A Critique of the Proposed National Education Policy Reform
The Effective Use of Technology in Teaching
1. The Effective Use of
Technology in Teaching
The Learning Curve
Thursday, March 22, 2012
2. S. Todd McKee, M.Ed.
Instructional Developer
Little Rock GRECC, CAVHS
Arkansas Geriatric Education Center
3.
4. Outline
• Define types of media technology
• Describe the principles of message
design or communication
• Identify guidelines of an effective
presentation
6. Text
• Words, numbers, signs, symbols,
equations, etc.
• Faster than other media
• Most reliable
• Cannot adequately
represent everything
7. Audio
• Human voice, music, sound effects,
natural, mechanical, etc.
• Excellent for teaching attitudes
• More effective when the topic is simple,
concrete, and unstructured
• Very effective when
combined with other media
8. Visuals
• Drawing, graph, photo, map, charts, etc
• Identify objects, classifying objects,
showing relationships, help make abstract
concepts concrete
• Visuals combined with text help with
retention
9. Video
• Best for showing realism, skills that need
recognizing, making abstract concepts
concrete, classifying or comparing
information, presenting introductions, or
getting someone’s attention
• Requires more mental processing with
potential to overwhelm
• Weak at teaching detailed information
11. Real Objects
• Provide real objects or
activities
• Better than simulation or
representation
12. Selecting Media
• Text is a base, build on top
• More than one media is usually better
• “Does it enhance or distract?”
• Media carries your message
20. Make it Big (Text)
• This is Arial 12
• This is Arial 18
• This is Arial 24
• This is Arial 32
• This is Arial 36
• This is Arial 44
• This is Arial 54
21. Make it Big (Text)
• This is Arial 12
• This is Arial 18
Too Small
• This is Arial 24
• This is Arial 32
• This is Arial 36
• This is Arial 44
• This is Arial 54
23. Keep It Simple (Text)
• Too many colors
• Too Many Fonts and Styles
• The 5 x 6 rule
• No more than 5 lines per slide
• No more than 6 words per line
24. Keep It Simple (Text)
Instructional Technology:
A complex integrated process involving
people, procedures, ideas, devices, and
organization, for analyzing problems and
Too detailed !
devising, implementing, evaluating, and
managing solutions to those problems in
situations in which learning is purposive
and controlled
(HMRS 5th ed.)
25. Keep It Simple (Text)
Instructional Technology:
A process
involving people, procedures & tools
Much Simpler
for solutions
to problems in learning
(HMRS 5th ed.)
26. Keep It Simple (Picture)
• Art work may distract your audience
• Artistry does not substitute for content
27. Keep It Simple (Sound)
• Sound effects may distract too
• Use sound only when necessary
28. Keep It Simple
(Transition)
• This transition is annoying, not enhancing
• "Appear" and "Disappear" are better
30. Make It Clear
(Capitalisation)
• ALL CAPITAL LETTERS ARE
DIFFICULT TO READ
• Upper and lower case letters are
easier
31. Make It Clear (Fonts)
San-serif Serif
Z Z
clear busy
32. Make It Clear (Fonts)
• Serif fonts are difficult to read on screen
• San-serif fonts are clearer
• Italics are difficult to read on screen
• Normal or bold fonts are clearer
• Underlines may signify hyperlinks
• Instead, use colors to emphasise
33. Make It Clear (Numbers)
Use numbers for lists with sequence
For example:
How to put an elephant into a fridge?
1. Open the door of the fridge
2. Put the elephant in
3. Close the door
34. Make It Clear (Bullets)
Use bullets to show a list without
• Priority
• Sequence
• Hierarchy
35. Make It Clear (Colors)
• Use contrasting colors
• Light on dark vs dark on light
• Use complementary colors
36. Make It Clear (Contrast)
• Use contrasting colors
• Light on dark vs dark on light
• Use complementary colors
This is light on dark
37. Make It Clear (Contrast)
• Use contrasting colors
• Light on dark vs dark on light
• Use complementary colors
This is dark on light
38. Make It Clear
(Complement)
• Use contrasting colors
• Light on dark vs dark on light
• Use complementary colors
These colors do not complement
39. Make It Clear
(Complement)
• Use contrasting colors
• Light on dark vs dark on light
• Use complementary colors
These colors complement
43. Types of Instructional
Discovery
Tools
Learning
Individual Social
Constructive Constructive
Mode of Instruction
Tools Tools
Guided
Too many in one go!
Inquiry Informational Tools
Individual Social
Instructive Communicative
Tools Tools
Direct
Instruction
Individual Pair Group
Complexity of Interactions
44. Types of Instructional
Discovery
Tools
Learning
Individual Social
Constructive Constructive
Mode of Instruction
Tools Tools
Guided Informational Tools
Inquiry
Progressive &
Individual Social
Instructive focused
thus Communicative
Tools Tools
Direct
Instruction
Individual Pair Group
Complexity of Interactions
54. Some Final Words
• Communication is the key
• Text to support the communication
• Pictures to simplify complex concepts
• Visuals to support, not to distract
• Animations/Video for complex
relationships
• Sounds only when absolutely necessary
Be cautious of using voice over text. Frustrating if speeds don’t match
Source-need to be clear about why you're communicating, and what you want to communicateMessage-information that you want to communicateEncoding-transferring the information you want to communicate into a form that can be sent and correctly decoded at the other endChannel-Messages are conveyed through channels-Different channels have different strengths and weaknessesDecoding-confusion can arise from errors in encoding, it can also arise from decoding errorsReceiver-individual members of your audience. each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their responseFeedback-verbal and nonverbal reactions to your communicated message-it is the only thing that allows you to be confident that your audience has understood your message. If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second timeContextsituation in which your message is delivered including the surrounding environment or broader culture