Multimedia as a Critical Skill

Ljubojevic, M., Vaskovic, V., Stankovic, S., & Vaskovic, J. (2014). Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experience. The International Review Of Research In Open And Distributed Learning, 15(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1825

Roblyer, M.D. (2016). Integrating Educational Technology into Teaching (7th Ed.). Allyn & Bacon

The Evolving "Basic Suite"

Productivity tools such as word processors and spreadsheets, were some of the earliest software packages to be adopted. Their benefit was that they made many tasks that people were already doing easier, allowing them to be more productive. The big producers of productivity software began to package the tools together, often including a database program in the early days, and then a presentation program as the graphical capabilities of computers and printers progressed. Now, these packages of tools might be knows as a “Basic Suite,” with the “Basic Three” software tools of word processor, spreadsheet, and presentation application (Roblyer, 2016). Most adults in the modern world consider a basic suite to be a necessity for work, and quite possibly for life. Personally, I can’t imagine dealing with budgets without a spreadsheet, writing a paper without a word processor, or standing up in front of a large group without a presentation to back me up. While we don’t know what the future of technology will hold with certainty, it is reasonable to assume that productivity tools similar to what currently exists will still be used. Therefore, these are tools we want to ensure our students are comfortable and competent with.

Licensed image from PresenterMedia

Word processors create editable pages of text and graphics. Some basic suites, such as Microsoft 360 and Google Docs, allow these documents to be stored in the cloud, accessible from any web-connected computer. In addition, these cloud-based documents can be shared, so a collaborator can view, comment or edit, according to the document owner’s preferences. For students, this can be a game changer. When students conduct research for a science report, they are working with a lot of information. It is difficult to know what information will go where early in the writing process. A word processor allows students to write coherent paragraphs as they synthesize information, then move that paragraph around and add linking sentences for the final product, without the manual chore of rewriting. In addition, the document can be edited digitally by the teacher or other students, and clarifying clauses and sentences can be added without requiring an entire rewrite. Word processing software is increasingly good at incorporating graphic elements, blurring the lines with desktop and web publishing software. Experience with design and layout will likely help current students with necessary tasks in the future, as well.

Spreadsheets put numbers into rows and columns, where those numbers can be placed into formulas and calculations, or sorted to improve understanding. The use of a spreadsheet can help to build understanding from data and other information, because it can be manipulated and charted. For students working with data about scientific phenomena, a spreadsheet can be a way to quickly make and test hypotheses about relationships. For example, using a spreadsheet that contains data about the length of gestation, life span, and average number of offspring for various animals can help students explore concepts about how those elements may be related. Students can also use spreadsheets to easily perform complex calculations, which removes computation errors as a factor leading to misunderstanding. Spreadsheet software can accept data from a variety of sources, including survey exports, complex data sets, and even geo-tagged elements. As spreadsheets continue to become more powerful, it will be important that students understand the relationship between data and display, so that they can be informed consumers of information.

Presentation software places text, audio, and visual elements into a slideshow format that can be displayed in a variety of formats for a variety of audiences. In our increasingly graphic-intensive world, students must understand the impact of visual presentations, not just be the passive recipients of them. Elements of design can be used to manipulate emotions; when students are aware of design elements, hopefully they will be less likely to make decisions solely on the visual. Like word processing and spreadsheets, many presentation tools are cloud-based and collaborative, allowing students to effectively work together in the development of presentations. Ideally, students use presentation software as a storyboarding tool, planning the text, audio, and visual elements that will best convey their message to their audience. In all content areas, including science, the standards ask students to make an argument based on evidence. Creating that argument in a presentation format and sharing it to an authentic audience gives students a real-world experience, imitating the presentations required by scientists around the world as they share their results with their colleagues and the public.

Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.). Allyn & Bacon.

Educational Software - Choices

Choices. The volume of apps and software available to support student learning is mind boggling. As a school administrator, I’m bombarded by emails and phone calls from software companies asking me to look at their product and believe their claims that they have the *best* solution for my students and teachers. I’m sure some of them are good, but with limited resources (including time), it’s hard to take a careful look at all of them. I guess that’s what summer is for!

Historically, instructional software and apps could be broken into five types: drill and practice, tutorials, simulations, instructional games, and problem-solving software. Each type fit a particular need for teachers and students. Increasingly, software developers are creating programs that blur the lines between the types, or claim one type while actually serving the function of another. Below is some clarification of what these types of instructional software represent, as well as some examples. 

Drill and Practice
Drill and practice are the repetitive activities that cement new information into a learner’s mind. It should take place after instruction as a reinforcing activity (Roblyer, 2016). Most drill and practice programs provide immediate feedback in the form of either a simple right/wrong indication, or more detailed information about the correct and incorrect answers. SpellingCity is a drill and practice program that allows teachers to create lists of vocabulary words for students to study. There are a variety of games that can be used to test vocabulary definitions and spelling. SpellingCity has both free and paid versions.

Tutorials
Tutorials provide step by step instruction, usually in a linear manner. One benefit of tutorials is that provide the learner with the ability to pause, review, or skip ahead, according to their needs (Roblyer, 2016). Tutorials can be as simple as a video of someone explaining as they solve a problem on a whiteboard, or as complex as a detailed animation of a process taking place at a cellular level. Increasingly, drill and practice software includes elements of tutorial, when it provides a “how to” video after incorrect answers. The Make Me Genius video channel on YouTube provides direct instruction on scientific concepts for elementary age students. These videos have a distinct accent from India, but contain exceptional information with high level academic vocabulary.

Simulations
A computer simulation is a digital model of a phenomena or environment that allows the user to interact with various components to change the outcome. A simulation is often used when access to physical manipulatives is inappropriate, expensive, or dangerous. Simulations may be used as a follow up to a “wet lab” in order to provide students with additional experiences, without the need for additional lab supplies. PhET from Colorado University has many HTML5 simulations that model a variety of processes, mostly physical science, appropriate for elementary school. The simulations give students an opportunity to explore relationships such as between gravity and orbits, or forces and motion. 

Instructional Games
Instructional games have specific rules and competitive elements designed to engage and motivate students. In elementary science, there is a great deal of overlap between simulations and games. Many games simulate specific experiences, while building in scoring, badging, or competitive elements. Other games, such as the Magic School Bus games, provide an element of gamification while reviewing some basic science concepts, in what is essentially an online worksheet activity. 

Problem-Solving Software 
Problem-solving software is that which engages students in critical thinking, decision-making, hypothesis testing, and ultimately generation of a solution. Most problem solving software includes elements of tutorial and simulation, and may include a game-style interface as well. In elementary science, robotics tools such as Logo, Lego Mindstorms, and Sphero provide a problem-solving environment.

Regardless of the type of software being considered, the most important question for educators needs to be whether the software, program or app will deliver on its promise to improve learning. Not every software is appropriate for all students at all times: a program like Quizlet is an excellent way for students to practice their vocabulary in a collaborative environment, with elements of gamification to keep students’ interest, but won’t teach or reinforce concepts. National Geographic videos provide outstanding instruction in scientific topics, but in isolation won’t build higher order thinking skills. The right tool at the right point in a lesson is crucial, and teacher must always keep the “end game” in mind when selecting instructional software.


Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.). Allyn & Bacon.