Digital Video in the K-12 Classroom

2011 ◽  
pp. 247-270 ◽  
Author(s):  
Christopher Essex
Keyword(s):  
Production Process ◽  
Student Learning ◽  
Real World ◽  
Digital Video ◽  
Video Production ◽  
Technology Literacy ◽  
Video Technology ◽  
Teachers And Students ◽  
Technological Developments ◽  
K 12

This chapter describes how digital video (DV) production can be integrated into K-12 education. It describes how recent technological developments in digital video technology provide an exciting new way for teachers and students to collect, share, and synthesize knowledge. It argues that DV can provide tangible, real-world benefits in student learning, as it requires that students work actively and collaboratively on authentic real-world tasks. Furthermore, DV projects can be tied to technology literacy and curriculum standards. The reader is guided through the stages of the DV production process, and specific K-12 projects are described. Guidelines for choosing hardware and software are provided. Parent and administrative concerns about the use of DV are discussed. The goal of this chapter is to provide K-12 teachers and administrators with the information they need to integrate digital video production into the curriculum.

Research on Panoramic Digital Video Mosaic Algorithm

2011 ◽  
Vol 71-78 ◽  
pp. 3967-3970
Author(s):  
Hua De Huang
Keyword(s):  
Digital Video ◽  
Video Production ◽  
Video Technology ◽  
Paper Briefly ◽  
Advantages And Disadvantages ◽  
Registration Algorithm ◽  
Video Research ◽  
Image Registration Algorithm ◽  
Feature Line ◽  
Core Issues

The paper briefly sums up the digital video panorama stitching steps, core issues and common registration algorithm on the base research of panoramic digital video technology. Also image registration algorithm based on feature line segment ratio is applied to educational panoramic digital video production. Examples have shown that the algorithm has good results in convergence rate, accuracy, and workload and so on, which has proved valuable in the digital video research. The advantages and disadvantages of the algorithm are summarized for the further study.

Web-Based Technologies, Technology Literacy, and Learning

2011 ◽  
pp. 94-117 ◽  
Author(s):  
Wan Ng
Keyword(s):  
World Wide ◽  
Technology Literacy ◽  
Current Status ◽  
Global Level ◽  
Pedagogical Tools ◽  
Web Based ◽  
Teachers And Students ◽  
K 12 ◽  
Source Of Information

This chapter consolidates information regarding the role of technology in K-12 education, including policies related to it at a global level, the current status of its use in the classroom, and its impact on student learning. Its main focus is on the World Wide Web where its rich source of information and educational tools remains largely untapped in many K-12 classrooms. The chapter provides an illustration of how some Web-based technologies can be used to promote constructivist learning and foster the development of technology literacy in K-12 students. It also informs researchers and educators of issues and challenges faced by teachers and students in the classrooms in using these Web-based technologies and resources as pedagogical tools for concept development and promoting technology literacy.

Exploring the Use of Technology, Multimodal Texts, and Digital Tools in K-12 Classrooms

2016 ◽  
pp. 728-752 ◽  
Author(s):  
Salika A. Lawrence
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
Technology Literacy ◽  
Learning Technology ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Basic Technology ◽  
K 12

This chapter explores how teachers and students use technology in K–12 classrooms, the extent to which these practices align to previous research, and the ways in which digital tools are being used to support literacy instruction. Qualitative data from an exploratory, descriptive study were collected and analyzed. Observational data from classroom visits and teachers' reports show that teachers and students use many digital tools including computers, iPads, and videos, and demonstrate practices that characterize 21st century skills such as collaborative learning, technology literacy, and information literacy. Through the use of digital tools, students are provided with different ways to access the curriculum and have the opportunity to interact with a wide range of texts. However, it appears that in-class experiences are fostering only basic technology skills and limited critical literacy practices, and few students are empowered to take leadership and transformative roles in the technology integration process.

Technology as a Classroom Tool

2011 ◽  
pp. 271-286 ◽  
Author(s):  
Ann E. Barron ◽  
J. Christine Harmes ◽  
Katherine J. Kemker
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Technology Literacy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Daunting Task ◽  
Teachers And Students ◽  
Integrate Technology ◽  
Specific Learning

Laptops and other ubiquitous devices in the classroom provide powerful opportunities to integrate technology as a classroom tool that supports student learning. However, effectively using laptops to achieve learning outcomes can be a daunting task for teachers and students—at least initially. This chapter examines the research on one-to-one computers and outlines learning outcomes that can be achieved when technology is used as a classroom tool. Sample lesson plans are provided to illustrate specific learning outcomes and highlight technology literacy issues, for both teachers and students participating in wireless classrooms. The integration of laptop computers into the curriculum can create collaborative, student-centered learning environments and increase student and teacher technology literacy.

Exploring the Use of Technology, Multimodal Texts, and Digital Tools in K-12 Classrooms

2014 ◽  
pp. 24-48 ◽  
Author(s):  
Salika A. Lawrence
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
Technology Literacy ◽  
Learning Technology ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Basic Technology ◽  
K 12

This chapter explores how teachers and students use technology in K–12 classrooms, the extent to which these practices align to previous research, and the ways in which digital tools are being used to support literacy instruction. Qualitative data from an exploratory, descriptive study were collected and analyzed. Observational data from classroom visits and teachers’ reports show that teachers and students use many digital tools including computers, iPads, and videos, and demonstrate practices that characterize 21st century skills such as collaborative learning, technology literacy, and information literacy. Through the use of digital tools, students are provided with different ways to access the curriculum and have the opportunity to interact with a wide range of texts. However, it appears that in-class experiences are fostering only basic technology skills and limited critical literacy practices, and few students are empowered to take leadership and transformative roles in the technology integration process.

Online Assessment in the K-12 Classroom

2011 ◽  
pp. 181-195
Author(s):  
Jacqueline B. Shrago ◽  
Michael K. Smith
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Large Scale ◽  
National Level ◽  
Online Assessment ◽  
Large Scale Assessment ◽  
Teachers And Students ◽  
Online Formative Assessment ◽  
Improving Student Learning ◽  
K 12

ThinkLink Learning has developed an online formative assessment model that helps teachers and students prepare throughout the year for end-of-year state and national summative assessments. Four aspects of the ThinkLink system are discussed in this chapter: (a) how online formative assessment can help improve student learning on standards tested at a state or national level, (b) the advantages and disadvantages of using online assessment, (c) three case studies that demonstrate the predictive validity of this system and its use in improving student learning, and (d) future trends in the use of online assessment and directions in measuring student learning on standardized tests. In general, ThinkLink Learning has pioneered online solutions to large-scale assessment problems.

PENERAPAN STRATEGI MENJAWAB SECARA BERGANTIANBERPOLA LINGKARAN ROUND ROBIN UNTUKMENINGKATKAN HASIL BELAJAR PPKn SISWA KELAS VISDN 002 UKUI DUA KECAMATAN UKUI

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Diyan Pertiwi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sixth Grade ◽  
Student Learning Outcomes ◽  
Round Robin ◽  
Class Action ◽  
Sixth Grade Students ◽  
Teachers And Students ◽  
Improve Student Learning ◽  
Low Activity

This study is a class action that aims to improve learning outcomes in subjects PPKn sixth grade students of SDN 002 Ukui Dua. This research is motivated by the low activity and low teacher and student learning outcomes in subjects PPKn. The problem of this study is whether the implementation of a strategy to answer alternately patterned circle round robin can improve student learning outcomes in subjects PPKn in the sixth grade SDN 002 Ukui Dua? This PPKn was conducted over two cycles. Data collection techniques in this research using collection observation techniques, achievement test, and documentation. Techniques of analysis in this study is an analysis of the activities of teachers and students and learning outcomes in subjects PPKn sixth grade students SDN 02 Ukui Dua Kecamatant Ukui. The result showed that the activity of teachers has increased. At the first meeting of the first cycle of 41% was obtained with Simply Perfect category and the second meeting reached 55% with the category Fairly Perfect. In the second cycle 3 meeting to reach 75% by the Perfect category and the 4th meeting of the second cycle reaches 85% with the Perfect category. While the activity of students has increased. At the first meeting of the first cycle reaches 51% with the category Fairly Perfect and the second meeting with the percentage of 66% to the category Perfect. After the second cycle of the third meeting with a percentage of 75% with the Perfect category while in attendance for-4 with the percentage of 94% to the category of Most Perfect. Learning outcomes of students also increased from the previous students who achieve KKM only 8 votes with a percentage (45%) after the first cycle an increase in students worth over KKM which reached 14 people with a percentage of 70%. Cycle II students who achieve KKM 17 (85%).

PENINGKATAN HASIL BELAJAR BAHASA INDONESIA MELALUI METODE LATIHAN SISWA KELAS IV SD NEGERI 009 AIR EMAS KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 79
Author(s):  
Tri Mulyani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Teachers And Students ◽  
Bahasa Indonesia

The background of this research is to learn Indonesian low yields, it is proved that out of 28students only 14 Siwa which reached KKM. To the researchers conduct classroom actionresearch with the aim to improve learning outcomes Indonesian. This research is a class actwho do sebanya two cycles by applying the method of exercise. This research was conductedin SD Negeri 009 Air Emas Kecamatan Ukui. The data used in this study is the activity dataand the teacher and student learning outcomes. Based on the research data showed that theactivities of teachers and students has increased at each cycle, as evidenced by getting ascore, namely: (a) the activities of teachers has increased in each cycle, the first cycle ofmeetings I gained a score of 9 (37.50%), the first cycle II meeting obtain a score of 14(58.33%), the second cycle of meetings I obtain a score of 19 (79.16%). And the second cycleII meeting obtain a score of 21 (87.50%). Additionally the activity of students has increased ateach cycle. At the meeting I cycle I obtained a score of 9 (37.50%), in the second meeting ofthe second cycle obtain a score of 16 (66.68%), at a meeting I cycle II obtained a score of 18(75.00%). And at the second meeting of the second cycle obtain a score of 22 (91.67%); and(b) the learning outcomes of students has increased at each cycle. In the first cycle thenumber of students who scored at intervals of> 80 amounted to 0 (0%), at intervals of 75-84value amounted to 7 students (25.00%), at intervals of 65-74 values were 12 students(42.85%) and at intervals of 55-64 value amounted to 9 students (32.14%). In the secondcycle the number of students who scored at intervals of> 80 amounted to 0 (0%), at intervalstotaling 21 students grades 75-84 (75.00%), at intervals of 65-74 grades are 5 students(17.85%) and at intervals of 55-64 value amounted to 2 students (7.14%). Additionallymastery learning students also increased, in the first cycle is the number of students whocompleted the 19 students (67.85%) increased in the second cycle by the number of 26students (92.85%).

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