Chapter 9 Integrating Multimedia as a Tool

Reflecting on What I Know  

1.  How can my students use multimedia for their projects?
     There are so many great ways for students to use multimedia for class projects. Suppose you wanted your class to do a presentation about the life cycle of butterflies. To aaccomplish the task they can use the following methods: "text, graphics, charts, audio, animations, and/or digital video to relay the intended message. (Morrison & Lowther, 2010)" Text can be used as the written information about the life cycle of the butterfly with animation to enhance the presentation. Graphs and charts can be used to compare or identify species of butterflies. Students can use audio in their presentation by interviewing someone that work at a nature center. Another cool way for students to use multimedia for a project is to use a digital video. Students can use a digital camera to record the emergence of the butterfly from a chrysalis.

2. What applications are available for creating a multimedia presentation?
      A multimedia presentation can be created by using PowerPoint, and audio and video. PowerPoint allows you to save a "presentation as a movie or web page, as well as to print a variety of handouts and presentation notes (p 239)." Audio and video allows students to "utilize existing movies" from the Internet, or "produce their own movies (p 236)."

3. Should I place limit on how my students use multimedia?
    Students should have limits placed on them in how they use multimedia. Students should have guidelines in which they follow when using multimedia. Guidelines will help the students "make the most efficient use of time and to keep the students on task (p 251)." Another important point why limiting how students use mulitmedia, "it can be a hinderance to learning and communicating when it is rich on bells and whistles and short on information (p 234)."   

Chapter 10 Graphic Organizers
Reflecting on What I Know

1. How do you know that students understand a concept?
    You know that a students understands a concept when they are able to incorperate what they have learned in other areas of learning. An example of how you know that a student understand a concept is in our textbook "when students create a graphic organizer, they use basic word processing formatting and outlining tools (p266)." This example shows that the student is able to use more than one concept in creating the graph.

2. How can you depict student misconceptions of key information?
    You can depict a student misconception of key information when they are unable to translate the information into the objective. Suppose that you asked a student to create a graph. The graph will be used to see how many students like certain kinds of animals. Well the student creates the graph but the totals are incorrect. Some where in the process the student missed a step in graphing the information. The teacher is then able to depict what key information the student miss in the process of getting the information.

3. How can students capture and transfer brainstorming ideas into written thoughts?
    Students can capture and transfer brainstorming ideas into written thoughts by using a graphic organizer. There are different kinds of graphic organizer such as, "concept maps, mind maps and advance organizers, and mental models (p 258)." Graphic organizer is a wonderful tool that "students can use to achieve greater understanding and retention of concepts, processes, and information (p 265)." Once students have mapped out their thoughts using a graphic ogranizer they are ready to begin formulating their ideas into a written document.


Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the 21st century, Pearson Education (4th ed.).