Instructional technologies
in the
classroom are very valuable. They engage students in the lesson plans,
topics,
and class discussions. We have included several technologies in this
module,
from podcasts to Flickr, which introduce the students to the different
types of
technologies that are available. We are convinced that when technology
is
introduced, students become more involved and more receptive to the
information
that is being presented. Students will
also be better prepared for the workplace as a result of utilizing
technological resources. According to Butzin (2001), “Advocates
believe technology can improve learning and better prepare students for
the 21st-century
workplace” (p 372).
The website is aimed at
educating 9th – 12th grade
students on the how to maintain checking accounts.
To incorporate Web 2.0 technology, a blog was
added to the site where individuals could go to ask questions or make
comments
about balancing a checkbook. Additionally,
a Flickr link included an assignment for students to log checks into
their
register. The site was based on expenses
for the Prom. The student could also upload images to the Flickr site
of
additional expenses they felt they might occur by preparing for the
prom. The Prom was chosen in order for the
students
to be able to relate or make a connection and also begin to see how to
budget. While
designing this website, usability has been at the fore front. As
discussed in
Instructional Strategies for Technology course, usability is a very
important when
developing a website. If usability guidelines are not followed, the
website
becomes useless to the students. When
testing the usability of this site, we had to determine our target
audience and
what type of purpose this site would achieve. Determining if students
would be
able to navigate through the site was another factor. Sindhuja and
Dastidar
(2009) states that web usability can be defined as developing a design
simple
enough so that the students can complete their assignments as quickly
and
painlessly as possible.
Our site
was designed on a level that would appeal to the student.
Two Google docs were incorporated into the
site as a pre and post test to enable the instructor to monitor if the
website
was serving its purpose. Also, we could
determine if students may need further assistance. Green (2010) states
in his
article that the students really enjoyed submitting assignments via
Google docs
and some students even took the initiative and learned more by using it
to created
shared calendars and task lists.
Each of
the learning styles was incorporated into the web site. Podcasts were
linked for
the auditory learner for navigation purposes in addition to providing
an
overview of the site. The kinesthetic
learner was able to have hands on practice writing checks and
maintaining a
ledger. The visual learner was able to
view YouTube videos on the related topic. When creating a lesson, it is
important that the lesson address all learner types.
According to Hazari,
North, and Moreland (2009), Web 2.0
tools encourages active participation and involvement by the learners.
Although
our wiki was not posted on the site, it was a valuable tool in the
collaborative learning process of this project. The
article further stated that for learning
to occur, “[t]his can happen when the activity learners pursue is
active,
constructive, intentional, authentic, and cooperative” (Hazari, North,
&
Moreland, 2009, p. 190). Through the use
of numerous interactive activities, podcast, Flickr, hands on
activities, and Google
docs, the environment was set for learning to occur.
References
Butzin, S.
M. (2001). Using
instructional technology in transformed learning environments: An
evaluation of
project child. Journal of Research on Technology in Education, 33(4),
367-373.
Retrieved November 22, 2010, from Research Library. (Document ID:
80259174).
Green, T.
(2010). TechSpotting:
Observations of technology integration and application. TechTrends,
54(2),
24-26. Retrieved December 1, 2010, from ProQuest Education Journals.
(Document
ID: 1986262951).
Hazari, S.,
North,
A., & Moreland, D. (2009). Investigating pedagogical value of wiki
technology. Journal of Information Systems Education, 20(2),
187-198.
Retrieved November 30, 2010, from ProQuest Education Journals.
(Document ID: 1755224781).
Sindhuja,
P., & Dastidar, S. (2009).
Impact of the factors influencing website usability on user
satisfaction. IUP
Journal of Management Research, 8(12), 54-66. Retrieved
November 2,
2010, from ABI/INFORM Global. (Document ID: 1948670431).