Reflection Task 2 - Digital Media

            When I first read the words ‘digital media’ I instantly thought of social media and things such as the news. However, when I began reading the weekly work, I quickly realised that I had so much to learn when it came to digital media. I discovered that digital media is such a broad topic and covers a range of things but the one aspect that all digital media encompasses is the ability to communicate information to an audience. For example, images, eBooks, websites, social media, apps, and virtual reality glasses. These are only a few examples of digital media, but more examples can be found here.  

            Not only, did I learn the different types of digital media, but I also discovered the impact and usefulness they can have in an educational setting. For the purpose of this blog, I will use a Year 7 mathematics class to unpack several digital media elements that can be implemented within a classroom setting.

VIDEOS:

            Videos are an excellent form of digital media that can be implemented within a classroom to support the learning of students. Not only can students watch videos created by other people, but they can also create videos for themselves and others. An example of a video that could be shown to a Year 7 maths class is shown below, incorporating a video such as this would allow students to learn a new topic from someone other than the classroom teacher, which is likely to promote student engagement. Moreover, students can access the video anytime to further their understanding of the topic. There are multiple platforms that showcase educational videos for students, for example, YouTube and Ted Talks. More examples can be found here.

 

            However not only can students watch pre-recorded videos, but they can also create their own videos. Platforms such as loom, iMovie and Windows MovieMaker are simple and easy for students to use.

            In relation to the SAMR model, the use of videos can be implemented at each level. For example:

S - Students use pre-recorded videos to further understand a topic.

A - Students participate in a video chat whilst watching a video to collaboratively share ideas.

M - Students create their own video to explain the topic to other students.

R – Students share their personally created videos with students from other schools for collaborative learning.

            As with all online platforms, teachers need to ensure students do not use/share any private and personal information within videos and ensure they are watching appropriate videos when they access platforms such as YouTube. In order to protect students’ personal information, the videos must be watched by the class teacher before they are shared with other students. Also, teachers and students need to ensure they are abiding by copyright laws when using videos that people have created. 

 

VIRTUAL REALITY:

            Virtual reality (VR) is a computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real or physical way by a person using special electronic equipment. Virtually reality has the potential to be very successful if implemented correctly in the classroom. It allows students to directly link topics they are learning in the classroom to the real world. The following video highlights how VR could be implemented in a mathematics class to teach students about 3D objects.

              In regard to the set-up of a VR class, it is overall fairly simple as most VR headsets are standalone and do not require a computer. However, the experience that VR provides in unmatched and allows students to immerse themselves in the situation. For example, the above video, allows students to virtually see 3D objects and ‘physically’ move them to show all vertices, sides, points and faces – allowing students to develop an understanding of the properties of 3D objects. Moreover, certain VR programs allow users to enter a collaborative VR space, in the case of a school, students could all enter the same VR space and work together to solve problems and develop their skills and knowledge.

            In relation to the SAMR model, the use of VR can be implemented at the higher levels of the model to enrich the learning of students. For example:

S - Students learn about the properties of 3D shapes using a worksheet.

A - Students use physical 3D shapes to learn about the properties of objects.

M – Students use VR to learn about and engage with 3D objects.  

R – Students use VR to create a collaborative VR space where students work together to solve problems and learn about 3D objects collaboratively.

            To ensure the safety of students when engaging with VR technology, the software needs to be checked to ensure it is appropriate for students and teachers must always be present when technology is being used within a school.

REFERENCES:

Teach Thought, Education Video Collection, 2023. https://www.teachthought.com/pedagogy/100-must-see-video-sites-for-educators/ 

Help Professor, 19 examples of digital media, 2023. https://helpfulprofessor.com/digital-media-examples/ 

Math with Mr J, Multiplying a Decimal by a Decimal [video], 2021. https://www.youtube.com/watch?v=Dm028SSei88 

VR Math, VR Math Intro [video], 2018. https://www.youtube.com/watch?v=BnpPkPTlkGs&t=7s