Production I Class Reflection

Reflection

The Production I class was definitely a learning experience for me. There were so many new technologies tools presented and introduced to me such as RSS Feeds, Delicious, Wikis, Blog, Audacity, SlidesShare, SlideBoom that at times I felt overwhelmed and confound.  Prior to this Production I class, I have seen and heard of these technologies but never took the time to sit down to learn them myself.   As I sat in class week by week, I sat there and reflected as a trainer about how would I introduce these new technologies to teachers and become at the same time comfortable with them too?  Our classes were truly interested because the theories such as the Dual Coding Theory, Gestalt Principles Theory, Cognitive Load Theory and other theories added an important  portion the way students learn; however, I wished there were two or three classes, the entire class period set aside, for us to explore and ask questions about the other technologies mentioned above.  I am a visual and hands on person and I need to do to it in order to understand it.

As educators, entrepreneurs,  and parents we must stay abreast in new technologies because children are the new digital world.   There are so many educators across the nation trying to catch up with teaching upgraded technologies but at the same time students have already explored how to use these new technologies because kids are not afraid when using hand devices or the Social Networking websites on the World Wide Web.

Finally, the one tool I Love and want to help infuse in my school district is the Blog.  Some of the School Library Media Specialists have already started blogging but as a Technology Trainer I have to think of a fun way to introduce this wonderful  tool so teachers will begin to integrate it in their subject content areas and students will learn how to blog in an educational way.

Podcasting II Youth Adult Literature

Podcasting I Leaf

My Favorite Poem!

Digital Story II Internet Safety

Blog questions for Will Richardson

October 13, 2010

Questions for Will Richardson

1.        I tried to create a Google/Blog account with my nephew who is 12 years old.  After completing the steps, Google stated he was too young and must be 13 years of age or older.   My question is, if there is parent with a child and both the parent and child are creating the account together, could there be an added question for an adult to answer so Google would know that the child has the adult permission to create a blog from home?

2.       What age level should students begin to learn how to blog?

Digital Story I Growing Up as a Child

Visual Vocabulary Project

V isual vocabulary project.10.1.10

View more presentations from tlampley224.

Dual Coding Theory

The Dual Coding Theory is the cognition of the mind. It explains why it has the powerful effect on the mental imagery memory and how it affects humans that handle multi-tasks. The DCT originated in the 1960 and Allan Pavio a professor in Psychology at University of Western Ontario discovered that Dual Coding Theory acts on two distinctive systems. These two systems are visual and verbal information and they are stored separately in long-term memory. Review picture example.

                                                                         

 Allan Paivio and researchers also found that when students have illustrations shown with text there is a higher level of understanding the subject content area when teaching occur.  Take a look at the three examples.
1. Children can learn more from text when using illustrations. The learning increased by one third when demonstrating pictures and text.
2. College students have written instruction with pictures and texts and fewer errors are proven on written assignment.
3. Multi-Media can be effective when used in an appropriate way. For example, Students can visually enhance vocabulary words on smartboard, resolve problem solving, and technology can give more colorful imaging as well as lectures are stimulating. 

DCT has three types of processing: (1) representational, the direct activation of verbal or non-verbal representations, (2) referential, the activation of the verbal system by the nonverbal system or vice-versa, and (3) associative processing, the activation of representations within the same verbal or nonverbal system. A given task may require any or all of the three kinds of processing. Verbal system units are called logogens; these units contain information that underlies our use of the word. Non-Verbal system units are called imagens. Imagens contain information that generates mental images such as natural objects, holistic parts of objects, and natural grouping of objects.

Dual Codint Theory Links
http://readytolearnresearch.org/pathwaysconference/presentations/paivio.pdf
http://plato.stanford.edu/entries/mental-imagery/theories-memory.html

References:
1. Levie, W. H., & Lentz, R. (1982). Effects of text illustrations: A review of research. Educational Communication and Technology Journal, 26, 233-43.

2. Mayer, E., & Sims, V.K. (1994). For whom is a picture woth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401. 

3.  Stone, D. & Glock, M. (1981). How do young adults read directions with and without pictures? Journal of Educational Psychology, 73, 419-426.

4. Allan Paivio, Theories of Learning in Educational Psychology, from http://www.lifecircles-inc.com/Learningtheories/IP/paivio.html

5. Allan Urho Paivio (b. March 29, 1925) Wikipedia, The Free Encyclopedia, from http://en.wikipedia.org/wiki/Allan_Paivio

Production I Blog

See the full PicLit at PicLits.com