The Development and Analysis of Interactive Videodisc Technology to teach Speechredaing
Submitted by Alghazo
This article presents the videodisc technology in how effective it is in teaching speechreading. The study was done on seventy-four college students who used the videodisc technology that presented them with words sentences and stories that were told by more then 150 people. What makes the videodisc different from the traditional videotapes is that it gives immediate feedback.
At the beginning this videodisc technology was used at Bloomsburg University to teach a course in learning sign language and now there are two videotapes that are marked nationally. (slike,et al., 1991)to help people to learn the sign language.
Now there is a product that has been developed and it is to help people who have a degree of hearing loss, and who may or may not use the sign language. To help them improve their Speech reading. Because the videodisc was used to teach sign language so it was thought why not use this videodisc technology to help one speechread. So a pilot study was done and an evaluation questionnaire of the whole program was used and it showed that it had great results. The responses were like "this program is a tremendous help for people who need to learn lip reading". slike, s., Thornton, N., Hobbis , D., Kokoska, S., &Job, K. p.347 (1995)so a book of eleven chapters was written as a guide for the videodisc technology and they did a pretest and a post test and saw how much it improves the persons speechreading ability. So each of the eleven chapters were videotaped and they presented the chapters to show all the difficulties and the challenges of speechreading. They showed how hard it was to speechread when one is chewing, smoking, sucking a lollipop, and scratching his mustaches and so on. Slike, S.,Thornton, N., Hobbis, D., Kokoska,S.,&Job,p.347( 1995).also they used foreigner people from different cultures to show how the accent also influences one's a ability to speech read.
The videodisc technology has many benefits as Carlson, Bogen pettit 1989 cited in slike,S., Thornton, N., Hobbis, D., Kokoska, S., &Job. Such benefits are that they develope personal interaction with the person on the screen, it includes both the learner and actor in one dialogue and it also gives personalized feedback, so the researchers have shown that technology can be very effective and profound in improving ones speech reading ability. This study has indicated that videodisc technology is definitely a very profound way to teach a visually based skill like speechreading.
References:
Baile, H.J,. & Thornton, N.E. (1992). Interactive video: Innovative episodes for
enhancing education. Computer Applications in Engineering Education, 1(1), 97-108.
Berger, K. (1972). Speechreading: Principles and Methods. Baltimore, MD: National
Educational Press.
Boothroyd, A. (1990). Impact of technology on the management of deafness. Volta
Review, 92(4), 74-82.
Vila & Ahlers (1992). Read-my-lips: a multimedia project for the hearing impaired.
Technology and Teacher Education Annual, 299-302.
Converse, Ronald E. (1996). “Technology and the Science Program: Placing Them in
Perspective.” Issues in Science Education, by Jack Rhoton & Patricia Bowers
(Ed.). National Science Teachers Association. (49-55).
Submitted by: McGinnis
Abstract:
The article I found addresses the issue of how technology can be a positive influence in a science classroom. However, in order for technology to enhance a science program the curriculum and instruction needs to be enhanced as well. The writer feels that students’ educational goals need to come first, then technology to support that these goals are met.
Teachers are another part of this equation. For technology to benefit the students as well as the program , the teacher needs to be knowledgeable of the form of technology they are using. This enables the students to take interest and to get the most out of the lessons. As times change, so does technology and teachers need to keep up with these changes if students are to benefit from them.
Technology is defined as “applied science”. When it is applied to science the correct way, as a facilitator to help meet the existing science goals, it can enhance any science program. Teachers need to apply their knowledge of technology to make science programs in school more interesting.
Commentary:
In closing, technology can be a valuable asset to a science program. It takes the commitment of the whole school to see that the technology used enhances the educational science goals for the program. The addition of technology to a science program is dependent on the extent to which it facilitates the desired changes in the curriculum and instruction of the science program. I feel that technology is needed in any program. It allows students an opportunity to expand their knowledge and make lessons more interesting. This article explains the importance of technology and how crucial it is for the facilitator to be knowledgeable of the type of technology they are using. I agree with this because students learn from teachers and we want students to become enthusiastic about technology. I believe working with technology needs to be a whole school involvement with teachers working together to make technology as beneficial to students as they can.
Reference: Inkpen, Sarah (1997). Technology as a Catalyst for Educational Change [Online]. Global Schoolhouse.
Available:http://www.gsh.org/wce/archives/inkpen1.htm.
Submitted by: Mikkel Storaasli
Abstract:
The author investigates methods in her classroom that have fostered inquiry, collaborative learning, and higher-order thinking skills. She has made
use of interactive software and multimedia animation, helping her students to visualize and demonstrate the concepts traditionally taught from
textbooks. She provides some animated examples showing how technology serves as a catalyst for students not just to master pre-calculus but
also to become more investigative in their approach.
Commentary:
Although this is not an article about Internet technology, it is an excellent example of how the World Wide Web can provide a more interactive
environment for students to learn. It is not a research artice by any means; it is simply one teacher's experiences. How do we know that her
students have mastered the material at a higher level of understanding? We don't quantitatively. However, the power of the animations she includes
at the end of the article is hard to ignore. The tangent line "riding" along the curve is an image hard to forget.
Kosakowski, John (1998). "The Benefits of Information Technology" ERIC
Digest August, 1998.
(http://ericir.syr.edu/ithome/digest/edoir9804.html)
Submitted by: George Gerrietts
This article takes a look at the benefits that have been observed of technology as an educational tool. It includes references to several studies
that were done in the past and to some on-going studies and projects. It covers such areas as basic skills, advanced skills, student attitudes,
and factors that help technology succeed. The bibliography for the article includes links to several of the reports and projects that are referred
to in the article.
This article reinforced with research evidence much of what I have observed in my own school. I was especially interested in the list of factors
the author felt help technology to succeed in the schools. I found that all of those factors are present in our school.
Kurvink, Wilma. (1998). The World Wide Web: Cyber Chaos or Learning Journey? From Now On The Educational Technology Journal. Vol. 8. No. 2. Oct. 1998.
This article may also be found at: http://www.fromnowon.org/oct98/chaos.html
Submitted by: Jennifer Cromwell
Abstract
At the beginning of this article, the author states two questions that she intends to answer. They are:
· What contributions can the Internet make to the curriculum?
· Can we harness its power and turn it to our educational advantage?
One of the first points that the author makes is how we, as educators, are trying to deal with the issue of organization of the web with our students and also how we are able to distinguish between genuine, reliable information and commercial, unreliable junk. To do this, the author believes that we need to teach students the skills they need to devise a strategy to be able to distinguish relevant information, evaluate a site and make judgements as well as questioning a sites validity. The most important point that the author is trying to make is that it learning to interpret the information found on the Internet is extremely important and it is here that educators play a crucial role. The author also goes on to describe the outcomes of two different net searches that students did to demonstrate that there is more information on the net for some specific subjects, like visiting Sydney, Australia, as opposed to visiting Broome. As far as this being a learning journey, the author states that it (the web), “offers the development of conceptual understandings in our students.”
Comments
I fully agree with the authors comments and suggestions that we cannot simply give our students a topic and tell them to use the Internet to find information. I do not think that we are doing students justice if we do not teach them or give them the skills to recognize that not everything on the Internet is reliable, authentic information. They also need to know that even though the net has a vast amount of information it does not contain everything and anything we want to know. We still need to know how to use reference materials although most of those references can be found via technology.
Lynes, Kristine. (1997). Mining Mathematics Through the Internet. Teaching Children
Mathematics, 3, 394-396.
Submitted by: Munroe
This article focused on a teacher and how she used the Internet for basically field trips. They had several investigations that included the children using concepts such as averaging, charting and conversion from Fahrenheit to centigrade. The students had lessons to learn these concepts and then applied them to real world ideas they found on the Internet. The information found on the internet was then compared to information they found in their own homes and neighborhoods through information gathering to make the information and learning a personal interest.
The ideas were good, to have children involved in Math through their own lives and information they found. It gave the kids ownership over what they learned, and gave them real life applications of the Math terms such as median and range. The question I would have is how long did this take and was it worth the amount of time invested?
Author: Lynne Schrum & Theodore A. Lamb
Title: Computer Networks as Instructional and Collaborative Distance Learning Environments
Source: Educational Technology V37.n4.p.26-28 July-August 1997
Submitted by: Yi-wen
Abstract:
This article describes the U.S. Air Force uses Internet and Groupware software to offer effective learning environment in the
military and train students. In train application, the most advantage is to reduce the coast of train. Not only does the saving of time,
but also teachers and students can effectively enhance their train quality. The network connects all instructors and students and
offers on-line research and discusses after class hours. In addition, it offers potential interaction and collaborative learning and more
active education environment.
COMMENTS:
Using long distance will more common for education popurse in the future. It offers flexibility and convenience and integrates many
educational resources for teachers and students. No matter where you are, you can use that to be teach and share your ideas with
others at the same time. It is not only to save time and money, but also to let more people get high quality education.
McKenzie, Jamie. The post modem school in the new information landscape
This article is from " the educational technology Journal", an on-line journal.
Submitted by: Alothman
The article describes the advantages of using the internet. The author argues that in the "Pre-modem" schools, teachers had the answer and students' role was only memorizing the facts that the teacher states. While in the "Post -modem schools, students themselves make the answer. He urges schools to introduce the internet to all student because is very rich of data that can be converted to information and then to insights. He is convinced that using technology enhances learning and thinking.
Note: no references were stated in the article.
McKenzie, Jamie. Raising a Generation of Free Range Students
Website: Grazing the Net
Note: This article first appeared in the September, 1998 issue of Phi Delta Kappan. © 1998, Jamie McKenzie, all rights reserved
http://www.fromnowon.org/text/grazing.html
Submitted by: Samuel Hyun
What did I think?
This was a very interesting article. It first starts out by describing a classroom where the students are all huddled around a computer monitor surfing the net. The author goes into the benefits of the net, students can be like free range chickens and go where ever they want and find something. They can roam how ever they choose. According to Mckenzie, a "free range student" is: It is a student who has learned to feed on the wild grains and fragments available on the Internet or the shelves of the local library. It is a student infotective. So you ask what is "infotective" Well, my interpretation is: a
student who can ask thoughtful questions about the data that would lead to further analysis. It is not just simple interpretting, but high level thinking. This article provides a lot of information on the pros and cons of "wiring up" schools. With good lessons, the net can be a great tool for teachers, but like any other toy, if there is no solid lesson to go
along with the tool, the tool is useless. The net helps students to explore and expand their minds, which leads to making sense of nonsense and bringing order out of chaos. This is just some of what is in this article. It's a bit long, but good reading.
McLellan, Hilary. (1998) "Virtual Events: A Cyberspace Resource for Educators."
Educational Technology March-April: 57-61.
Submitted by: David Coker
The article deals with ways in which the Internet can be used for synchronous, virtual events. The advantage of using synchronous communication is that there is a wide range of possibilities. Students can post messages by text, audio, and/or video. Furthermore, a record of the exchange can be kept for future reference. Another point, is that asynchronous communication can be used in tandem with synchronous communication to provide additional information and a channel to retrieve prior conversations. The article goes on to describe Globenet 1997: Information and Restructuring for Democracy, which took place in Warsaw Poland. The implications for the virtual events and satellite