Acknowledgements
Introduction
Chapter 1: Digital Media — What Is It, and Why Does It Matter?
oWho Are These 21st Century Learners?
oWhat Is Digital Media and How Does It Impact Learning?
oDigital Media: The Ever-Present Companion of Today’s Students
oHow Can Teachers Enhance Students’ 21st Century Literacy
Skills?
oHow Do Educational Standards and Media Correlate?
oEssential Ideas to Remember
oReferences
Chapter 2: Research Findings and the Implications on Learning
oHow Does Technology Impact Learning?
oHow Does Multimedia Content Impact Learning?
oHow Is the Role of Video Content in Student Leaning Evolving?
oResearch Implications
oEssential Ideas to Remember
oReferences
Chapter 3: Essential Considerations in Using Digital Media
oThe Growing Imperative of Media Literacy
oSuffering Not from Lack of Innovation, but Rather Lack of
Education
oIn the Digital World, as in the Physical World, Student Safety is
Paramount
oCoping with COPPA
oNow Playing in a Classroom Near You…
oGiving Credit Where Credit Is Due
oThe Code of Best Practices in Fair Use for Media Literacy
Education
oEssential Ideas to Remember
oReferences
Chapter 4: Planning for Digital Media: Settings, Groupings, and
Platforms
oFirst Things First
oThe Understanding by Design Framework
oThe Universal Design for Learning (UDL) Model
oBloom’s Taxonomy
oClassroom Instruction That Works
oDigital Media’s Role Within These Frameworks
oSharpening the Axe: Crucial Factors to Consider When Planning for
Digital Media Integration
oReady, Set, Learn!
oWhere to Begin?
oEssential Ideas to Remember
oReferences
Chapter 5: Using Digital Media to READY Students for Learning:
Preparing Learners to Acquire Key Knowledge and Skills
oReadying Instructional Resources
oReadying the Learners: Activating Engagement, Motivation, and
Interest
oWhat’s the Point?
oThe Power of Prior Knowledge
oThe Potential of a Focused Mind
oThe Promise of Personal Interest
oThe Potent Influence of Personal Motivation
o“TEASe”ing the Students to Impact Attention, Motivation, and
Interest
oEssential Ideas to Remember
oTEASe Making Resources
oReferences
Chapter 6: SETTING Meaningful Learning: Supporting Students with
Content Acquisition
oWhy Reinvent the Wheel? The Benefits of Pre-Created Digital
Media
oLights, Camera, Action! The Enchanting Features of Film in
Classroom Settings
oLearners as Viewers: Leveraging the Transportive Potential of
Media
oTapping the Riches of Pre-Created Digital Media Content
oLearners as Participants: Actively Engaging Students with
Interactive Resources
oThe Best of Both Worlds: Digital Media Options that Enable
Students to Interact as Viewers and Participants
oDigital Media in Action: Examples of Digital Media Lessons in
Classroom Settings
oEssential Ideas to Remember
Chapter 7: LEARNING with Digital Media: Empowering Students to
Demonstrate Learning through Design and Creation
oIt’s Not Going to Be Easy, But It Will Be Worth It!
oPositioning Students in the Driver’s Seat
oPutting the Pedal to the Metal: Encouraging Students to Lead the
Way through Authoring
oWhat’s the Point? Driving Media Integration with Purpose
oDecisions, Decisions: Crucial Considerations for Successfully
Implementing Student-Centered Digital Media
oInspiration for the Journey: Examples of Student-Centered Digital
Media Projects
oEssential Ideas to Remember
Chapter 8: Assessing the Use of Digital Media
oAn Assortment of Assessment Types
oA Time and a Place for Every Assessment Type
oAssessing with Purpose
oAesthetic Appeal: Stressing the Significance of Style
oPresentation Is Everything... Or at Least Highly Important!
oTeamwork Makes the Dream Work: Fostering Classroom
Collaboration
oAssessment in Action: Representative Rubrics to Guide the
Journey
oEssential Ideas to Remember
oReferences
Chapter 9: Digital Media for Flipped or Distance Learning
oWhat Is Virtual Learning, and What’s the Big Deal?
oBlended Learning: The Best of Both Worlds?
oFlip It! Flip It Good!
oThe Art of Flipping: Putting It into Practice
oMaking the Most of Increased Class Time
oTools for Creating
oEvaluating
oAnalyzing
oApplying
oUnderstanding and Remembering
oTo Create or Not to Create? That Is the Question!
oThink Before You Flip: Key Considerations Prior to Flipping
oCreating Screencasts with a Computer
oCreating Screencasts with an iPad
oThe Challenge: Finding the Perfect Place to Store Resources for
Sharing and Viewing
oInspiration for Future Flipping Endeavors
oEssential Ideas to Remember
oReferences
Chapter 10: Looking Forward to What is Next: Future Technologies
and Their Role in the Classroom
oSilicon Valley’s Influence
oSoftware-Supported Personalized Learning
oVirtual Reality and Augmented Reality
oChanging Landscapes and Changing Students
oEssential Ideas to Remember
oReferences
Dawn Wilson taught middle school math for 16 years before becoming
a full time faculty member and professor of educational technology
at Houston Baptist University for the last 16 years. In this
position, Dr. Wilson has mentored university and K-12 teachers as
they learn how to integrate instructional technology in the
classroom across a variety of disciplines. Her research and writing
interests include coaching for technology integration, teaching
online, and flipping classroom instruction.
Katie Alaniz is an instructor of graduate education courses at
Houston Baptist University, where she works with undergraduate and
graduate students seeking to make a positive impact in schools and
society. As an instructional technologist and elementary teacher
for over a decade in both public and private school settings, Dr.
Alaniz developed an abiding passion for guiding and supporting
fellow educators as they seek to meaningfully incorporate enriching
and engaging digital tools within their classroom learning
environments.
Joshua Sikora is the director of Cinema & New Media Arts at Houston
Baptist University, where he teaches about cinematic theory,
multimedia production, and developing technologies. An
award-winning filmmaker and new media entrepreneur, Sikora is also
the founder of New Renaissance Pictures, an independent production
company through which he has produced a variety of feature films,
TV series, and documentaries.
This book offers a compelling argument for multimedia as a tool
that teachers and students can use to support instruction and
learning. The authors provide a strong theoretical base to
support their ideas. Important considerations such as guiding
students in media literacy, safety and privacy concerns, and
copyright are addressed. Several curriculum design frameworks are
discussed, along with the role of multimedia to enhance
instruction. The authors pose many helpful questions to
be asked by teachers as they plan for the effective use of
multimedia and emphasize that desired learning outcomes are
paramount. This practical guide describes many pre-existing
resources, as well as ways that student-centered multimedia use can
help students acquire complex thinking skills. The authors
offer many things to consider when assessing students' multimedia
products and include examples of rubrics for assessing both
individual and group projects.
*Jane L. Howland, PhD, teaching professor, LT Program Coordinator,
School of Information Science & Learning Technologies, The iSchool
at University of Missouri*
We often hear that we need to “meet students where they are”.
With the ever growing world of technology and the understanding
that the minds of the digital natives are developing differently
than the digital immigrants, this statement is more true than
ever! This book addresses the all facets of multimedia in the
classroom by first answering the “whys” and then giving educators
ideas to address the “hows”. The research presented is
undeniable and really drives home the importance of both teacher
centered and student centered technology. Multimedia as a
“hook” or pre-assessment gives teachers the opportunity to quickly
engage students, bring the new content to life while also helping
to drive future instruction. As part of a lesson, it can
enhance the learning through interactive media that touches on all
styles of learning and, finally, when students create their own
multimedia projects, their learning comes to life as they construct
using their knowledge along with their own creativity.
In my experiences as a classroom teacher, former graduate student
and now Digital Learning Specialist, when you allow students to
assess their learning through creating their own products you are
enhancing their critical thinking skills and letting them take
ownership of their learning. More importantly, students
become a consumer of what they learn which ultimately leads toward
real life application and understanding. Isn’t that what we
all want for our students? I highly recommend you read this
book and really immerse yourself in the ideas presented for you as
a teacher and the creations presented for your students. I
think you will be thrilled you did!
*Monica Crane, Digital Learning Specialist, Fort Bend ISD*
Digital Media in Today's Classrooms offers a complete look at the
use of multimedia and technology in the classroom. Educators at any
comfort level will walk away from this book with new ideas on how
to use technology with their students. From the current research
backing the use of technology in the classroom, to real application
of technology, readers will find what they need to implement better
technology usage at their school. Not only does the book offer
specific technology tools to use in the classroom, but the thought
process behind using technology appropriately and effectively.
Where ever you are in your journey with technology, this book can
meet you there and guide you further!
*Emily Morris, Ninth Grade Social Studies Teacher, J. Frank Dobie
High School, Pasadena ISD, Summit Public Schools Pilot Participant*
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