 4 and 5), you need to send your instructors a confirmation e-mail indicating that you have completed this project and the problems you encountered while you were working on it. To send the e-mail, click on the Send E-mail button located on the left side of your screen right under Discussion Board. Once you click on Send E-mail, select All Instructor Users, and you will be prompted to a different screen. The new screen will allow you to compose your correspondence. The subject line of your e-mail should include your full name and your CWID # in the following format: firstname_lastname_T00000000. Proceed to type the body of your email and after you are finished click on Submit to send your e-mail.

Reference: Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Miguel Llovera Da Corte, Instructor