Reflecting on Digital Media - How could you apply it?

 

Digital media is everywhere, think about it on your phone you can access a range of tools to create videos, photos and audio files, if you do not have access then similar application can be found on the computer. Interacting with these types of media may even be happening without you being aware. Driving around there is a number of digital billboards, the audio play from your stereo or even the podcast you passively listen to as you work out. Digital media is everywhere as it is any medium of digitalized information which is broad casted through a speaker or screen. How do you utilise this in your classroom?

Well digital media can be used in a range of ways in the classroom from being embedded in learning activities to being used during explicit teaching. Teachers can use videos, 3D diagrams and photos to stimulate interest and further facilitate knowledge development. In some cases the use of the existing digital media files are not suitable for the classroom,  therefore teachers can create their own to convey the knowledge students need efficiently and effectively. This approach can also be used to embed expert knowledge into bite sized pieces for learners of all levels to consume. An example of teacher centred learning techniques which I find applicable in my disciplines are teaching cases; Teacher cases unlike case studies are information packs presented to the students without an analysis or conclusion. These packs be uploaded on to classroom site and contain a range of digital media files to promote higher order thinking and help develop problem solving skills.

Now lets move over to student centered use; student centered use of digital media is an amazing way to achieve low and higher order thinking goals. We all know it can be difficult getting students to be engaged right, well allowing students to use and create digital media can be the perfect way to achieve all of your classroom goals. This approach can be tailor to suit individual or collaborative work tasks as well; for example, digital storytelling, which is the use of computer-based tools to depict a story, can be used to create education pieces of digital media which could make up formative and summative assessments. This technique is targeted to classes with heavy written content such as English or history but I feel could even be applied to math if the right pedagogical approach is made are.

As we all know using the correct digital pedagogies can be tricky with so many aspects to consider like, how easy will it be for my students to use these tools? How will I ensure that they are being safe and ethical while using digital media? What tools do my students and I have access too? Will this approach simply enhance their learning or transform it?  Firstly, you are probably already using digital media in your classroom, office is equipped to every computer and used in many classrooms, it is what I believe them most known and used digital media tool, with access to PowerPoint, excel , OneNote and even word making it is for students to create digital media. This tool is often overused and only applied as an enhancement tool for substitution and augmentation. There is a world of other digital tool such as coggle, sticky note, loom, YouTube, infographics and much more you could be using. Personally, I found coggle very interesting, this tool allowing mind mapping to be done online with multiple authors, opportunities to share, links to be added and images as well.  Coggle  begins by showing an introduction video ensuring users know how to navigate whiles also have guidence pop up as shown below to further help navigation. In a psychology there are a lot of theorist to remember and obviously the mind/ brain is important too, so why not mind map the mind?

In relation to Bloom’s taxonomy and the SAMR model found that digital tools were a life saver. For example if we apply a Psychology class approach:

 Level one can be seen as mind mapping the different areas of the brain of as opposed to note taking in word or a notebook. This promotes a visual aspect of learning targeting visual learners as well as encouraging understanding and ensuring recall.

Level two can see students using the information from their class mind map to create an infographic to share with their peers. This approach can be done collaboratively in pairs and supports development of application and analysis along with understanding and recall.

 Level three can see students making a collaborate one note to share visual files, audio files, diagrams and tables on the brain with not only their peer but possibly with other students around the globe. This promotes higher order thinking targeting all levels of blooms taxonomy.

Level four can see students using loom or YouTube, if access is allowed, to create videos describing and presenting information of their understanding of the brains functions which can be posted online for critique by a range of people including experts and peers. This can be used as an assessment piece in a way which would not be possible without digital tools.

When using these digital media tools student should also be aware of the legal, safe and ethical boundaries surrounding them. Much like on web spaces students need to know attribution is a necessity but in relation to digital tool students should be hyper aware of copy right regulations. Personally, when using these digital tools in my classroom I will allow students to know how to use google images search in the correct manner by using select tool, usage right and filtering for images labelled non-commercial use. Breach of copy right is a serious legal and ethical issue students should be aware of.

To summaries the use of digital media in the classroom can be stimulating to a range of learners as it encourages high engagement through visual, auditory, and kinesthetic tools whiles allowing creative freedom and the collection of formative or summative assessment. Additionally the use of digital media tools we also see Judy Willis brain theory and Robison’s creative freedom theory approaches to high order thinking, retention and intellectual development as previously mentioned being utilized. Digital media tools could be the perfect way to gain student engagement or to tailor your assessments, what digital media and digital tools will you dare to use?

Until next time- Just keep learning✌