Chapter 6-Video Production and Editing Systems

I really enjoyed the section on integrating video production and editing systems. Computer-based video and editing systems have become daily based necessities over the last few years. Students and teachers are using them for various things such as school news and video production skills. My school has allocated several funds over the past 2 years to computer based video and editing systems and I've been to several schools that already have things in place as essential communication tools. Chapter 6 offers many ways to integrate video production and editing systems into a school or classroom. Below I have discussed the ones that I found related to me the most.

• Demonstration and procedures-It suggests using short clips for repeated activities such as science experiments. Teachers can film theselves or others. I could see this being very beneficial to teachers because they could use the same video clips from year to year, or re-record themselves over as a new experience each year.


• Student-created presentations-Student-created presentations are a great way for students to document their research during a project or investigation. While you are integrating it into your classroom the students are integrating it into their lives.


• Video lectures-It suggest that teachers make videos of themselves or others introducing important information. It explains how this could be helpful for students who miss the original presentation. I had never thought of using video lectures for this purpose before but now I find that very useful. I've had lots of students out sick for the last two weeks, maybe if I had recorded some of my lessons I wouldn't be continuing to repeat myself. :0)

Software Support Tools-Chapter 5

Chapter 5 introduced other software support tools that you could use along with the "basic three" learned about in chapter 4. Their is a variety of software available to assist teachers and students. Chapter describes six general categories of software support tools. I was particularly interested in materials generators. I felt this section had lots of information related to me.

The first tool it discusses is desktop publishing software and the huge role it plays in the classroom. Desktop publishing software allows both teachers and students to text and graphics on each page and allows lots of user control over documents. Desktop publishing software can also be used for as many activities as word processing software. The author gave many suggestions on implementing Desktop into your classroom. One of my favorites was to have students create a flyer or brochure. This is also an oppurtunity for students to practice grammar and spelling.

It also discusses test and rubric generators. Making tests and rubrics are two of the most time consuming activities that a teacher can experience. Software for these has become a high demand for teachers. Test generators are really helpful to me. They do lots of things such as creating different versions of the same test and provide answer keys. Test generators are truly a dream come true!

Individualized Education Program (IEP) Generators have become huge over the last few year. The special education teachers at my school use IEP generators on a daily basis. Students with special needs usually have lots of paperwork. IEP generators have extremely lightened this load. IEP generators really take a load of work off the teachers. They allow you to work much faster and they are also make the IEPs easy to read.

Overall, Chapter 5 was fulll of helpful information. The section on materials generators really hit home for me. It provided me with lots of new information to build my prior knowledge with.,, :0)

Integration Strategies

Chapter 4 gave an overview of the basic three software tools: word processing, spreadsheets, and databases. This chapter suggested numerous ways that these tools can be implemented into the classroom. Some of the ideas they gave were very helpful to me. It explained how word processing is a huge asset to the writing process. Integrating word processing into the classroom will allow students to illustrate their work and increase their motivation to write. I really believe this is true. When I allow my children to type on the computer versus using pencil/paper they become much more interested in their work. When using word processing in the classroom students can learn to create coherence between sentences. They can also use color in their writing.

I also learned that using spreadsheet in teaching and learning can be very interesting as well. Students can learn easier ways to sort data. Spreadsheet can also assist students with complex calculations. It suggested an activity where students can predict average numbers of M&M's and colors in a package. I have tried this activity in my classroom numerous times and the students
love it!

I have always used databases in my classroom but this chapter did offer some new ways to integrate. Databases can be used to teach research and study skills. They can also be helpful with posing and testing hypotheses. Databases can show help students support or refute information.

Using software tools can be very helpful in the classroom. I've found that when they are properly implemented they become an essential part of learning.

Drill and Tutorial Software

Chapter 3 was full of information that I needed to hear about. It really broke down the differences between drill and tutorial software. All this time I think I've been guilty of lumping them into one category. The chapter provided two reasons that people confuse the two categories. One reason is that people take the feedback given from drill software as tutorial explanations. Another is people confuse the purpose of drill-and-practice activities with tutoring. I think I've been giving a lot of drill-and-practice software by mistaking it for tutorials. I'm glad I found this out early in my career. Learning this will help me decipher between the two.

Chapter 3 provided some criteria for selecting good tutorial software.

• Good tutorial software should offer extensive interactivity. The tutorials should allow students to give frequent responses to questions.
• Good tutorial software should allow thorough user control. Students should be able t o control the rate that text appears. It should allow flexibility to review explanations, examples, and sequences of instruction.
• It should include appropriate pedagogy. The program should compare to a te2chers instruction of the topic. It should cover the topic the same as you would teach it.
• Good tutorial software should give adequate answers and feedback. It should accept correct answers and possible variations. This allows children more than one way to get an answer.
• Appropriate graphics are needed. They should relate to the activity and not interfer with instruction.
• Good tutorials provide recordkeeping. Teachers should be able to monitor student progress.

I was very impressed with the tips given on how to choose software. I feel that these are some simple rules that every teacher should try and follow. I can see how using them would make me much more effective. :0)