1.Describe five benefits for students when they are allowed to create multimedia presentations in the classroom.

Five benefits for students when they can create multimedia presentations include stimulating the senses; multimedia uses multiple forms of text, audio, images, animation, and/or video to convey information. Different forms of media stimulate the senses making it appealing for different types of learning styles and modes (Gardner, 1999). This increases the chances that a diversity of students will be able to understand the information. Promotes active learning, when students use multimedia software as part of their learning activities, it allows them to construct information in ways that make more sense to them. Students learn more and enjoy learning when they are actively involved in their learning rather than being passive listeners. Active learning, which includes collaborative and social interactions where students exchange ideas and share work responsibilities, helps students to develop important skills needed in the 21st century workplace. Nonlinear presentations also allow viewers to be active in their learning by letting them choose what they want to learn and how fast or slow they might need to learn it. Provides practice in using 21st century skills in a digital age where everything is visually stimulating and access to information has grown exponentially, students need help in learning to handle the mass of information they encounter. Multimedia programs like Microsoft PowerPoint provide the kind of opportunities that let students practice research and information literacy, creativity, critical thinking, and ethical use of technology. When used as active learning tools, nonlinear multimedia also encourages deep thinking and organizational skills as students make decisions about what information is relevant, how information should be grouped and organized, and how other forms of media can support and enhance text-based information. Offers opportunities for ethical use of technology when using multimedia, ethical use of technology becomes a very serious issue in the classroom because so much of the todays media is found on the Internet. Even though we live in an age where many of these resources are freely accessible, they are not always free to use. It is important that students know what types of media they can legally use and how to give original authors appropriate credit for their work. As you learned in a previous chapter, there are some of the important terms to remember when considering the ethical use of technology. The final benefit is it enhances nonlinear thinking. Nonlinear multimedia tools (those that include hyperlinks) offer viewers many advantages that can engage students in the learning process. Linear is like reading a book where you read from page to page. Nonlinear is like reading information on the Internet where you can click on hyperlinks to go to any page of choice. Microsoft PowerPoint offers todays classroom teachers the opportunity to

move from a largely linear learning environment to an environment that is increasingly nonlinear and these environments offer viewers many benefits. 2.What is the difference between linear and nonlinear multimedia? There are two categories of multimedialinear and nonlinear. Linear multimedia tools generally progress from one slide to the next and are commonly used by instructors as a supplementary teaching aid. This form of multimedia tends to limit learning potential because it does not require active participation. On the other hand, nonlinear multimedia tools (those that include hyperlinks) offer viewers many advantages that can engage students in the learning process. Linear is like reading a book where you read from page to page. Nonlinear is like reading information on the Internet where you can click on hyperlinks to go to any page of choice. Microsoft PowerPoint offers todays classroom teachers the opportunity to move from a largely linear learning environment to an environment that is increasingly nonlinear and these environments offer viewers many benefits. 3.What are five benefits that nonlinear multimedia presentations offer viewers? Five benefits that nonlinear multimedia presentations offer viewers include promoting cognitive flexibility in learning, which is needed in a time when so much of the available information found on the Internet requires the viewer to connect and synthesize facts according to their own needs (Spiro & Jehng, 1990). According to cognitive flexibility theory, learners benefit from retrieving information in the nonlinear manner because (1) it allows them to develop complex schemata or mental models and (2) enables them to use their knowledge in a flexible manner (Jacobson & Archodidou, 2000). Nonlinear environments also (3) allow the viewer choices on how they want to learn the information making it personally more meaningful. Also, (4) using nonlinear presentations, viewers can choose to view only the information they need rather than having to view what they already know. Finally, (5) viewers can learn at their own pace as they explore information in a nonlinear environment.

4. Explain copyright laws, public domain and fair use guidelines and describe how these terms relate to using multimedia in the classroom. Copyright laws give the creator of an original work, or intellectual property (e.g. poem, song, book, artwork, etc.) exclusive rights to it, usually for a limited time. All information on the Internet is copyrighted unless otherwise specified. If you are unsure if the information or media is copyrighted and you want to use it in your

multimedia project, you should look for contact information where you can ask permission. If no contact is available, it is best not to include the media in your multimedia project. Public domain and fair use guidelines allow limited use of copyrighted material in multimedia projects without requiring permission from the owner. This means that educators and students have rights to use only a limited amount of media for classroom purposes only. These terms relate to a classroom using multimedia because when you create something such as a PowerPoint you will most likely use sources from other sites and have to cite your sources. 5. What can students do to show that they are using multimedia resources ethically?

Students can keep a bibliography of where they obtain multimedia resources (e.g., text, sounds, videos, music, etc.). They can easily do this by using a word processing document or a reference slide in the multimedia presentation. Middle to high school students may be required to cite their references in a particular format such as APA or MLA while younger students may only need to copy and paste the URL or Internet address where they find media. In either case, finding and referencing media is a perfect opportunity to teach students about ethical use of technology and have them to put their newly acquired knowledge into practice. 6. Describe three benefits for teachers as they let students use presentation software in the classroom. Three benefits for teachers include help communicate instruction when teachers use different forms of media (e.g., text, video, audio, animations, etc.) to communicate a topic, the potential for learning is increased for a variety of learnersboth those who learn best with text or words and those who learn best when presented with sounds. Nonlinear multimedia is especially beneficial for learners who prefer active, problembased, and self-directed learning (Rabe & Cadorna-Carlow, 2007) and has been shown to foster higher-order, complex reasoning skills in students (Lima, Koehler, & Spiro, 2004). Provides practice in facilitating learning while multimedia technology offers teachers multiple ways of engaging students in the learning process, it also presents challenges for teachers. One of the challenges lies in the fact that certain multimedia tools promote far more active learning and student decision-making than others (Jacobson & Archodidou, 2000; Spiro & Jehng, 1990). While this kind of instruction tends to increase learning (Mayer 2005), teachers must find creative and effective ways to manage the classroom environment, resources, and student behavior when incorporating more activity and independence. Movement and talking are increased while students collaborate with their peers and engage in active learning. In these

kinds of classrooms teachers must learn to facilitate, assist, and monitor students while they work on their own or in groups. Teachers also must spend more time planning instruction so that technology resources are ready for independent work and back up lesson plans are ready in case the technology fails. Students can take on the role of expert as they construct their knowledge and help peers. Teachers take on the role of designer and facilitator as they design learning experiences that will facilitate and engage students in their learning. It also offers opportunities to differentiate instruction. Multimedia presentation software provides opportunities to differentiate instruction. Particularly when instructional presentations include hyperlinks, they provide students choices in their learning. Students can click on a chosen topic and view only what is needed rather than what they have already seen or learned. As a result, teachers can use the same multimedia presentation to show information that needs to be learned, reviewed, or reinforced. Whatever the case may be, students only view only the information they need and do so at their own pace, providing for individualized instruction. Research shows that when students can interact with the presentation and control the pace of it, they tend to learn more (Mayer, 2005). Also, teachers can record their voice within Microsoft PowerPoint, providing the means to differentiate instruction for slow readers, visually impaired, and ESL students.