Personal Finance in the Classroom: Multimedia and Hypermedia

Multimedia, “a combination of media” (Roblyer& Doering, 2013), and hypermedia, “linked or interactive media” (Roblyer& Doering, 2013) are tools which can greatly enhance the classroom experience. Three advantages that hypermedia brings to the classroom are increased student engagement, improved efficiency, and the ability to simultaneously engage different types of learners.

Engaging students is a day to day challenge for teachers. As a student, I struggled to be engaged in classes where I felt the instructor seemed unprepared, which made time spent in class seem like a waste. Research has shown that instructors who utilize hypermedia such as PowerPoint are reported to be “more effective, informed and prepared then instructors in other sections.” (Roblyer& Doering, 2013)

Hypermedia reference tools such as Investopedia Dictionary (http://www.investopedia.com/dictionary/) can help students by “making searching for information…both easy and efficient.” (Roblyer& Doering, 2013) Even though key terms should be defined in your lecture or textbook, student may encounter unfamiliar terms while reading or researching at home. With hypermedia reference tools, understanding new terminology is only a mouse click away.

Audio and video production software such as Adobe Flash provides a platform for classroom instructors to engage a larger portion of students in a class. One integration strategy is to use “audio and video examples as a way to spark discussion or to help students analyze their own behavior.” (Roblyer& Doering, 2013) Individual students learn in “different ways and have different levels of reading comprehension.” (Roblyer& Doering, 2013) For this reason, it is vital to connect with them in as many ways as is possible. Some students are auditory learners, while others are more visual. Hypermedia that combine multiple resources such as images, audio recording, and text (Roblyer& Doering, 2013) simultaneously can more effectively engage a more diverse group of learners than tradition lectures. Other platforms such as YouTube offer an opportunity to share videos with students and other teachers, as well as find pre-produced content that fits into your content area.  Embedded below is video which demonstrates this concept.
 

 



                                                          References
Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed.,pp.179-196). Boston, Massachusetts: Pearson Education, Inc.

atlantageorgias's channel. (2013). How to get out of debt and save money [Web]. Retrieved from https://www.youtube.com/watch?v=7l7HfVPI7wM

The Basic Suite: Making Life Easier for Everyone

                             

 As a high school student in the 1980’s, we did not have the benefit of using basic suite software. When I enrolled in my first college class over twenty years later, one of the first skills I needed to acquire was the ability to use the basic suite. More specifically I learned to use word processing, spreadsheet, and presentation software.  The reason I needed to learn to use these programs is one of the main reasons teachers should use them. They save time!  In today’s fast paced world, any tool that can reduce time spent on individual tasks can ultimately improve overall productivity. Word processing software allows teachers to modify documents rather than creating new ones when corrections or updates are needed (Roblyer & Doering, 2013).  Additionally, spreadsheets can be used to quickly tabulate grades and sort them by a variety of characteristics (Roblyer & Doering, 2013). The time saving features of presentation software are less obvious, but remember the saying “a picture is worth a thousand words?”  In the context of presentation software, images used to support lecture material can help illustrate complex relationships or concepts using graphic depictions such as flowcharts (Roblyer & Doering, 2013).   Also, there are aspects of presentation software which are appealing to visual learners and can help you keep these learners focused during a lecture.

Spreadsheet software is a powerful tool as it can be instrumental in helping students learn personal finance. Once students acquire some basic skills and techniques with the software, they can apply it to their own personal budgeting. However, spreadsheet software’s increased capabilities, relative to programs such as word processers, can be problematic to students if not carefully implemented (Roblyer & Doering, 2013).  The trick is to familiarize students with the software before introducing them to the mathematical concepts, which could be intimidating. After they are comfortable with the software, simple computations can be used to demonstrate the software’s ability to make their life easier, in the classroom and beyond. In this way, the issue of intimidation can be eliminated before moving on to more complex financial concepts (Roblyer & Doering, 2013). I have posted a link to a video below that is a good example of what can be achieved with basic arithmetic and a solid understanding of spreadsheet software capabilities.

 https://www.youtube.com/watch?v=twRRneQd8W0  (freetubetutorials,2008)

References

Roblyer , M. D., & Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 109-133). Boston, Massachusetts: Pearson Education, Inc.

freetubetutorials. (2008). Excel basics - how to create a budget on a spreadsheet [Web]. Retrieved from https://www.youtube.com/watch?v=twRRneQd8W0