Friday, July 15, 2016

Module 4: Promethean Planet Flipchart & Application

In keeping with the hypothetical lesson I put forth for my previous blog post, I decided to continue thinking about how I would teach "The Old Man and the Sea" by finding a Hemingway-related flipchart. I chose this biography:

Perhaps the thing I like best about this flipchart is how versatile it is. Roblyer & Doering (2013) say that software is often best applied when it teaches through "demonstration, examples, explanation, or problem solving." (p. 11) By including text, video, graphics, and even activities, this flipchart does a good job of engaging students in all four of those methods.

Roblyer & Doering (2013) also insist that, in order to address the problem of how to engage students, technology must illustrate "real world relevance through highly visual presentations." (p. 25) Through its use of graphics and video, as well as through a uniform design scheme, this flipchart manages to put a face on one of American literature's figureheads, thus contextualizing the man himself and leading to a broader understanding of "The Old Man and the Sea" as a social and cultural entity. This is a fulfillment of Roblyer & Doering's (2003) second problem of how to support the needs of students. Namely, it helps students "visualize underlying concepts in unfamiliar or abstract topics." (p. 25)

Additionally, Roblyer & Doering (2003) discuss how "adequate funding can determine the success or failure of even the best technology plans." (p. 66) as one of their essential conditions to well-integrated technology. By the simple virtue of being free, this flipchart already provides a low-budget alternative to many pricier pieces of software. Additonally, the tech required to run this flipchart (a basic computer and a projector) are relatively commonplace in the 21st century classroom and would not require an overwhelming amount of budget planning in order to be viable options.

Many of the activities mentioned in this flipchart can also be completed with desktop publishing software in order to utilize available software support tools. As Roblyer and Doering (2003) mention, this software is "the strategy of choice... to produce elaborate, graphic-oriented documents." (p. 144), an approach that would enhance the quality of many of the included activities by allowing students with creative expression and greater versatility. Ultimately, by understanding Hemingway's context and how it relates to the production of "The Old Man and the Sea" through the use of these technological tools, students will be better prepared to tackle the miniature behemoth that is this classic novella.


Roblyer, M.D. & Doering, A.H. (2013). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.


  1. The flipchart is self nearly self explanatory. The chart even supports the "students' learning needs"(p.25) and "prepare students for future learning"(p.26)(Roblyer and Doering 2012). I however don't quite see how it answers Roblyer and Doering's first question on "how to motivate and engage students" (2012 p.25). The reason I say this is because it seems that the flipchart is basically stating instructions for the students to follow. How would you keep the attention of the students and engage them with the use of the technology or software support tools? Without the proper encouragement students will see this as a possible busy work task instead of a learning experience.

  2. Okay, so now I want to be in your class! I had great teachers that made literature interesting like you, even before technology! Can't say I'm a huge Hemingway fan but sound like it could be more interesting than I thought. So much of the lingo he used was not something I had any clue about! Perhaps using technology to give visual explanations if what he talks about would have made me connect to his writing. Like Roblyer & Doering point out in the textbook, giving students instruction on real world skills make learning more engaging. (p.23). If I had had a grasp of what in the world he was referring to in many of his books, I wouldn't have had such a blank stare when trying to read and understand!

  3. I think the flip chart you chose was an excellent choice. I fill it did a good job of introducing the author in a fun and interesting way but also required feed back form the students. Which is important in engaging the students. This chart could also be shown as an example for students to then create their own chart on another author similar to Hemingway that may be taught in the same module or a students choice author. Students could choose one of their favorite authors to introduce to the class. This would address problem one emphasized by Roblyer and Doering (2012) "How to motivate and engage students." (p. 25) Students who are allowed by make their own projects with the aid of technology are more engaged and more proud of their accomplishments. (Roblyer and Doering, 2012 p.25) This sense of accomplishment would make the learning experience more enjoyable for the students.