Designed By: Ebtesam Alzahmi

Teaching my learners to teach young leaners

Power point file

https://drive.google.com/a/nyit.edu/file/d/1YTgd4g2KHpRZ2Rgb2lDEUJt5MQayIme2/view?usp=sharing

power point show

https://drive.google.com/a/nyit.edu/file/d/1lg1NF_Euq4wWHyPQ0Ks8tRXeGJz2A3-k/view?usp=sharing
 PART ONE

ANALYSIS

Course/Training Topic

The course my students are taking is one of the five courses they study in the Education Department, it is the practicum

course, where my learners are required to analyze and understand how to teach young learners, how to plan for interactive

lessons and how to be creative and create authentic activities from different concepts. My topic is about teaching my learners

to teach young leaners, i.e. I would exemplifies some strategies and methods of information delivery. For example, I will

prepare an entire unit lessons that focuses on the reading skill and yet in cooperate the other three skills writing, listening and

speaking. Moreover, the design of the unit would encounter differentiation based on students learning styles. In this example I

chose the children story book: The Very Hungry Caterpillar, with this story students teachers should be able to focus on three

main contents which are; days of the week, butterfly life cycle and numbers. There are other concepts that can be taught from

this story like food, healthy and non-healthy eating habits, and it’s up to the student teacher to measure their learners’ needs

and then chose the concepts accordingly.

Intended Audience/ Target Learners

I teach Higher Education students in the Bachelor of Education program in a vocational setting. I teach learners who are

somewhat experienced in year four and three of the four years program and the inexperienced cohort in year one and two. For

this design, I will use it with my year two students, I teach them the practicum course, where they learn the strategies and

methods of teaching young learners (primary level). I have 27 student in my class and their age average between 19 and 21,

with couple adult learners who switched from other majors and joined the education department. Students in the Education

program spend four years studying core and elective courses to graduate as primary or as early childhood educators.
Prior Knowledge / Current Knowledge

Students at this level are still learning about creating activities according to their learners’ level. They started to create certain

activities based on a specific goal. But some of them still don’t have the ability to grasp the hidden content from a story. So

this would be a very new and challenging concept for my learners. Hence I choose the very hungry caterpillar story as it has

several hidden concepts that can be taught from one story. Also this story is perfect for the grade level my learners are

teaching (primary level).

Education / Training Time Frame

This course will take place in my learners’ first year, second semester in their specialization (education). As this course

(practicum) is mandatory for their degree subject. In this course students will learn to plan interactive lessons that is mainly

students centered. Thus this project will be a sample that represents all the interactivity elements in teaching main concepts in

a fun environment, with less pressure and mostly students exploring the materials and actively involved in the learning

process.

Desired Learning Goals and Outcomes

This multimedia program have multiple stakeholders that is intended to serve for. The first and main stakeholders are my

learners and the second are the students my learners will teach on their practicum. So this Unit will serve the following goals

and objectives.

For my learners:

• Identify several concepts (themes) that can be taught from the “very hungry caterpillar story”

• Plan and create an interactive student-centered learning activities and formative assessments that covers at least

three main concepts from the story

• Create interactive summative assessment based on the concepts taught.

For my learners young learners (Primary mostly KG)

• Recognize and count numbers from one to ten.

• Understand the butterfly like cycle.

• Recognize and name the days of the week

Available Materials

The only multimedia too I used to design both effective and interactive instructional design program, is PowerPoint. I used

varies tools and actions in PowerPoint, such as drawings, creating objects, importing text, importing videos, importing

images, animation, triggers, interactive hyperlinks. Moreover, I used audacity to record, create and edit professional sounds

and audio, then I imported it to PowerPoint. All of these tools helped in designing a student centered program that is

interactive and motivating for young learners. All is needed to run this program, is for the teacher to take students to the IT

room so each leaners can use a PC to run PowerPoint. If the teacher wishes to demonstrate how the program is run she would

require a data show and projector connected to a PC or a laptop.

Enhance Training and Learning

This interactive multimedia program would provide learners with an interactive platform that is in line with learners’ needs

and learning styles. With this interactive multimedia tool the style and method of teaching will shift from teacher centered

class to students centered learning environment. Hence, students will experience a richer learning environment and a

productive learning experience. An interactive multimedia tool will act as an external motivator for learners plus they will

have fun while they are learning.

Implementing the Program /Technology Infrastructure

Each of my learners has her own laptop and tablet (Mac and Windows), they can use it in their regular class. The college

library can also accommodate my learners in the students learning centers where it equipped with more than 30 PCs. There
are several rooms in campus that has a projector and a data show, we can analyze the multimedia tool as a class then students

can explore it further on their own and at their own pace. There are also other rooms than students can book individually or as

a group and they can work in independently.

Implementation Time Frame

This interactive multimedia program will have two main methodologies, design and development and implementation. For

the design and development I will spend eight weeks in designing and developing the activities, materials and the overall plan

and creation of the multimedia tool. Then in the following week I will start the implementation of this multimedia program. .

This will take up to eight session of implementation in two weeks frame. Every week we will implement this for four sessions

a 45 minute each. Students will analyze all the units and all the activities and assessments.

DESIGN

Content and Scope

Project content:

Curriculum integration using three units based on the concepts from “the very hungry caterpillar” story book.

Unit one Math: Numbers from one to ten

Unit two Science: Butterfly life cycle

Unit three English: Days of the week

Scope:

I would start the session by reading the story of “the very hungry caterpillar” I will show my learners a video that I already

downloaded and imbedded in the PowerPoint. Then I will show learners the flow chart and explain to them how they can
create activities using integrated curriculum concept. Then I will show the first unit in details and analyze it, in terms of how

it encounters young learners’ levels, learning styles, interests, students centered, interactivity, engagement, and most

importantly assessment. So they would realize that the unit is build based on teaching or giving the concept in (explore), then

practice the concept in (practice) and then (test), to check students understanding. If needed the instructional design of this

unit will allow young learners to go and revise the information again as it is self-paced. So this would minimized a lot of

teacher talk and emphasize on students centered pedagogy. The same concept if applied to two more units, and then at the end

of the course there is an assessment (summative) that will measure students understanding of the content.

Learning Objectives

My main learning objective for this program is to help my learners understand, identify and analyze the key pedagogical

concepts from a unit of activities created from a story book, like: interactivity, delivery of information, motivation, and

creativity, encountering different learning styles, differentiation, creating effective summative and formative assessments.

Hence, the interactive multimedia program is designed to help primary learners (Kindergarten) to recognize and count

numbers from one to ten, understand and re order the butterfly life cycle and recognize and name the days of the week.
 Flowchart

Teach My Learners to Teach Younger Learners

Reading Children’s Story book: The Very Hungry Caterpillar

Story Days of
More Butterfly Credit Assessm
the Week Numbers
Fun Life Cycle ent
1 to 10
Explore Test
Practice Explore Test Explore Test
Practice Practice
Assessment Methods

When teaching young children I always encourage my students (student teachers) to constantly check their understanding

during the learning process. So in this multimedia program I have created three units and in each unit there is one formative

assessment. Young learners will explore the content, practice it and then they will have a small formative assessment to check

their understanding of each unit. The formative assessments includes different type of questions like, completing the sentence,

re ordering the butterfly life cycle, numbering in order from one to ten.

All of the assessment tools are in line with students’ level, and slightly challenging to help scaffold learners. Scaffolding is

greatly implemented in this multimedia design program, as the instructional design and technology play the role of the more

knowledgeable other.

If students passed the test they can move on to the following unit. And if the teacher noticed that some students were

struggling they can go back to the content are and re do all the activities. Then test them again to make sure that they are

ready to move on to the next unit. This instructional multimedia program has three formative assessments and one summative

assessment at the end of the course. These assessment are designed to measure students’ comprehension and to evaluate if the

course / unit learning outcomes were met effectively. And it would also allow the teacher to re-evaluate the content and the

instructional design of the program if learning outcomes were unsuccessfully met.

The summative assessment is a little bit challenging and the purpose of it not only to review students understanding of the

course, but also to help to scaffold their learning and take them to another level of the learning process.

Improve Learning Motivation

This multimedia program was designed based on these four elements (challenge, curiosity, control and fantasy) to ensure an

effective learning motivation environment for young learners. This multimedia program is extremely interactive, and it wean

off the focus from the teachers. It’s entirely student centered and it is so obvious that the learning has to be taken place from
within. Students can solely interact with the program and learn and reflect on their learning as well. Students will be in charge

for their own learning as they will have the control to do so using this designed multimedia program. The teacher role would

be to monitor and facilitate the learning while students are engaged with the multimedia program.

The activities within this multimedia program are somewhat challenging and exciting for young students. It was designed to

be within young learners’ abilities therefore they won’t feel anxious nor bored about the content. The program was designed

so learners will not feel intimidated about the level of questions and the activities nor bored, it will be useful and interactive

all the way till the end.

When students first use this multimedia program they need to investigate and explore it, this will open the door of curiosity

for learners and will help them to engage themselves in the content, thus the intrinsic motivation will keep them motivated

and engaged in the learning process. Hence, I will demonstrate to my adult learners how they can implement motivation

within the learning process. They need to encounter the end goal and the purpose and design interesting and fun activities, so

they can keep their young learners interested in learning.

Students would feel a sense of pleasure in their personal accomplishment once they move through the activities and from one

test to another. Hence, I would recommend my adult learners to help their young learners more by surprising them through

linking their feeling of accomplishment with the pleasure of receiving a reward or external motivators due to their hard work

and commitment to the learning process.

 PART 2

DEVELOPMENT

Media content

Most of the pictures and images used in this project were from google images, or from my personal design and drawings

using multimedia authoring tool (PowerPoint|), with application of animation techniques. The audio files impeded in this

project were voice recording of my own voice using Audacity Program, audio from PowerPoint itself and background sounds

from the internet recorded through audacity. The video files were downloaded first then uploaded to this multimedia tool from

YouTube.

Challenges

While developing this interactive multimedia tool, I encountered three main challenges, which I managed to overcome

eventually through time.

The first challenge was the hyperlinks. I have embedded several hyperlinks in my multimedia tool, and I had to check that

they work continuously. When I tested the program before the implementation I noticed that few links didn’t work, and I

didn’t keep a record of them. So it took me some time to find the links again and re imbed them. So a note to myself for future

practice, to keep a word document with all the links used in the multimedia tool just in case for back up. Even after

implementation I had checked the links again to make sure that they are working appropriately.

The second challenge was the navigation buttons. I have lots of navigation buttons in my multimedia tool and in every slide

there is three and more navigation icons. So when creating the program it was confusing to stay focus and make sure that the

right arrow is actioned to take the user to the next slide and the left arrow for the previous slide and the home icon to take
them to the menu page. Or if it was assigned to another action. When testing the program I found few errors that were

modified immediately.

The third challenge was to come up with original ideas to create the program, in terms of interactivity and content

knowledge. Hence this was my biggest challenge to organize the materials in folders on my computer so it would be easy for

me to organize and build content. When I first started working on this projects all the materials were in one folder and not

organized based on the units I planned to build upon, thus it was very challenging to me to be able to put my work together.

My fourth and last challenge was to review my project both before and after implementation and throughout the stage of

building the program. Reviewing the content and the animation and triggers consumed a lot of time, as I work on one slide to

another something happens and change in the previous slides. So I go back and fix it, going forth and back through slides was

time confusing and confusing at the same moment. So a tip for me in the future is to keep working on the structure of the

project and keep the reviewing and editing till the end.

Copyright issue

I tried to put in my own work almost in the entire project, but occasionally when needed I only used images where content

owners allowed for the reproduction and reuse of their work. At the end of my project before publishing it to my learners I

added a copyright disclaimer note and I assigned credit to my work and course instructor.
 IMPLEMENTATION

Learning Environment

The learning location was at Education department meeting area, I invited few students from year one in the Education

Department to implement this program with. Due to the unstable start to this academic year. We still did not finalize students

registration for this semester, thus I had to send an email to my learners and whoever volunteered to come to college I used to

implement the project on. Only 5 students came and they were using their PCs, I sent them the link of the presentation that I

uploaded on my google drive. They were all able to install the PowerPoint show on their laptops and start the program. Three

of my students did not give me their consent on taking pictures of them (even though I indicated that it would be from their

backs and I won’t show their faces). I respected my students wish and was only able to take pictures of two of my learners

who gave me their verbal consent.

Implementation plan

I implemented the program on 5 students of year one in the education department. The implementation lasted for 50 minutes

(one class session). I asked for the Ed-Tech staff to attend the session for assistance just in case we needed his help, he was

with us till the end of the session.

At first I asked students to open their laptops and put their headsets on, then I asked them to navigate through the program on

their own as much as they can. I told them that they can ask me any question they have, since this is their first time using this

program and since it’s a guide for them to create one on their own later. I wanted them to go through the content and figure

out themselves how to progress.

I wrote on the board that they need to go over at least one unit before they proceed to the final assessment page. They need to

see an entire example of how to teach elementary content interactively using multimedia interactive tool.
The implementation in general went very well at the beginning, students found it easy to navigate till they reached the

interface slide. When they reached this slide they were confused on what to click on. The interface page had several content

pages, and in general it had three main units of content and it had the final assessment page (student’s project description) and

assessment for the content (children content material), this caused some confusion.

Questions

Which option should they click on the interface page?

Students were asking questions about the interface page and what should they go through fist. I explained that the interface

page should take them to three main units that were built in this program. And the remaining action buttons were for ease

access pages for the external recourses, their final assessment and

credits and so. And in regards to the main content pages they were

advised to choose any content as each is built fully were young

learners can explore the content, practice it and have a test on it.

How to complete the final assessment?

Students asked me about their final assessment, and how to complete it, even though everything is explained towards the last

pages of the program, but since they still haven’t reached that page yet, they kept asking about the final assessment. I advised
them that they need to go through the program and at the end they will reach to final assessment task description and

everything is there for their information. They can revisit this page from the interface menu anytime they want. Once they

reached it is was all clear to them and they thought it would be very interesting to create such programs for young learners to

help them become responsible for their own learning and to work at their own pace. It can also be used by the parents to help

their children and be aware at what level of teaching they reached.

Where to send the assignment?

Students asked about the method of turning in the assignment and I missed this part, I did not include it in the program, but I

meant to inform them verbally at the end. So they were advised to create an account in google drive and then submit me the

link of their work via blackboard site. They should submit three links in total. One for the presentation itself, another for the

presentation after they convert it to a video or save it as a show, and last for their written project.

EVALUATION

A. Formative evaluation
 In this interactive multimedia tool I impeded several formative assessments for young learners. After young learners

explore and practice each unit, they would take a test. The test examines the content explained before.

As for my adult learners, they formative assessment would be when they develop their interactive multimedia program. They

would start with it step by step and those steps would be evaluated as per the below reviews.

Designer review

Before implementing y program I had to review it all first and fix all the bugs and what needed to be fixed or improved. As a

program designer I created the program in such way that it could help my learners. I meant to create it in a way that would

show them an authentic example of teaching live contents to primary learners. While developing the program I received
continuous feedback from the Multimedia and Authoring course instructor Dr. Shiang-Kwei Wang, and changes were made

accordingly.

Expert review

I asked one of my colleagues at work who happens to be an Ed-Tech expert to go through my program and give me his

constructive feedback on what needs to be improves or modified. He gave me his comments and he pointed out two main

aspects that needed to be modified. He pointed out to some hyperlinks that opened the same page in the external resources

page. I fixed that immediately. And he also mentioned that three slides in one of the content units missed the back button and

I added them right away. After the implementation he commented that the animation and the triggers seemed to be very

interactive and they worked very well and smoothly. Though I was concerned that they would be overwhelming and

distracting, but they turned to be engaging. He commented that how the program is “user friendly and easy to navigate

through”.

Peer review

I asked my colleagues who are with me in the same course to give me their feedback on the program, through the discussion

board. And below are their comments:

Amnas’ comments were takin into consideration and changed accordingly, I speed up the animation time for the days of the

week slide and I changed the animation for slide 41 for the test.

As per Rasha’s and Mozah’s comments regarding the background music, I planned to add one when the program is finished

and so I did.

Field Trial

My field trial was the implementation of the program on my five learners. I asked my learners for feedback regarding the

program, and mainly I advised them to point out any standing out and noticeable items that needs improvement or change. My

learners did not comment on any changes to be done, rather they asked few questions which I mentioned above in the

questions and issues section. But overall they seemed to be engaged while they were navigating through the program. And

few of them did commented that they wish if the college based courses are offered in the same way as it would be easy for

them to navigate through the course and see what’s coming. Also to take their time with their own learning process. My

response was this is why I exposed them to such concept so they can be able to create such programs for their students as

well.
B. Summative evaluation

In this interactive multimedia tool, there were couple of formative assessments. One was for primary students based on their

engagement with the content of the program and another was for my adult learners based on their participation and

understanding of the design project.

In addition to the quizzes within the presentation program for primary students, there were a final assessment for each unit.

The questions of the final assessment varied from selecting the correct answer, multiple choice, ordering, and matching. The

quizzes and the final test was created to measure students’ comprehension of the units taught and to measure if the course

goals were met or not.

On the other hand, I had another final assessment for my adult learners to also evaluate the effectiveness of this design project

and check their understanding, through practical design and implementation of a similar design project. The assessment that

was set up to measure students’ learning outcomes was divided to three main parts and will be checked continuously along the

way of creating and designing the project, but will be marked at the end as one whole project using the below rubric:

Flowchart

Prior to the completion of the final project, Students were asked to the complete a flowchart of their project. Basically the

flowchart will act as a design proposal for their final project. In their

flowchart students were asked to include the following:

• Descriptions of the interactions that will take place (what will each

button do)

• A list of all media they intend to use (media are sounds, pictures,

videos, etc.). Their media can change in the develop phase, but they should have a very good idea of all the media in

the design phase.

Interactive multimedia design project

 Students have to be engaged in this fairly open-ended assignment. Where they needed to create an interactive multimedia

project using PowerPoint that their students (during practicum) will use in the classroom. The project should teach some

specific aspect of their curriculum. In the project presentation, towards the end slides the final assessment was described in

details and students who went through the program should be aware of the requirements and the marking criteria. Students

were asked to plan and create an interactive student-centered learning activities and formative assessments that covers at least

three main concepts from a story. They also needed to create interactive summative assessment based on the concepts taught.

Report

In their report students were asked to include a brief description of their project, provide their detailed flowchart and explain

why they have involved interactivity and how it may help their young leaners learning or motivation level. Their report should

be supported with educational learning theories, of their studies. They need to show differentiation and justify the use of it

along with encountering the different learning styles.

The below criteria will determine students success in the final assessment.

Content (30 Points) Conventions (20 Points) Organization (30 Points) Presentation (20 Points)

• Is well thought out and clear • No spelling, grammatical, • Information is clearly • Multimedia is used to clarify

objectives are stated for the or punctuation errors focused in an organized and illustrate the main points

project • Appropriate use of media and thoughtful manner • Format enhances the content

• Has clear goal that is related elements • Information is constructed • Presentation captures
to the topic • All media elements other in a logical pattern to audience attention

• Is accurate than clip art are cited and support the solution • Presentation is organized and
evidence is shown of well laid out
• Additions or improvements permission being granted • All parts of the project • Slides look professional,

to the project are described in for use or permission being work as they should including elements lined up,

the write-up. sought • Project navigation is clear consistent button shapes and

• Assessment plan (assignment to the user sizes, etc.

for students only)

• Sufficient complexity and

depth of content

Observation

During implementation, I was observing students engagement and curiosity to go through the program and discover its

elements and features. They were eager to test if it’s really would be students-centered and that students’ are in charge of their

own learning. Also they wanted to see for real if they are the only ones who would be engaged with the content directly

without the interruption of the course teacher. Moreover students out loud were asking about the assessment how could they

be included in such program, they have the idea that for the teacher to assess learner, the teacher herself should be doing the

assessment face to face. But so I don’t kill their curiosity I asked them to navigate through the program, and discover for

themselves.

Students’ learning motivation

I did not face any problem with students’ motivation, as they all were very eager to try the new program and as explained

above they had their curiosity level up high which was more than enough to motivate them. Not to mention that the program

itself was engaging because of the trigger animations and action buttons. The topic and the program itself was engaging to my

learners and they were motivated to see the end results and to see what their final assessment would be about.
Students’ interaction with the program

Since this was the very first time for my learners to be exposed to such theme/idea and content of this area, I was using the

projector to go along with them as they progress through the slides, but at the same time I kept the door open for their own

surfing. They were encouraged to ask questions and communicate as needed, if they wanted more clarification or assistance,

they get my instant help and support. Once they reached the interface page I noticed that students were concerned about how

to progress from their and if they would be able to go back to the previous slides if they needed to. I explained to them that the

purpose of having several navigation buttons. Hence, they were relieved and tried the navigation and were amazed that the

program is so user friendly.

Successful use of action buttons

After explaining the action buttons from the interface page, learners seemed to get the hang of it and they used them more

comfortably. It was quite clear to them from their and they knew how to play the video and solve the tasks and quizzes.

Navigation

The navigations didn’t take much effort for my learners to figure out, as they were self-explanatory. The arrow to proceed to

the next page is obvious and indicates what it stands for. Just like the home page and the previous page. Couple students were

clicking on all the navigation buttons once they started the program to better understand their purpose, and once they got the

hang of it, they were using it as needed to progress through the program at their own pace.

Discussion
There was some discussion going around between students and myself (course teacher) regarding the program. And I did not

mind that at all nor I interfered how much the communication/ conversation took place. I believe that learning is a social

activity, hence I opened the door for my learners to discuss, ask and inquire about anything within the topic frame. But as they

progress through the program I noticed that they became quiet and focused on task. They moved through the program at their

own pace, some moved faster than the others and others took their time to review the content and the features of the program.

But as they came towards the end, they started a discussion again about their final assessment, and what they needed to do.

Favorite sections

Learners made general comments about the layout of the project and how it starts very professional when its addressed to

them as adults and it get very interactive and catching when it’s addressed to young children. They liked the embedded videos

and links and external resources, and even more the animations and triggers. They mostly enjoyed the second unit about

butterfly life cycle. That was most of my learners’ favorite part and activities, they noticed the varieties of learning styles and

differentiation implemented, as well as interactivity levels.

Support materials

Students needed a google account to access their drive to open the PowerPoint show.

Completion of tasks

The 50 minutes class time was not enough for learners to start their final assessment but they had a month period to work on

developing the program and then on the following month to implement it during their teaching practice. And within two to

three weeks of implementation they are required to prepare the final written report.

Facilitating learning
I believe this styles of creating interactive content programs can be used in another ways in the education department. I can

create self-paced programs to teach other concepts and students’ will have the ownership and the responsibility of their own

learning. Hence, students can also create and prepare the lessons in advance to teach their young learners during practicum.

This would save their time and ensure quality learning. Students will be exposed to authentic practice of language and

information.

Other summative evaluation

Revising or modifying the program

I would include audio instructions in as needed to help make the program more self-paced. Where they would be no need for

the face to face interaction with the teacher, so students can be amerced deeply with the learning experience.

I would add more activities that serves the purpose for in cooperating more speaking, reading, listening and writing skills

within the program itself.

Weaknesses

I found two main weakness to my program, one is the volume level. I noticed that the volume level of my recording in some

slides differ. In some slides it’s very loud and clear and in others it’s very low. I will try to fix this issue so the volume would

be the same in all slides.

Moreover, when starting the program it’s very slow, it takes a while to open. I think this is caused due to the huge amount of

materials put in the program, hence it takes time to load and read the program. Or it might be an internet connection problem.

Either way, to overcome such issue all is needed is to open and upload the program in advance before students enter the class,

so everything would be ready for them. Thus class time won’t be wasted.
Strengths

The biggest strength of this program is that it is self-paced program, where students can work and follow instructions on their

own. Everything is pre explained and learners need to go through the program and move from one level to another.

The tasks are already set in the program and learners need to get them done at their own pace, they can also pause and

continue at any time.

The activities and the assessment in this program, are fairly open ended and students can be creative in creating and designing

another program of similar interest.

Recommendation

I would recommend to extend the idea of such interactive multimedia program to be teaching some core elements of some

core or elective courses for the education department. The program could extend to include more content knowledge so it

could it last for the entire semester or month or cycles as per the course teacher needs.

What did you think would be covered in this course but was not?

I was going to include more units in the program so it could last for several courses/cycles and cover as much of the course

content as possible. Currently from the story I was able to cover three units for young learners, where I could expand to names

of food and vocabulary. Also incorporate more listening speaking, reading and writing activities, for young learners. I thought

that including these elements would expose learners to more linguistic context and would be a great example for my adult

learners to feel the differentiation and encountering learners learning styles in teaching and developing content.
Gap between expectation (learning objectives) and Learners’ performance

Since this program was created in line with the course learning outcomes of the Education program course, hence there was

no gab between expectations (learning objectives) and learners’ performance. I believe that this program can be delivered in

any Education practicum course, as the main purpose of this is to be able to create interactive multimedia program to engage

young learners in content knowledge of any subject.

Impact of technology integration

Using interactive PowerPoint with my learners was the very first experience for them and for me as their instructor as well.

But it was a very good experience, as it took learners out of their usual and same old same old class time routine. Students

enjoyed using PowerPoint and at first they were all surprised that this interactive program is actually designed and created

with PowerPoint only. But they loved how activities and assessments were alive and interactive.

In the future I would still prefer to use PPT interactive program to teach the same unit and create more other content units, to

create interactive lessons and give my learners the opportunity to use the self-paced programs. And to be able to create the

same for their young learners.

Defiantly this interactive program that was created using PPT is more effective and motivating than a regular lectures.

Students at most will have the main advantage which is to re-watch the lecture or go over the content as much as they want

and need. As for lectures it can be boring and distracting and learners may not retain from it as much as they would do if they

were authentically engaged with the content and the lessons.

 PART THREE

Here is the link to the screen-cast for this design document

https://drive.google.com/file/d/1VsJjyBjMNh2EFjIcSbCgxwI99r9wzmCj/view?usp=sharing