Module 4 Post: Web Based Resources

1. URLs: What do URLs tell you/students about web sites?

The Uniform Resource Locator (URL) provides the “address” of the website.  The domain designator, the last three letters of the URL, assists in determining the type of website it is.  Most school teachers usually only allow websites that end in .gov, .org., or .edu. 

2. Search Engines: How can learning to use search engines help you/students find better information?

Knowing how to properly and efficiently use a search engines saves time and enables the researcher the ability to weed through useless information.  Specifically narrowing a topic or subject to a few key words limits the massive amounts of web information displayed.

3. Internet Tool: Choose one Internet Tool and discuss how you might use it in a classroom.

According to Roblyer and Doering (2013), “social networking tools are steadily becoming the most-used authoring technologies in the classroom” (p. 225).  Blogs, wikis, podcasts, and social networking sites (SNS) address an array of skills from critical thinking, to collaboration, to reflection.  It is a strong medium in which to cover classroom content while integrating authentic 21^st century technological skills.

4. Web-Based Lesson: Discuss and link to a web site where students could access or you could create a web-based lesson.

According to Casia and Zubiaga (2010), problem based learning is “an authentic way of learning that provides students with real-life experiences that ‘make use of real-life scenarios to stimulate students’ prior knowledge and to provide meaningful context’ ” (as cited by Roblyer & Doering, 2013, p. 240).  WebQuests are a form of collaborative problem solving model that provides students with a scenario and task to solve a problem or complete a project (p. 241).  An example is www.webQuest.org where a person can find, create, or share webQuests.    

5. Favorite Web Sites:

“Web-based projects are…rich in resources and learning…” (Roblyer & Doering, 2013, p. 241).  “Powerful” and interactive web-based lessons and projects, such as the National Library of Virtual Mathematics (http://nlvm.usu.edu/en/nav/vlibrary.html) provide a K-12 emphasis and allows visual learners “equitable access” to learning as discussed by Dave Edyburn in “Adapting for Special Needs” (Roblyer & Doering, 2013, p. 251).  

According to Roblyer and Doering (2013), “…communication is freedom for people to reach information they need in order to acquire knowledge that can empower them” (p. 205).  The website, www.appsineducation.com, has been an exceptional resource, especially as I search for math and science apps for a future assignment.  Roblyer and Doering continue to posit that “educational apps for mobile devices [are] largely untapped…[and] build the skills, knowledge, and expertise needed for work and life in the 21^st century” (p. 229).  

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

ed.).  Upper Saddle River, NJ:  Pearson Education Inc.

Module 3 Blog - Hypermedia and the Deaf

Hypermedia is becoming a globally consistent and practiced learning strategy in schools.  Simple searches for videos yield examples from all over the world made by students of all ages and abilities.  According to the research, hypermedia promotes learning while motivating students (Roblyer & Doering, 2013) allowing them “to summarize and display information and knowledge using a combination of text, video, animation, music, graphics, and sound effects” (p. 179).

Roblyer and Doering (2013) define hypermedia as “the ability to get from one media/information element to another” (p. 174).  This cannot be more necessary across all media settings than for the Deaf and Hard of Hearing (D/HH) as it “enables instruction adapted for learners’…needs” (p. 176).  Commercial software, such as YouCaption, enables real-time closed captioning of spoken text in a variety of media and settings including PowerPoint, classrooms, sporting events, religious services, live broadcasts, online meetings, and special events (CPC Computer Prompting & Captioning Co., 2012).  This software can be vital in the classroom setting as it alleviates the human factor of a sign-language interpreter (though the interpreter is invaluable to the communication, comprehension, and cognitive academic language acquisition needs of the student) and the unforeseen problems and issues around his or her physical presence.

There are four types of multimedia authoring, but the most important for D/HH students is Type 3, Hypermedia Production Software.  The instructional uses in the classroom for D/HH students take the place of many traditional strategies and allows for the creation and display of knowledge through video portfolios, documentation of knowledge and school activities, and visual literacy instruction (Roblyer & Doering, 2013, p. 192).  Given that visual tools are necessary when working with D/HH students and/or teachers, the ability to create and demonstrate independent high order thinking and problem-solving skills is vital.  An example of hypermedia production is Web Studio 5.0 (Back To The Beach Software, 2013).  D/HH students will be able to demonstrate content knowledge and technology literacy in an authentic manner by creating personal websites that document knowledge, comprehension, work samples, projects, interviews, reflections, and feedback from peers and instructors.  In addition, D/HH students can create video links of interpreted and/or closed-captioned (CC) material to accommodate for below grade level academic language deficits. 

  

An example of a D/HH multimedia production is Top 5 tips for communicating with Deaf young people available at https://www.youtube.com/watch?v=BvutvFjROZc.  Though this particular example involves advanced animated media production techniques and is produced by a professional company, York Digital Arts, it was made by young Deaf students aimed at improving communication in the classroom and in general when working with these students.  This is just a glimpse of the potential uses for deaf students using hypermedia production software.  The uses of hypermedia production for D/HH students to independently create and demonstrate knowledge is limitless.

Back To The Beach Software. (2013).  Web Studio 5.0 [software].  Available 

     from http://www.webstudio.com/

CPC Computer Prompting & Captioning Co. (2012).  YouCaption: Captions as you speak

     [software].  Available from http://www.cpcweb.com/youcap/

Roblyer M. D., & Doering, A. H. (2013).  Integrating educational technology into teaching (6^th

     ed.).  Upper Saddle River, NJ:  Pearson Education Inc.