Embedded Blended Learning Within An Algebra Classroom : A Multimedia Capture Experiment

When the author of this paper began teaching seven years ago, there was a huge push for technology integration into schools. Educators were slowly weaning off of overheads and transparencies as a means to deliver content to their students. Now, many of these “old school” tools have been replaced with interactive whiteboards, one-to-one devices and computers. With the adoption of this technological push, educators are now open to a wider range of educational resources and tools used to educate their students.

Mission: The use of technology in education is influential to a student’s success. Students will use technology to research topics and take assessments in the classroom. Collaboration among groups will also take place in the classroom, where critical thinking skills, problem solving, and

Clifford Stoll argues, “If kids watch too much TV, why bring multimedia video systems into schools.” Stoll implies that the schools are allowing students to expect some sort of multimedia in their classes. Showing videos during class may help some of the visual learners, but most students consider this as a free-time and not focus. Furthermore, Stoll states that teachers show videos during class due to their lack of information. In this case, the teachers should prepare beforehand and keep the students interested.

Technology has quickly become one of the main resources for many schools across the country and world. It gives students with learning disabilities a variety of options to learn, study, and practice in the classroom and outside of the classroom depending on the school’s accessibility of technology. In one article called “Embedded Supports to Differentiate Instruction for Struggling Students” written by Alise Bran, she talks about using technology in the classroom. She says, “The use of embedded or readily available digital learning supports and tools has been shown to be an effective way of addressing the needs of diverse students, particularly those with disabilities.

The video that I watched was about Blended Learning and what works better in your classroom. there are different strategies may will work in some classes but not work of another classes. the purpose of all these strategies are helping students to be successful. The video define of Blended Learning is the combination of digital content and activity with face to face. Teachers should decide what is appropriate for their students. in addition, the video shows that students engage well with using technology in class but there are some thing students can not find it online for example, classroom time direct, instruction,investigations, and discovery, so students are need to meet their teachers and friends to achieve these. There are alot of face

Each instructional component, whether delivered online or in the classroom should contribute directly to a specific learning outcome. Learners are quick to recognize when an activity has value and are likely to skim or even skip through components that do not offer a return on the time invested in completing the activity.

Research suggests that video game players more confident and more comfortable solving problems than non-gamers.Technology helps educate children in ways that are best suited to their personal learning styles. An estimated 60-80 percent of children are visual learners, and technology makes it easier to supplement verbal content like reading and lectures with pictures and graphs. Studies conducted on the effectiveness of technology in the classroom often have mixed results, making it difficult to generalize about technology's overall impact in improving learning. In contrast, a meta-analysis of more than 500 research studies of computer-based instruction found positive effects on student achievement tests resulted primarily from computer tutoring applications; other uses of the computer, such as simulations and enrichment applications, were found to have only minimal

What is blended learning? According to Glossary of Education Reform (2013), “the term blended learning is generally applied to the practice of using both online and in-person learning experiences when teaching students” (The Glossary of Education Reform, 2013, “Blended Learning Definition,” para. 1). The practice of combing instructor led classes with new and innovative technology is not new and has been a part of educational history for over four decades. Over the years, technology continues to change at a rapid rate and educational institutions have to continue to follow the technology trends in order to stay current and technologically on par with their students. “Blended learning comprises a hybrid mix of traditional face-to-face (f2f)

To raise the ability of students to engage with a variety of media across different mediums,

Learning is a process that is influenced significantly by the combination and interactions of three main areas of influence: agent, activity and world. A number of writers have used other descriptions for these influencing factors. In the succeeding discussion of computer-based learning environments, we have found it useful to describe learning using a framework of three mutually constitutive elements based on these factors which represent the actions and activities of the different elements in the learning process: the learner, the teacher and the learning materials [Herrington & Oliver, 1996].

With the integration of technology, students get direct, individualized instruction from the computer. This form of supplemental teaching allows them to engage with the information at times that are most convenient for them and helps them become more self-directed in the learning process. It also gives the teacher more time to accomplish classroom objectives, while freeing them up to help the students who might be struggling with certain lessons.

Video is an effective resource in the classroom for many reasons. It can reach students with a wide variety of learning styles. It brings fresh and timely information into the classroom. It can take students around the globe, showing them people, places, and events that other learning recourses can not. Video helps to dismantle social stereotypes. It can effectively communicate complex information to the students and provide a common experience for them to discuss. With the help of video students discover links between their lesson and the world outside the classroom. The real-life situations in the video-clips are interesting and relevant for the students. Kozma (1991) found that the mix of spoken language, text, still and moving images in video results in higher learning gains than media that rely on only one of these symbol systems.

Teachers in all levels of education are starting to implement C.B.L; computer based learning in their classrooms. CBL can be defined as “the use of the interactive elements of the computer applications and software and the ability to present any type of media to the users” (Techopedia, n.d.). CBL can be in the form of online e-texts, homework labs and any other online study modules. This is more prominent in higher level education where online labs and e-books are more common. A relevant example is presented by Kelly Pittman and Tracie Edmond in their article, “Student Engagement and Performance: Is Technology the Answer?”. They focus on the impact

In addition, teacher’s learning resources (including ICT) are opening new learning opportunities to diverse abilities that enrich the quality of teaching. The rapid increase in available technologies (both assistive and instructive) has provided teachers with

As university professors are being presented with new types of students, there is a call to integrate advanced technology into their course design, and ultimately, educators must lead the way and use the technology in a fashion that positively aids their students: “technology should be used with the needs of the learners in mind and with the goal of improving student learning as the focus” (Russo et al. 2014). If this idea is implemented and acknowledged correctly, then many advantages can arise that enhance student learning in university classrooms. The first benefit of instructors introducing advanced technology into their teaching is that technology connects with students, which ultimately arouses their interest because technology as a whole is a relevant and important part of student’s lives. When students are interested and engaged in the class material they become motivated to pay attention and focus on what they are being taught, which leads to an improved retention rate of information. This relates to the DVD that West, Pudsey and Dunk-West created for teacher to give to their students to work within their learning, and they found that it “easily assimilates into their everyday life world” (2010). Another advantage is that the use of technology supports collaboration skills within students. Erin Murphy (2010) conducted an experiment centering around educators use of Audience Response Systems, commonly