Second Resource: Book Builder

Book builder is a web-based tool that is available online (Book builder, n.d. online). The descriptive account is that it is an authoring tool that can be used to create a book online. This online book can have many features. Images and videos can be attached and they will be displayed on a YouTube screen. At the side, information can be typed in the form of text. Besides this, below the screen, a sound recording can be created. This is to say that information can be displayed to the reader with text, sound, and visual media. Therefore, it offers to produce a unique online book that includes symbolic and iconic signs. Nonetheless, information can only be placed by following the instructions. Additionally, the multiple types of information are only available to the reader by using instruction function buttons.

Book builder print screen

This software program is useful for an educational purpose in various situations. For example, if an abstract concept, such as a theory of something, is explained, it can be written down in a textual format (Byrant et al 2015, p.12). This will include the definition of the theory with technical keywords. It can be broken down into different keywords giving a rich explanation. Then the idea can be shown with an image that is related to the text, such as a diagram, graph or table. With a video, a scenario can be shown where the theory is applied in the practical world. The viewer can then read the text and watch the video to better understand the theory being explained. Sometimes when a letter or a word is read, it can be understood differently to the intended meaning. When the same word is heard, the correct meaning can be understood, or vice versa. Therefore, providing sound recordings can be very helpful in conveying the desired meaning. Overall, it is a pathway towards a deeper and better understanding via the utilisation of these different devices. Additionally, some pupils may experience various obstacles when learning a new topic, such as mental impairments or difficulties in reading, writing, hearing or citing. This resource helps to remove the barriers these students may face. Hence, it is a means to provide an inclusive education.

The theoretical explanation is that it enables facilitators to teach using a web-based technological tool with the aid of social media. This online tool requires technology-enabled teamwork (Dixon 2016, p.123). This means that facilitators will use the technology tools to create resources and will share them to their students via social media. The tools can be used effectively via experimentation. Every user can reflect on their previous practice and include their gap areas in an action plan. The users and the students can be active in their progression through their experiences (Stephens 2016, p.154). This is referred to connectivitism as facilitators, teachers, parents and students are connected through this web-based educational resource.

It could be argued that a web-based technological tool is based on the classical model of education. The reason is that the user has to understand the need for the use of these tools (Petrovic 2001, p.189). They need to take in new knowledge via their experiences. However, another perspective regarding web-based technological tools can be explored using neuroscience. Neurons of the brain have endless synapses and new experiences create countless connections between these synapses (Calvillo-Gámez 2014, p.320). In terms of using online tools, this means that experiences with such tools allows reform of a traditional type of resource into a technology type. As the brain creates new connections, the traditional classroom book is replaced by the digital book.

However, certain problems can arise, such as some parents requiring a physical copy of the books to aid the child learning at home. This issue can be dealt with by teacher producing a digital book for the parent with added features. For example, with a physical book, a child may pick an animal from a textbook. They would then read about their chosen animal in school and at home. This would help them learn about the animal in question. With a digital book, there are many added benefits, such as being able to record their reading. The link to this digital book is sent via email to the parents. The children and their parents can then listen to the recordings later. This is to say that connecting problems with computers becomes a tool of solving problems.

It is worth noting that such innovative tools with multiple features can modify learning into a gaming context (Dignan 2011, p. 231). This enables users and facilitators to become engaged with the educational resource. Gaming reinforces the connection between the resource and the user. Gaming is obviously linked with enjoyment and the accelerating theory recognises that learning with enjoyment accelerates the creation of connections within the brain (Conley 2014, p.25). The effect of this acceleration in the brain is that it leads to long term memory. Whatever acquisition of knowledge occurs during this time is an active process.

Reference List

Bryant, B. Rao, K., and  Ok. M.(2014). ‘Universal design for learning and assistive      technology: Promising developments’, Assistive technology research, practice, and theory   pp. 11-20).Hershey,  PA: IGI Global. doi: 10.4018/978-1-4666-5015-2

Bookbuilder. (n.d.) [Online] Available: http://bookbuilder.cast.org

Calvillo-Gámez, E. (2014) ‘Assessing the Core Elements of the Gaming  Experience’, Evaluating User Experience in Games.  Vol 4 p 47-71

Conley, D. (2014) ‘A New Era for Educational Assessment.’ Education Policy Analysis    Archives, v23 n8. 40 pp.

Dixon, D.(2015)  ‘Pattern Languages for CMC Design. In B. Whitworth and A. De Moor,  eds., Handbook of Research on Socio-Technical Design and Social Networking  Systems.’, IGI Global, Hershey, PA, 2009, 402-415

Dignan, A.(2011)  Game Frame: Using Games as a Strategy for Success.  New York:  Free  Press

Stephens, G (2016)  ‘Digital Liminality and Cross-Cultural Re-Integration in the Middle  East. CEA Forum’, v45 n1 p20-50

Petrovic, F. (2001) Pavlov and His school. London: Oxford Press

Rose, D (2014) The Universally Designed ClassroomAccessible Curriculum and Digital  Technologies. London: Routledge

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