Reflection Task 2: DIGITAL MEDIA

Technology and the integration of ICTs in schools has greatly advanced in the past decade. Recalling a memory from not so long ago, it was common practice to observe teachers wheeling in a CRT Television and VHS player on a trolley, popping in a VHS player and sitting back as they considered their job of teaching with ICTs complete. Oh, how times have changed! In the modern-day, advancements in technology have opened a world of opportunities for teachers and students to interact and learn with ICTs. One way in which ICT's can be integrated into teaching and learning is through digital media. Today's blog post will look at incorporating the three digital media types of audio, video and images into teaching and learning. 

Image source: social-media-marketing-1.jpg

Images

Incorporating images into teaching and learning can not only be used to illustrate an idea or topic but provide an opportunity for teachers to broaden the learning experience. Teachers can use images to present learning that supports critical thinking, improves students’ ability to recall information, develop technical skills and provide opportunities for higher-order thinking (Raiyn, Qasemi, & Gharbia, 2016). Additionally, images can be used by students to both explore learning at a deeper level and represent their ideas and understandings (Raiyn, Qasemi, & Gharbia, 2016). There are an endless number of websites and software programs that teachers can use to effectively incorporate learning with images into their teaching practices. BeFunky is one particular website that allows its users to edit photos, create a collage or design a banner, flyer, card and more. As shown below, I used BeFunky to create a soccer kicking sequence collage which would be a fantastic learning activity within the PDHPE learning area. Using BeFunky is made easy, even for the first-time user, with a simple and clean layout that is easy to navigate. When creating and customising images, users can add texts, backgrounds, effects and overlays and is made easy with popups containing information to assist its users. One drawback to the website is that some of the desired editing features require a paid membership. Once created, images are easily downloadable making it possible for users to share the images they have created.

Image source: Author created image - www.befunky.com

Video


Image source: video-1606945_1280.png


Videos are another useful form of digital media that teachers can incorporate into their teaching and learning. Within the learning environment, videos can be used to communicate messages, ideas or content, observe and analyse experiments, tasks or performances and used as a tool for reflection (Schuck & Kearney, 2006). When integrated into learning, tasks that involve students demonstrating their learning through video creation are recognised to develop students’ digital technical skills and media literacy, improve communication and presentation skills and enhance student motivation, enjoyment and autonomy (Schuck & Kearney, 2006). One website that can be used to create videos is ThingLink. Thinglink is a website where users can create a range of digital media resources including virtual tours, infographics, 360 videos, VR experiences and more. Whilst there are nearly endless options to customise, I found using Thinglink for the first time to be slightly confusing due to the sheer amount of customisation available. For example, as there are 15 types of interactive content to choose from when starting, this alone presented a challenge. However, once familiarised with the type of content you wish to create, the website is user friendly and would be a great addition to the learning environment. See this link for a short video for a PDHPE lesson on nutritional information I created using Thinglink with interactive hotspots.


 

Audio


Image source: audio.png
 

Audio files are the final digital media tool that we will be discussing today. Audio files are simply sound recordings of an individual’s voice and can either be standalone or embedded into other resources such as PowerPoints, movies or used to create podcasts. When integrated into learning, audio files are shown to improve student learning, particularly for students with auditory learning preferences or English as a second language (Rossiter et al., 2009). Examples of learning activities with audio files include presentations, reading along to audiobooks and interviews. Audio files can be generated through a range of tools such as Audacity, PowerPoint and Vocaroo. I used Vocaroo to record this paragraph of text and enjoyed how simple and easy it was to record and share my audio file. Access to my recorded file can be found here.


Using digital media with SAMR


Below is an example of using digital media in the learning area of PDHPE with reference to the SAMR model.

Image source: Author created image - www.befunky.com


Legal, safe and ethical protocols


When integrating ICT into the classroom, teachers need to consider legal, safe and ethical requirements. In the instance of digital media, copywriting laws, digital footprints and digital manipulations must be considered. Regarding copywriting laws, the onus is on the teacher to explicitly teach students how to access and reference appropriate and legal resources online. Information relating to using APA correctly can be found here. Additionally, to ensure student safety, teachers must not only teach students about their digital footprint but also make light of digital manipulations. As clearly shown throughout this blog, it is extremely easy to modify and edit digital media. Unfortunately, this has resulted in the development of deep fakes and disinformation. More information can be found here.


Despite these considerations, this blog clearly shows how useful, easy and rewarding incorporating digital media into teaching and learning can be. I, therefore, encourage you to pick one digital media format and incorporate it into a lesson today.



References

Raiyn, J., Qasemi, A., & Gharbia, B. (2016). The role of visual learning in improving students’ high-order thinking skills. Journal of Education and Practice, 7(24), 115-121.

Rossiter, A., Nortcliffe, A., Griffin, A., & Middleton, A. (2009). Using student generated audio to enhance learning. Engineering Education, 4(2), 52-61.

Schuck, S., & Kearney, M. (2006). Capturing learning through student-generated digital video.

 

 

Comments

  1. Shana Lee13 April 2022 at 22:46

    Hi Zac,

    Your Blog post is very detailed and it seems to me that you have quite an in depth knowledge of the use of technology in the classroom. Another video app I would recommend for HPE is 'Splice', it is one we used in at university for sport science. A recommendation I would make, is to discuss the legal and ethical requirements of uploading images and media.

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    Replies
    1. Zac15 April 2022 at 00:47

      Hi Shana,
      Thank you for your comment and feedback on my blog. I have never used or even heard of 'Splice' but will definitely check it out. Do you have any specific examples for how you would include it into a HPE lesson?
      Thank you for your feedback on my legal and ethical section, I will ensure to revisit and adjust accordingly.
      Thanks,
      Zac

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