Hypermedia

http://www.watchknowlearn.org/Video.aspx?VideoID=26206

The hypermedia product I found was an interactive storybook on Literacy Zone at http://resources.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm.  The author states that “the term multimedia has become somewhat of an overarching descriptor for most internet- based media,” (Roblyer, p.174).  As a preschool teacher, one of my hurdles each year is building a strong literacy foundation in my students.  I am always searching for additional resources to build my students’ cognitive skills.  Although reading improves with practice and exposure, studies show that the most successful readers are those who master the five aspects evident on this site.  They are phonics, phonemic awareness, vocabulary development, comprehension, and fluency.  There is a lot of practice in each of these areas here.  In addition, this website has varying levels of stories.  Therefore, it can be used by all of my students.  I have the option of printing these theme related stories for practice later or they can listen to them.  “ Having learners become the designers and experts of content can serve as a powerful technology integration lesson for any domain of learning,” (Roblyer, p.188).  My students would get the most benefit from this while they are rotating in literacy centers.  With headphones on in the computer center, they can track their words on the screen as the speaker reads the story.  It expands their vocabulary and emphasizes sight words.  Teachers must “use their time efficiently and focus on developing quality products” such as this ((Roblyer, p.182).  It also reinforces one to one correlation.  Many of the picture book stories such as The Enormous Carrot or The Three Bears are favorites for young children, so they are eager to listen to them.  For young children, it is imperative to keep them motivated and interested.  “There is evidence, however, that some kinds of skills may transfer to content area knowledge if teachers and students engage in reflection activities,” (Roblyer, p.178).   Teachers must heavily interact with students.

My choice of multimedia authoring tool was Audio and Video Production and Editing Systems (type 2).  In the classroom, it can be used to explain, demonstrate and describe a process or concept.  The attention span of my four and five year olds is approximately 20 minutes.  They cannot focus longer than that.  They do not retain the information.  Therefore, it is important to keep them engaged and learning in short increments of time.  I use excerpts from commercials, short songs, and other dialogue to capture their attention to emphasize a point in the lesson.  They move along with the video.  The moving, dancing and singing motivates them to stay engaged.  It is important to appeal to their five senses at this age as much as possible.  In addition, this benefits visual, auditory, and kinesthetic learners.  This is the goal for all teachers.  The author tells us that “visual arts and music play major roles in the effectiveness of hypermedia and multimedia products,” (Roblyer, p.184). 

 

  

Roblyer and Doering.  (2013).  Integrating Educational Technology into Teaching Sixth Edition.
     Boston:  Pearson.