EDT 620-01 Annotated Bibliography

Rasch, T. (2009, October). Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency.. Retrieved from http://www.sciencedirect.com/science/article/pii/S0959475209000115

 
Summary
This article discusses possible benefit or detriment to adding pictures and animation to presentations. The study was done on 100 university students.  The article finds that adding pictures/animation to a presentation is not helpful or harmful, but that students are more efficient when learning via text only because there is no processing time needed for the pictures.

Rationale
The article was interesting and helpful because many teachers try to engage their students and make their presentations exciting with all kinds of multimedia aspects.  The article, while with university students, concludes that pictures and animations have no benefit, or harm, to learning outcomes.

Lombardi, M. (2007, May). Authentic learning for the 21st century: An overview. Retrieved from http://www.educause.edu/library/resources/authentic-learning-21st-century-overview

 Summary
Authentic learning is defined in this article, partly, as real-world problem solving.  Not all real-world events can be replicated in a classroom, whether current or previous, and so we must find ways for our students to experience and solve these problems and events.  Technology plays an important role because authentic learning experiences are rich in collaboration.  This is accomplished through online community sharing via various media solutions.  The article provides eight factors for creating a learning environment. 

Rationale
When designing multimedia presentations for our students we must consider the long-term benefit to our students.  Education today is not drill and practice so much as it is go out and find the answer.  This is accomplished through search and collaboration.  Depending on your grade level, are you a teaching or facilitating? Most likely you are doing both. Included in their eight factors is developing teacher and student roles as well as including technology pieces and assessment.  Important considerations when evaluating and applying a multimedia lesson.

Shrock, K. (2001, July). E-valuating the web: Six questions to help you decide which cable in the classroom sites are suited to your needs. Retrieved from http://kathyschrock.net/eval/pubs/07_01_cic.pdf

Summary
Discussed here are specific websites related to the journal.  However, the questions posed can be applied to any website available. Questions regarding ease-of-use, relation or acknowledgement to accompanying standards, and options for feedback and interaction by users.

Rationale
The article was written in 2001 and could be perceived as outdated but the information and critical questions are still very valid.  The questions are simple and answers to them should be simple to find as well.  The article is written by an educator who understands the need for validity and safety of the material passed to our students.

Baran, E., Chuang, H. H., & Thompson, A. (2011). Tpack: An emerging research and development tool for teacher educators. Turkish Online Journal Of Educational Technology, 10(4), 370-377. Retrieved from http://web.ebscohost.com/ehost/detail?vid=25&hid=10&sid=1a6b322c-2eea-4e5b-bb97-c87d9702728e@sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl

Summary
TPACK is an acronym for technological pedagogical content knowledge. It is a framework for understanding the integration of technology.  There are seven components in the TPACK Framework that are focused around teaching, content and technology.  The TPACK strategy is meant to improve the design of technology integration.

Rationale
By understanding how teachers are being evaluated for their integration of technology, teachers can work backwards to have all the necessary components of successful tech integration.  By using this framework, teachers will not just pick a tool and use it, they will understand and work toward a better understanding of one's teaching, content knowledge, and how technology successfully integrates into what they already know.