Factors Influencing The Instructional Media

ICT resources are both an engaging and creative tool that can assist and expand on students learning. Technology pedagogical content and knowledge, or TPCK, is a concept that has developed in recent years due to the introduction of technology as a teaching tool in the classroom (Niess, M, 2005). Considering students also use technology in their daily lives, it can be a great way to help engage them and make the lesson interesting as well as informative. Creating an iMovie is just one of many ways a teacher can incorporate technology into a lesson. With many schools providing students with iPads in recent years, using technology as a teaching tool has become increasingly easier and more widely accepted. However, it has to be noted that TPCK requires teachers to be well educated in different areas of technology, aiming to build upon what they already know (Niess, M, 2005). Using technology in a day-to-day setting is completely different from using it as an educational tool, and teachers must be aware of the challenges they face integrating it into their

The theories relating to the motivational methods and techniques I have chosen to reinforce the information are the two-factor and expectancy theory. The two-factor theory was developed by Frederick Herzberg’s and falls under two categories the satisfier and hygiene factors. The two are linked and are identified as being turned

The instructional setting is an elementary school located in a middle class neighborhood. Technological information will be presented to an audience of educators, administrators, specialist, and instructional aids.

Griffin, T. (2014, September 18). Utah Education Network. Retrieved March 29, 2015, from Multimedia in the Classroom: www.uen.com/multimediainclassroom

Stile allowed the teacher to include a variety of media they were able to access in class or in their own time. While video had been used in Semester One, it was used with the whole class only. In Semester Two the students appeared to be engaged at another level. Students were very positive about their ability to access this media and resulted in the opportunity to completing a greater variety of tasks.

Instruction materials (videos, PowerPoints, animations, etc.) will provide the student with instruction on the content

Thus, a perceived ease of use is strongly associated with self-efficacy, which means that the higher self-efficacy a faculty member possessed with respect to the use of certain technology the more likely they perceived it easier to use. Similarly, the actual use of technology such as facilitating and inhibiting conditions was influenced by the behavioural intentions. An online survey was employed to collect data from 114 faculty members teaching in a large UK university. The data were measured using the Internet self-efficacy scale against faculty ease of technology use, adoption of learning technologies in their teaching, and barriers to the technology adoption. A principal component analysis determined two main barriers to faculty adoption of technology: structural constraints within the University and perceived usefulness of the tools. Likewise, the regression data analysis method indicated that these two variables, along with Internet self-efficacy, were associated with the use of online learning technology. This study is related to the teaching and learning in the digital context as well as the work life, career, and professional development issues of higher

Additionally, the learning environment must be supportive, and collaborative as possible. Moreover, the practitioner should seek to generate interest in learners. This can be done by showing choice videos of how technology can be used to enhance their job opportunities and social life. The more interest that learners show in a subject, is the more confidence and readiness they will bring to the learning event (Johnson, 2011). Furthermore, opportunities for students to familiarize themselves with the technology before actual formal instructions begins is a necessity; this will decrease the level of intimidation some learners experience when exposed to technology. Building a technology vocabulary base might also be necessary. In planning the technology training session the instruction must allow students to actively participate, encourage collaborative activities, allow students to connect with rea-world experiences, and provide positive feedback (Edutopia,

Do you like films? Do you ever wander how they are made? You can learn these skills in the digital media one program. This class is taught by Mr. Rhoades it is two quarters long and is one of the best classes you can take at phoenix high school. The class goes over photography, videography, and digital journalism. This is an all computer class so there is no home work unless you are not focused. There are around 25 students in the class. Digital media 1 leads you in to more advanced classes like digital media 2, PHTV, Digital journalism, and film making. For the future this class can help you become a professional photographer, videographer, news cast, etc.

Tsang, Philip, Kwan, Reggie; & Fox, Roger (2006). Faculty Perceptions of ICT Benefits. Enhancing learning thru technology (pp. 1-10). Retrieved from http://site.ebrary.com/lib

Some real-world concerns about employee access to learning materials and tools can include: the convenience of accessing the materials and tools; will the materials and tools be current once it is accessed; is there sufficient materials and tools to ensure that learning will be successful; and, is there sufficient support for the materials and tools. These concerns seem to surface when an institution is faced with budgets and certain professional

Sixty-two percent of teachers say they use digital media twice a week or more and 24 percent say they use it every day to help them teach. The numbers of teachers using TV and video content in the classroom are even higher. Over 80 percent of teachers say they use TV or video to teach a lesson at least once a month and 76 percent are streaming it from the web” (par. 2).

These days, the stereotyped traditional techniques and settings are disliked while multimedia technology featuring audio, visual animation impacts naturally and consciously makes the learners more accessible to information. Besides, with such qualities as plenteous data, multimedia technology offers a sense of reality and functions very well which extraordinarily develops students' interest and motivation in study and their involvement in class activities.

There have been many debates, among researchers, in the past on technology and the impact that it has on learning. However, there is one debate that, after over nearly two decades, is still being discussed to this day. The debate of Clark-Kozma has been of great significance to researchers in the past and present. As new and improved technology is introduced, many researchers have focused their study on this debate to prove or disprove the findings of Richard Clark and Robert Kozma.

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