After reading the chapter I realize that I didn't always use the videos to their fullest. While I had pre and post discussions, correlating the video to the learning objectives, I didn't have students write anything down. this was detrimental to my slower learners. The higher level thinkers could keep it all together, watch the video, be thinking about questions posed and relate it to what they have learned but a handful of students can't process it all at once. "The researchers also concluded that interactive video worked best when it was guided and structured, as opposed to being entirely under the control of the learner"(chapt 2, p12). Without the structure of formal questions to answer I think some students couldn't process it all. Here is the video and the questions we discussed. (next time they will write down the answers before our post discussion)
What type of metamorphosis does this organism use?
What evidence does this video show for it?
Why must the cicada shed its skin?
What is an advantage of a 17 year life cycle? a disadvantage?
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Great example of how to use technology to enhance science understanding with an effective teaching strategy. My concern for technology use in the classrrom is that there is a lack of reflection of its effectiveness in achieving learning objectives.
ReplyDeleteI'm grateful for your post and will continue to think aloud with questions as I teach science and use technology.