Commercial Hypermedia
Product
There are many different kinds of development resources
found on the internet and CD-ROM, such as collections of clip art, sound
effects, photos, flowcharts, concept maps, video clips, animations, and
document templates. Each of these collections would be a form considered commercial
hypermedia (Roblyer & Doering, 2013).
“Many educators recognize and use hypermedia systems when
they see the powerful capabilities to enhance classroom learning” (Roblyer
& Doering, 2013, pg 176). I have
found that the use of www.superteacherworksheets
has come in very handy in my classroom. It has tools that I use on a week to
week basis. There are templates available
on this website that will allow you to generate customizable worksheets based
on your specific needs, such as a list of spelling words or multiple choice
questions needed, as well as generators that will design the worksheets for you
once you set the parameters, such as multiplication practice sheets. This particular site does require a subscription
to access all of their material, therefore, I have also linked here an example
of the “Math Minuet” sheet we do daily to help my students with their multiplication;
and here is an example of a fill-in-the-blank version of a spelling test that I
created for extra practice with our spelling words last week.
Multimedia Authoring
Tool – Audio and Video Production and Editing Systems
Since the release of the IPOD in 2001 and YouTube in 2005,
there has been an explosion of videos posted and shared with the world (Roblyer
& Doering, 2013). Educators,
especially with the flipped classroom models, are embracing the idea of using
the audio and video systems in the class room.
Here is a link to more info about creating a flipped classroom. Teachers can also use video clip recordings
to help encourage student discussion or help students to analyze their own
behaviors (Pannell and Hutchinson, 2010; Roblyer & Doering, 2013). Another more interactive way to get students
involved in demonstrating real-life examples of concepts they have learned is
for them to create videos that demonstrate their findings. “Bedrossian (2010) described a project that
made important scientific and technological discoveries come alive for students
as they interviewed, recorded, and made podcasts of oral histories of people
who lived during the time these innovations happened” (Roblyer & Doering,
2013, pg 190).
Here is an example of how a flipped classroom might look.
References
Roblyer, M.D. & Doering, A.H.
(2012). Integrating
educational technology into
teaching
(6th ed.). Columbus, OH: Merrill Prentice Hall.
Overmyer, Jerry (2011, October) Creating the Vodcast retrieved from http://www.flippedclassroom.com/process/creating.php
www.superteacherworksheets.com