The Development and Analysis of Interactive Videodisc Technology to Teach Speechredaing

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 viedodisc different from the traditional video tapes 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 Speechreading. 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.

Summary of Sarah Inkpen's Article: C&I 300

Mikkel Storaasli

Reference: Inkpen, Sarah (1997). Technology as a Catalyst for Educational Change [Online]. Global Schoolhouse.

Available:

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.

Jennifer Cromwell

C&I 300kt

Article #1

The article that I chose to read was:

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:

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?

Submitted by Yi-wen

ARTICLE REVIEW 1

1. Author: Lynne Schrum & Theodore A. Lamb

2. Title: Computer Networks as Instructional and Collaborative Distance Learning Environments

3. Source: Educational Technology V37.n4.p.26-28 July-August 1997

4. 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.

5. 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.

The post modem school in the new information landscape

Jamie Mckenzie

Submitted by Alothman

This article is from " the educational technology Journal", an on-line journal.

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.

Samuel Hyun

C&I300kt

Abstract for 1st Article

My apologies for the tardyness of this article, but here is my abstract:

But first I must give credit to the author and the site:

Grazing the Net:

Raising a Generation of Free Range Students

by Jamie McKenzie

About Author

Note: This article first appeared in the September, 1998 issue of Phi Delta Kappan. © 1998, Jamie McKenzie, all rights reserved

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.

Here is the article that I chose to read:

Owston, R. D. (1997). The World Wide Web: A Technology to Enhance

Teaching and Learning? Educational Researcher. 26(2), 27-33.

This article can also be found at

Submitted by: Michael T. Williams

My Abstract

This article attempts to understand the contribution to education that the World Wide Web can make. Dr. Owston

discusses how the web has addressed three major questions:

Can the Web make learning more accessible?

Can the Web promote improved learning?

Can the Web accomplish the above, while containing, if not reducing, the per unit costs of education?

Owston finds that there is a future for the Web with respect to each of the above questions. He gives many examples of

distance education programs that increase accessibility to both K-12 and higher education. He also talks of how the nature

of the Web appeals to the students of today and that the Web can both accentuate the learning styles of today and create

a new learning style of tomorrow.

My Commentary

I feel that Dr. Owston has made a very good point with this article. The three questions that he claims the Web must

impact are all quite valid. And I feel that these three questions must be addressed by any new tool that comes into the

educational field. It should be our desire as a teaching community to accept these tools that can improve the learning

experience for our students, especially when the tools can provide a more equitable experience to all.

I have had quite a lot of experience with the NetMath program, which offers Calculus courses through the Internet and

utilizes the Mathematica software package. This program was orginally started to provide rural high school students the

chance to take a Calculus course before college. This is a great example of using technology to improve learning while

making it more accessible to students everywhere.

Wise, Arthur E. (1997). A Message to NCATE Institutions, Board Members, Constituent Organizations and Friends. NCATE's Technology

Report, HTML Version.

Submitted by Farrel

Summary:

Pre-Service education must begin to aggressively focus on training teachers on new technologies. This is proving urgent as computer to student

ratios steadily decrease and businesses demand hirees to be computer-savvy. It is evident that the computer is to our era what Gutenberg's

printing press was centuries ago (Wise 4); as computers transition from books (which are becoming obsolete) to computers, teachers must be

prepared to use computers as a standard classroom medium. This transition is crucial to understand, as computers lend themselves to interactive

student learning, in contrast with the passive pedagogical activities students endure with "book" learning.

An effective way to transition pre-service teachers to technology-based teaching and curricula is to avoid treating "technology" as a separate topic;

rather, it should be intertwined in all professional studies (and, for secondary teachers, in the major and minor specializations). This change in the

pre-service academic structure is imperative in developing a fearless attitude toward classroom technologies. In this vein, students in teacher

education programs (as well as their in-service counterparts) should also be encouraged to experiment in their teaching methods and their use of

technology. This article suggests several avenues for thus improving accreditation programs.

Reaction:

This article is clearly driven in a positive direction for the academic community. I was especially impressed with the idea of wrapping "technology"

into each pre-service class and area of study. It is indeed true that we teach as we were taught, and if pre-service teachers spend time being

taught their subject matter, methods, and philosophies in a technologically advanced way, they are more likely to use technology themselves in their

classrooms. However, I was looking for more specific suggestions for introducing pre-service technology education. "Using (or increasing, or

implementing) technology" is a catch phrase in this article that is never described or defined, and only one expample is given.

Bibliography:

Woods, Cyndy. At Risk Students Using Technology. The Global Schoolhouse: Articles, Columns & Special Features.

URL:

Submitted by Peng

Abstract:

Cyndy Woods was one of two teachers chosen for the Eruditio Project, which was sponsored by US West, Arizona State

University, and the National Education Association. Her mission was to bring the Internet to the homeless children whom

the Project served. With laptops, a modem, and an Internet connection, Ms. Woods helps her students to explore the

world through such sites as National Geographic, and stay abreast of current events through such sites as Weekly Reader

Galaxy. She writes: "Research confirms what we know about our at-risk students: Their world is narrow and does not

include global issues. As we explored, we sensed that their world was opening, little by little." Throughout her article, Ms.

Woods interjects brief snippets of her journal accounts of one of her students in particular, Arthur. We follow the

maturation of Arthur's mind and concept of the world as he learns about computer hardware and visits virtual worlds. By

the end of her article, Ms. Woods' students are wanting to learn HTML. She concludes by writing: "Inwardly I also beam;

these are the throw-aways of the world—the kids who look tough or dirty. And these are my kids—the kids who want to

learn and who know that knowledge is their path out of poverty and despair. They now know that they can compete and

excel because they understand technology."

Commentary:

While my initial response to reading this article was that I was astonished over the very fact that homeless children were