Searching for Innovative Uses of Technology (Interactive Multimedia Images)
An Individual Project
By Jennifer Patrick

Case #1

1. Reference Information

Article Title: Exploring the Perspectives and Potential of Incorporating Glogster in the University EFL Curriculum Authors: David Kent
Journal Title: Journal of Educational Multimedia & Hypermedia
Volume: Volume 17, Number 1
Date of Publication: 2009

2. A Brief Description of the Case.

Researchers wanted to know if Glogster publishing tool could be utilized as an instructional application in English courses. Researchers determined that using the Glogster poster projects benefited students and could be used to create a baseline performance level for students.

3. The purpose of the innovation

The purpose of the innovation was students wanted their instructors to explore ways to use technology into the classroom. Students compared Glogster to other multimedia applications they had used in their past experiences and desired using this application to provide them with a new learning experience.

4. The technology and resources involved

Computer and internet access. Teachers and students will need to have an account. To get started you can visit this site www.glogster.com/edu

5. What prior skills and knowledge are required of students

Students need to be familiar with the multimedia-based software applications for Golgster (training on how to utilize it). Students need to understand how to access and include text, video, and music so they would need prior knowledge how to get and utilize these resources.

6. What are students asked to accomplish exactly (product or process)

The students were given a topic and with a team had to create a Glogster poster using audio, pictures, video, hyperlinks, and text. Students then were requested to present the material orally as well.

7. What are the procedures of the project (steps to teach the technology skills)

Students were provided with a tutorial on the application use and were shown digital poster examples. Students had opportunities to interact with Glogster while jotting down any questions they have about using the tool. Once that was accomplished, the instructors coached each team throughout the process.

8. What are the advantages of the project

After the completion of the project, students were excited about having the opportunity to express their diverse ideas and enjoyed learning Glogster to present their information. Glogster is a multimedia tool that uses different genres and a creative approach for learning.

9. What are the disadvantages of the project

Time management was a true disadvantage in this project. The more diverse the ethnic group, the longer it took to complete the project (communication problems).

10. What types of effective instructional strategies are included

Multiple learning styles were addressed throughout this project. Students recognized that the use of technology or any multimedia should operate in a pedagogical manner in order for it to be a useful learning tool. The project would conclude that the use of digital media provides motivational and beneficial learning experiences for students.

11. What are the possibilities that the innovation can be transferred to other teachers, subject content and different school settings

This innovation can be transferred to any school setting or subject in which computers and internet is accessible. Glogster can help students develop skills for critical thinking, problem solving, and decision making.

12. Other resources/articles you used to evaluate this innovation. (You should find at least 2 other sources.)

http://deporter.edu.glogster.com/examples/

http://edu.glogster.com/what-is-glogster-edu/

Valenza, J. (2008). Glogster and SproutBuilder: for extreme wiki makeovers (or any other web-type makeovers). School Library Journal. Retrieved from: http://www.schoollibrary.journal.com/blog/1340000334/post/80030008.html.

Case #2

1. Reference Information

Article Title: A Virtual Ticket to Ride
Author: Michael Bowker
Journal Title: Journal
Date of Publication: May 1, 2010

2. A Brief Description of the Case.

A teacher at Clarion Middle School took her first grade students on a virtual field trip to study frogs. She used Glogster as one of the main sources of technology to execute this learning experience. They were able to travel to five continents to study frog habitats.

3. The purpose of the innovation

The purpose of the innovation was to demonstrate digital technologies to use in the classroom. By using Glogster and other technologies, the teacher was able to design a field trip (learning experience) that extended beyond the classroom walls. The best part was that students were able to travel around the globe without paying for it.
4. The technology and resources involved

Teacher and students need access to a computer, interactive whiteboard and internet. The teacher also utilized other digital technology tools such as: Glogster EDU, Google Earth, and Discovery Education Streaming.

5. What prior skills and knowledge are required of students

Students need to be familiar with the multimedia-based software applications for Golgster EDU (training on how to utilize it). Students need to understand how to navigate glogs and need to be able to access the jigsaw puzzles and quizzes off of Discovery Education.

6. What are students asked to accomplish exactly (product or process)

The students are asked to take a virtual field trip and explore the world of frogs. Along the way students need to perform the activities and take the quizzes. Students had to open each frog icon portal to reach the activity or journal. Students had to interact with auio, pictures, video, hyperlinks, and text.

7. What are the procedures of the project (steps to teach the technology skills)

The teacher incorporated a web-based tool into the field trip which contained a voice that talked and interacted with the students. They were given directions within the lesson on what to do.

8. What are the advantages of the project

After the completion of the project, students were excited about having the opportunity to travel around the world to learn about frogs without leaving the classroom. One advantage was that students could leave from one destination to another and on the next day they could pick up from where they left off the previous day. Students were able to cooperatively work together and interact with the tour. A field trip can take an entire school day, but a virtual field trip can take 45 minutes to an hour.

9. What are the disadvantages of the project

One glog feature held up to five or six activities for students. Time management was a true disadvantage in this project. Problems could arise if there are technical difficulties as well.

What types of effective instructional strategies are included

Multiple learning styles were addressed throughout this project. Students recognized that the use of technology or any multimedia should operate in a pedagogical manner in order for it to be a useful learning tool. The project would conclude that the use of digital media provides motivational and beneficial learning experiences for students. Exploration of other web-based tools used together to create one lesson.

11. What are the possibilities that the innovation can be transferred to other teachers, subject content and different school settings

This innovation can be transferred to any school setting or subject in which computers and internet is accessible. Glogster can help students develop skills for critical thinking, problem solving, and decision making. Using Glogster to incorporate virtual field trips is a great resource for any educational learning experience.

12. Other resources/articles you used to evaluate this innovation. (You should find at least 2 other sources.)

http://edu.glogster.com

http://en.wikiversity.org/wiki/Normal_vs_not_normal

http://www.greenkidsusa.com/?tag=glogster