Discussion of Chapters 6, 7, & 8

 

        In Chapter 6, Roblyer (2013) noted the importance of hypermedia concepts. Hypermedia is defined as, “linked media” or “interactive media” (p.173).  Hypermedia allows users to leave one item for another item by clicking on the linked item (p. 174).  Also, the types of hypermedia systems and commercial products were discussed. Additionally, hypermedia has improved the value of instructional software (p.174).    Moreover, the current impacts of hypermedia have enhanced learning in the classroom (p.176). Thus, it was noted that using hypermedia technology, students will be motivated to complete their assignments (p. 178). Also, if technology is not misused; it is great for providing addition assistance for students who need tutorial help (p.174).  Finally, when technology is correctly used, it is a good thing, and it can provide opportunities for students to improve their creativity and thinking skills (p.176).

      In Chapter 7, Roblyer (2013), focused on how distance education has evolved over time due to technology (p. 204). Now at universities and K-12 facilities, distance learning has taken center stage (p.204).  Distant learning can be very beneficial when the right combinations of delivery modes are used.  Also, there are some issues with distance learning. But the major issue is the high dropout rate (p.210).  There have been several research studies conducted to determine why there is such a high dropout rate for distance learning (p. 211).  It was noted that success may be dependent upon the student’s self-efficacy (p.213).  Additionally, it was stated that online learning programs are used as “supplemental education for students” (p. 212).  Most K-12 institutions use these programs for high risk students in the hybrid , which consists of having classes face-to-face and online (p. 212).  Moreover, the distant learning programs are very beneficial in rural school district that lack funds to hire or acquire teachers in high need areas such as physics (p.212).  Next, several integration strategies about web-bases lessons were discussed (p. 241). For example, using web-based lessons to improve and encourage writing  (p.242).  Furthermore, several web-based learning activities sites were provided (p. 245) along with guidance for “developing and implementing web-based programs and lessons (p.253).

       In Chapter 8, I learned about some activities and lessons that are web-based.  According  to Roblyer, these lessons and activities improve student learning but require a lot of time to use them (2013, p.238).  Also, Roblyer suggested using the questions “outlined by Coulter et al (2000)” to determine if the teachers’ web-based activities will benefit their student and enhance their lesson (p. 238). Additionally, there are four types of web-based activities that demonstrate how teachers can use these web-based activities (p. 238). First of all, teachers can use lesson plans which they download from online such as lessons plans from Alabama Learning Exchange (p.238).  Another type is lesson enhancement such as using “Goggle Earth to view the different biomes (p. 238).  There are completely online learning and curriculum sites such as the Georgia Virtual School (p.238).  The last types are online learning environments such as “The JASON Project (p. 239). Moreover, several sites for web-based lessons and projects were provided (p. 243).  Finally, a guideline was provided to help evaluate whether the content of the lesson plans are beneficial (p.256) and using this guideline, teachers can ensure that the    content will benefit the students.

Reference

Roblyer, M .D. & Doering, A.H. (2012). Integrating Educational Teaching  

        Technology into Teaching (6th ed.).  Boston, MA:  Pearson