Classroom Multimedia Implementation

Stainable Learning

Long and short term memory

Multimedia Offers

Differentiated Learning Experiences

Richer Assessment Opportunities

Encourages Creativity

Connect Circumstances of school and home

Peer Assessment Multimedia

Multimedia Infused With Lesson Plans

FaceBook

Online Peer Assessment Tool

Free and Easy to Utilize

E-Books

Designing Process

Innovative Thinking

Social Robots

Social Robots

one-on-one Tutoring

Student-Teacher

Narrated PowerPoint Presentation

2nd Language Learners

Count a-Longs

Game-Based

Motivation Building

Playing Atmosphere

Student's AchieAchievementsments

Rubric Assessment

Cognitive Level Increases

Student Social Motivation Levels Increases

Conclusion

References

• References Alaniz, Katie; Sikora, Joshua; Wilson, Dawn (2017). Digital media in today's classrooms: the potential for meaningful teaching, learning, and assessment (1st ed). Lanham, MD: Rowman & Littlefield. Chandra, S., Dillenbourg, P., & Paiva, A. (2019). Children teach handwriting to a social robot with different learning competencies. International Journal of Social Robotics, 1-28. Demir, M. (2018). Using online peer assessment in an instructional technology and material design course through social media. Higher Education, 75(3), 399-414. Fiorella, L., Kuhlmann, S., & Vogel-Walcutt, J. J. (2019). Effects of playing an educational math game that incorporates learning by teaching. Journal of Educational Computing Research, 57(6), 1495-1512. Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies, 22(2), 623-645. Hwang, G., Nien-Ting Tu, & Wang, X. (2018). Creating interactive E-books through learning by design: The impacts of guided peer-feedback on students? learning achievements and project outcomes in science courses. Journal of Educational Technology & Society, 21(1), 25-36. Jozwik, S. L., Freeman-Green, S., Kaczorowski, T. L., & Douglas, K. H. (2020). Effects of peer-assisted multimedia vocabulary instruction for high school english language learners. Reading & Writing Quarterly,1-19. doi:10.1080/10573569.2020.1723153 Li, L. (2019). Using game-based training to improve students' assessment skills and intrinsic motivation in peer assessment. Innovations in Education and Teaching International, 56(4), 423-433. Liu, M., Liu, S., Pan, Z., Zou, W., & Li, C. (2019). Examining science learning and attitude by at-risk students after they used a multimedia-enriched problem-based learning environment. Interdisciplinary Journal of Problem-Based Learning, 13(1), 6. Oberfoell, A., & Correia, A. (2016). Understanding the role of the modality principle in multimedia learning environments. Journal of Computer Assisted Learning, 32(6), 607-617.

4th Grade Math CLass

• Orders of Opertions 1. Write PEMDAS on the projector and ask student to write what they know about this acronym at the bottom of their worksheet. Give them a three seconds to write down their response. Then quote the phase: Please Excuse My Dear Aunt Sally, then have the class repeat the phase. 2. Present a Video that explains the PEMDAS and process, stop the video at the worksheet. This is the same worksheet they have written what they know about PEMDAS. The narrative PowerPoint will help the students complete the first three equations. Using one slide per equation. 3. The next slide will ask them to solve the 4th equation on their own using their personal whiteboards. 4. The students will swap whiteboards and assess the answers of their peers. 5. The video will continue with step by step solution for the students to assess how they did. 6. The students will work the next problem in the same manner, only they will keep the partner from the last round. 7. The students will be reminded to quote the acronym or use the PEMDAS directive list as they are solving the equation. 8. The peers will swap, assess and make any corrections if necessary. 9. I will review the answers with the students. 10. I will ask them to write down if PEMDAS is what they thought they knew and write down what they learned.