DIGITAL MEDIA

 

 

Digital Media is an essential topic to understand within the school setting. It is not a subject of its own added to an already full curriculum, rather an integrated mechanism to enhance learning throughout all subjects. Digital media is using images, audio and video content to engage learners and bring a higher level of learning to the classroom by creating learner centered approaches to subject areas. I have investigated several websites on image, audio and video that engage cooperative learning for digital pedagogy that have the capability to engage learners and create higher level learning.

After looking into the website What was there I chose not to pursue the operation of it. At first glance it looked interesting as a historical concept of a city’s development over time. However after a quick look into overseas areas I found the language barrier difficult. Each country’s information was in their local language. If in France the language was French, in Russia; Russian etc. So I move on to something more down my digital literacy ally; Photos For Class. I preferred this model of imagery because I could type any reference point into the search engine and receive a multitude of exact responses, including references of the images. Here are a couple of examples: searching Australian Landmarks;

 

 

 

 The images themselves are not interactive or engaging. Therefore just having an image to prop up your teaching only engages the lower levels of Bloom’s Taxonomy and SAMR model (Netolicka & Simonova, 2017). Utilising images such as these entices conversation and interaction by asking simple questions about the image such as; What are your first thoughts about the scene in front of you? What do you know about this image? These conversations lead to critical thinking and higher levels of learning.

Audio files are a fantastic way to engage young learners. Such domains as podcast, eBooks, Spotify are a few common digital audio platforms. I decided to spend some time investigating the usefulness of eBooks within a classroom setting as a way to improve digital pedagogy. eBooks on their own does not create higher level learning. However the use of eBooks evens the playing field for students who are not adept at reading (The Benefit of Utilizing Audio-books with Students Who Are Struggling Readers - ProQuest, n.d.). When students feel that they are equals in the classroom they will participate more eagerly. The use of eBooks reduces anxiety about participating in classroom discussions that lead to higher level thinking. I have read a bit on embedding audio files and eBooks into a blog, but that is still above my skill level, sorry. Maybe a little more time is needed for me to play.

Video files are the most interactive method of digital media, as it involves the students needing to plan an activity prior to recording it. Using videos as a learning tool incorporates communication, observation, analysis and reflection (Unit: EDSE12024: Digital Pedagogies in Secondary Schools (HT1, 2022), n.d.) The students using this as a learning tool usually work together in small groups sharing ideas, building scenarios and developing ideas into actions. The end result will be an entire new concept from what they started with. There are many ways to use video as a learning tool in the classroom. I have just mentioned the students making their own video. Students can also research their own topic and watch relevant videos and summarise the information to be delivered to the rest of the class as a project. The teacher can use videos as a point of interest to expand on topic information by linking or embedding the video into the content being taught.

I have embedded a You Tube video about the benefits of digital media in the classroom

(Robert Plett, 2016). Digital Media and Education [Video] https://www.youtube.com/watch?v=-LdPsGY0wno

Here is a link to a TEDx video about the physicality of Digital Media: https://youtube/eA6dlzQr5rY

While using online sites and technology there are legal, safe and ethical protocols that should always be considered. It is best to have a classroom discussion and set expectations around ICT safety, legal and ethical protocols prior to creating any web space. This will ensure students understand the limitations and requirements of accessing information online, allowing them to use this technology in a productive way without consequence.

The pedagogical benefits of using ICT for learning in history, one of my chosen majors, would involve using the SAMR model to ensure both lower-level and higher-level thinking would be achievable. Here is an example of a task that utilises the SAMR model

Substitution	Students research and gather relevant online images for a given agenda .
Augmentation	Students assemble images in a sequential sequence of events
Modification	Students create an audio file talking about the chosen images and how they relate to the agenda.
Redefinition	Students create a video with audio matching the video from what they have chosen at the beginning of the project.

 

While the students worked through this task they would also be utilising the concept of Bloom’s taxonomy for educational goals which consist of; remember, understand, apply, analyse, evaluate and create.

Combining SAMR with Bloom’s taxonomy ensures pedagogical scaffolding, allowing the teacher and the student to notice any developmental shortfalls that may be present. Creating an opportunity for individualised learning.

 

References

Netolicka, J., & Simonova, I. (2017). SAMR Model and Bloom’s Digital Taxonomy Applied in Blended Learning/Teaching of General English and ESP. 2017 International Symposium on Educational Technology (ISET), 277–281.
    https://doi.org/10.1109/ISET.2017.68

Robert Plett. (2016, June 13). Digital Media and Education.
https://www.youtube.com/watch?v=-LdPsGY0wno

 

The benefit of utilizing audio-books with students who are struggling readers—ProQuest. (n.d.). Retrieved 4 April 2022,
    https://www.proquest.com/openview/28c9073b568e6420f592d0182faf6358/1?pq-origsite=gscholar&cbl=18750

Unit: EDSE12024: Digital Pedagogies in Secondary Schools (HT1, 2022). (n.d.). Retrieved 28 March 2022,
    https://moodle.cqu.edu.au/course/view.php?id=36139