Simple instructional video on how to use Audacity. I had to learn a multitude of skills to create this. I downloaded Audacity and learned how to use the screenrecording feature on Quicktime. I then had to use previous skills from Imovie. I learned I can only do so many things at one time.
This is an instructional video on how to add a voiceover narration and background music to Imovie video. Sorry for the baby spitup in the background. Again, I had to juggle a multitude of tasks at one time and was a bit distracted. With a bit of patience and time, a simple product can be produced. A little research on Creative Commons informed me of different licenses available to everyone.
This week's assignment involves using a new program, Audacity. It is
a free download, and an extremely easy audio recording program allowing
for adjustments and effects. Downloading it and creating a test
recording took less than five minutes. Using simple programs and easily
accessible technology makes it more likely to be used in the classroom
by teachers and students alike. The readings involved information
concerning production of video which could involve use of audio
recordings. Today's classroom assignments and testing emphasis require
students to focus on more indepth learning. Technology enables the
classroom to give students a role in their learning. Media production demands writing and rewriting, research, group effort, and clarity of thought. Garrison,A. (1999, Winter)Teaching
students to write, we always taught them to find a new and different
approach to a subject. Videoing seems to take the same idea. Don't limit your shots to one angle only. Approach your subject from all angles. Come from behind, come from the top, whatever Desktop-Video-Guide. (n.d.)Also
in teaching students writing and in creating assignments for this
graduate program, I have found that it helps to have a plan in place. I
need to know what I want to accomplish before I begin. Editing may
be the final step of the production, but to make a truly successful
video, you need to begin making editing choices in the concept stage.
What will the overall look of the piece be? The mood? The pacing? Will
you cut it to music? What kind of music? Lonnquist, J. (1994, November).I
taught students a writing process of outline, rough draft, editing and
then final copy and the same advice applies with technology. Use a
process. Other advice is to watch continuity and keep consistency. I
plan to use aup files if only audio podcast or wmv if video. Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html Desktop-Video-Guide.
(n.d.). The various stages of creating a digital video. Retrieved on
April 20, 2009, from
http://www.desktop-video-guide.com/video-creation.html
Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on April 6, 2009, from http://www.videomaker.com/article/1691
You can't teach an old dog a new trick. Old cliche. Education must change and progress and as such the classroom. Technology isn't just added to the curriculum but drives education today as it does our everyday lives. Iste.nets standards dictate a digital age learning environment. Digital storytelling creates such an environment. Students become the producers and involved in their learning process. Multiple use of media to solve technological difficulties prepare them for the workforce while learning and demonstrating core curriculum. In creating my digital story, I was very much a part of the trial and error process advocated by the "How to Use Digital Storytelling" website. The technology has evolved tremendously from the early days, but it still takes patience to take the entire project from start to finish. It requires a set of skills students need to learn to survive. Taking an idea and seeing it through to fruition does not happen by accident. In the old days we used scissors, glue and colors or construction paper. Some had better artistic skills than others of course. The advantage is for students to learn by trial and error. Another advantage of the digital storytelling is students will take their work more seriously because it will be on display. I had a really hard time putting my video on YouTube due to being a private person not really given to sharing. Even the project of a personal video was a daunting task because I am not really given to sharing detailed information at random. I was never the student who raised my hand to answer questions in class. However, reluctant students can overcome these obstacles due to the fact will anyone really see the video? Also, any feedback from other students is usually positive. A great side benefit of public showings is that your students will take
their work very seriously. The knowledge that others are going to see
it (and you can't hide C-quality work on a big screen) has been the
source of tremendous inspiration for filmmakers for a hundred years. New, J. (2005) By applying technology and thus learning to our daily lives students become less passive and more involved in class and lessons. In this view, learning requires struggling to understand how new
information meshes with existing knowledge and how to integrate into
complex skills and abilities — not just remembering isolated facts or
procedures. Shank, P. (n.d.) Students who are more actively engaged will learn better and retain information. Hands on working experience is always much better than theory. Working with the imovie and technological aspects of this course has made me aware of the time consuming details involved, what difficulties students might encounter, and brainstorm possibilities for future assignments. If I had just sat in a classroom and been shown examples of products, it would not have had the same impact as doing it myself. Consider the world of difference between merely being able to restate
information and the ability to apply the information in the course of
living and working Shank, P. (n.d.) Which this concept also applies to ISTE.nets standards for teaching, learning and assessments using technology adding content standards differentiating instruction.
New, J. (2005). How to use digital storytelling in your classroom. Edutopia. Retrieved April 4, 2009, from http://www.edutopia.org/use-digital-storytelling-classroom Shank, P. (n.d.). The value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://www.adobe.com/uk/designcenter/thinktank/valuemedia/
As the song goes-When will my life begin? When do I begin to live the fantasy of teaching in a perfect world where a classroom incorporates all of these new technology programs, lessons and ideas? The answer is now-never. I try to not think big as in a total class overhaul, but rather small, one lesson at a time, and try to fold technology into the classroom in smaller pieces. I will send my students on their way with more than what they had and with more experience in technology. In my experience, learning is learning, and technology has provided me with a wide range of resources and tools. I try to keep my skills and repertoire of lessons updated to keep my classroom innovative. Students, testing and even community demands have changed, and education must change with it. I may have the same hairstyle for the last three decades, but not my teaching style.
In this course's readings I found myself gravitating to two resources repeatedly. Web 2.0: New Tools, New Schools (2007) and Using Technology with Classroom Instruction That Works (2007). These resources were practical and useful for resources and creating my assignments. The logical, methodical approach to teaching backed by research is evident. They have the mark of people who know their way around a classroom and have worked out all the angles. The explanation given for organization is concise and clear. The book is divided into the four planning questions, nine categories of instructional strategies and seven categories of technologies and reinforced with examples, links and templates. "Throughout, we also give specific directions for when to use learning strategies, and which tools work best for each task."Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) I reflected on the advice given time and again on feedback that it be immediate, specific and allow student input , but I had never applied it to the immediacy of technology based assignments until now. While I have used technology based assignments, I use them for special lessons or projects and have not transitioned to a daily application. Although over the years the technology has changed considerable and has needed constant updating. My approach to incorporating them into my class needed (needs) a different perspective as evidenced by the readings. "Research shows that the more immediate feedback is in the classroom setting, the greater its impact on student behavior. Kulik & Kulik (1988). I find that to be true with my experience also after finding myself a student after so many years. These lessons we have been using and should be using in the classroom are imminently practical for a classroom as I have found. I believe students work better in support with a common goal and will help to achieve when creating a product. Students like to show off what they know and have achieved rather than sit and listen to what a teacher knows. As a student, I found myself trying out the different technologies, adding, tweaking the assignment and discussing details with the group. I liked having a lifeline through social media if I needed help or questions, the web conferences and the versatility of the Googledoc. I have even overcome shyness or ego (fear of looking stupid) at writing on this blog. The world revolves around the Sun, not me as I remind my students.
I don't think I am waiting for that fantasy world to begin; I think I will start it one lesson at a time. I find my perception of what a classroom should look like changing. I wrote previously about an epiphany I had about being a facilitator in the classroom, but I haven't quite mastered it. I believe the lessons and advice from our readings help guide me in the right direction. After all, an art teacher doesn't sit in class showing students how to draw something then give them a multiple question test over it, and never allowing them to pick up drawing utensils. Students learn by doing. Web 2.0 New Tools, New Schools gives examples of eportfolios where they can do exactly that. " Just as the Web changed with the implementation of the architecture of interaction, we could say that portfolios have the potential to change with the pedagogy of interaction, especially as used withing a paradigm of assessment of learning." Solomon, G., & Schrum, L. (2007) I think in today's market and society students are more marketable with skills learned through this learning process rather than worksheets, lectures and essays. I know I am learning a great many useful skills, and usable ideas rather than sitting in a lecture hall. Learn by doing especially with such fine examples as models.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education
In this week's readings Web 2.0: New Tools, New Schools addresses assessments. In curriculum we have been instructed to start with the end in mind. Most rookie teachers make the mistake of addressing what they are going to do for an individual day rather than having an overall masterplan or goal. It is easy to get bogged down in the minutiae of day to day details, distractions and feel as if nothing is never accomplished or fall into the trap of having assignments just to keep the students busy. Technology based lessons with a valid assessment attached can be a more valuable use of time and create an interactive learning experience. The questions is asked, "Can assessment be authentic and simultaneously prepare students to succeed in the standardized testing that they will face?" Solomon, G., & Schrum, L. (2007)The answer is of course, yes.
With technology, students are required to use a variety of skills to navigate through the learning process and create a product to reflect what has been accomplished. By the time a formal assessment has been rendered, the point is almost moot. "Performance assessments call upon the examinee to demonstrate specific skills and competiencies, that is, to apply the skills and knowledge they have mastered." Stiggins (1987) is quoted in the work to demonstrate the philosophy that students are guiding the learning and being active in the process. Assessment is an analyzation of what has been accomplished and learned. Several examples are given as authentic assessments such as podcasts for foreign language classes, and updated, interactive technology eportfolios.Solomon, G., & Schrum, L. (2007)If we are truly trying to achieve learning and education then lessons, assessments and classrooms should reflect.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education, 168-176
I had two conferences this week, and I guess perspective is everything. I find the web conferences from my field supervisor to be supportive, refreshing and engaging. I am free to ask questions and receive immediate feedback. I find the same experience in the weekly web conferences for class. I am just glad I have the anonymity of being off camera after a long 10 plus hour day. My dogs racing across the laptop keyboard do not help matters either, so no mic helps also. This weeks information is still reinforcing the requirements for reflection on documents from each class, while clarifying it is already built in and requires only an addition onto the document. It also reminded to meet with supervisors, which I have now attended two. My field supervisor is also very careful to give information to help avoid pitfalls, and gives practical advice while leaving the hour open to questions. It helps to know what to avoid and not to blunder blindly about. I have always wondered why students never listen when I warn them what previous mistakes students made, and I am trying to take my own advice. These conferences are a valuable resource. Call it the cliff notes to the class.
This week's readings were about flexibility, and this week's conference proves that theme also. I was not able to make the 8pm Tuesday date night appointment, but rather was able to access it via recording. Thankful I did. The conferences give information about rubrics, invaluable examples of sample lessons and good questions from colleagues. I left this one until the last minute due to frantic STAAR testing demands, Saturday school teaching, meetings and life demands in general, (I am still 2nd place in NCAA basketball bracket however), but glad I was able to view the conference. Not being able to meet in person and meeting via internet is good and the ability to view it after the fact is also fabulous. I did miss being to chat back and forth privately, ask questions live, but such is the price for failure to show.
In looking at using technology in the classroom, the same theme emerges of flexibility. In reading Teaching Every Student in the Digital Age:Universal Design for Learning, the same theme is reinforced through their examples of lesson designing. I have designed lessons for twenty five years and each year have seen an increase demand for individualized modifications. Technology easily meets that demand in the classroom for each student. I am also seeing a trend to do away with gifted programs. The system is making it much harder for students to stay in the programs, cutting funding for those programs and just cutting the programs over the years. The classes are becoming a place where you have special education on the lower spectrum learning with the gifted and talented, who meet special education requirements but are on a different learning level/speed in the same classroom. One quote describes the difficulty of trying to meet the needs of all students with old methods. Embedded, flexible, ongoing assessments have the potential to resolve many of the problems with standardized, paper-and-pencil tests, particularly as tools for guiding teaching. It is true that standardized tests can yield valuable information, especially if one is evaluating trends and information about groups, but as accurate assessments of individual students' skills, knowledge, and learning, these assessment tools are severely flawed. Rose, D., & Meyer, A. (2002). By using technology I can allow students to collaborate, share strengths and learn the material in ways they are accustomed in today's world and meet their needs. I don't have to prepare thirty different modifications, but rather have a custom fit already waiting. I become a facilitator. The student is doing the work instead of passively sitting in class. In Using Technology with Classroom Instruction that Works, cooperative learning has been studied and proven a workable solution. One study is quoted, Cooperative learning is not so much learning to cooperate as it is cooperating to learn. (Wong & Wong, 1998). I tend to agree. In doing the technology assignments, I find I am learning from my fellow students the more I collaborate and share. I am incorporating these techniques into my classroom also. I have always been careful about group work to allocate the work since I found out very quickly that one person did all the work, and everyone took the credit. I am finding out even on simple assignments a student can check their answers with another before handing it in and give them confidence. It is not enough time to copy the entire assignment, but rather to check one or two questions they might not have been sure about. This carries over into technology assignments where they can lean on each other to design projects, research, and even collaborate with other groups. I had two groups who didn't want to film themselves, so they had another group act in their film while they directed. The other group loved acting out, being directed and learning about the other's project and even had some good ideas. A third group found out what was going on and decided to "up their game" on their project due to competition. In past years I used a plain video camera, but we have used a wide variety of technology for assignments. The rubric is helpful in keeping everyone involved, and no one is left out. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) pg. 142 I usually make sure everyone is assigned something to research, present, or responsible for knowing. So, with a few adjustments, using technology, the one size fits all can accommodate everyone! Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 7 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154
