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Media for Instruction and Learning Magana (2017) asserts that learners who consume content-related information through media are provided multi-means of representation. However, media remains a translational use of technology when it has simply translated what was once analog (textbooks, newspapers, etc.) to digital information (videos, slideshows, audiobooks, etc). To be sure, value is added to student learning potential through the use of media such as digital textbooks, blogs, websites, device apps, videos, etc, all students are able to access content and curriculum due to the multiple means of representation. For technology to be transformational in the classroom we need to employ media to transfer the "locus of control of the learning experience, and cognitive load from teachers to learners (Magana, 2017)." This shift transforms the student from consumer to producer if certain criteria are met. Criteria such as using media tools to produce knowledge artifacts of previously set mastery goals. Further, technology can then transform students from producers to contributors by using their personally created multimedia knowledge artifacts to teach or tutor others. Students and teachers can store these multi-media knowledge artifacts in a single cloud-based location and allow students to become the curators of their learning progress and teachers curators of student-contributed content (Magana, 2017). While recorded teacher produced video lessons or student-produced video tutorials have translational and transformational potential, Kirschner & van Merriënboer Suggested Media Tools: Ted Talks, Edpuzzle, iMovie |
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