EDLD 5366 Course Embedded Reflection Week 5

This course was very informative and enjoyable for me. I learned how to create a stykz animation, and I learned how to place C.R.A.P. in every presentation. Before taking this course, C.R.A.P. was just a dirty four letter word. Now, I find myself noticing C.R.A.P. from billboards to restaurant menus. The stykz animation was the most challenging assignment during the course. I was reluctant to begin the task, but as I planned, created, planned, and recreated, I became engrossed in the project. The time required to create a decent animation is a huge negative aspect for use in the classroom, but the activity is packed with opportunities for problem solving. This activity taught me that I should explore the digital tools and software that I’m not particularly interested in. I ask my students to try new things, so I should too.

My approaches and strategies for completing the assignments are to plan ahead, to read the rubrics and the discussion board questions, and to make a ‘to do’ list. I become very frustrated when I’m attending a web conference and attendees want to be told what to do on the week’s assignment. I want to scream, READ! I plan ahead in order to complete the assignments on time. The ‘to do’ list keeps me focused and gives me the incentive to press on as I check off completed items. The rubric is my guide to assessing my work. Collaborating with colleagues on group projects has been a great experience. Each person brings their own expertise and ideas to the production. I like sharing the responsibility as we complete tasks for the assignment.

“The 21st century will require knowledge generation, not just
information delivery, and schools will need to create
a ‘culture of inquiry’ (“What is 21st Century Education,” 2008).

I’ve learned that project-based learning is a process of problem solving,

inquiry, and reflection. The digital and web-based tools are used to
develop these skills. The goal is not tool manipulation.
The goal is better collaborators and problem solvers using inquiry to
acquire knowledge. Collaborating with colleagues helps me appreciate
diverse learning styles in teachers and students. Embracing the differences

creates memorable learning experiences that explore content thoroughly 

and more deeply.

The issue that challenges me is implementing web tools to teach my

curriculum. Web tools do not come with curriculum guides. It takes

time to search and bookmark sites that will fulfill learning standards for

content areas.

I have enhanced instruction in my classroom by incorporating
sites such as BrainPop.com, virtual field trips of historical locations,
geography games, Google Earth, Wordle.net, and Discovery Ed
resources. 21st Century students need the opportunity to collaborate, reflect, organize, and create. My goal is to implement web tools such as Edmodo, Google Sites, book marking sites, blogs, and wikis to address their diverse needs and to equip them for job opportunities in their future.

References

Peter Pappas. (2010, January 10). A taxonomy of reflection: critical thinking for students, teachers, and principals [Web log post]. Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html

Schrum, L. & Solomon, G. (2007). Web 2.0 new tools, new schools. Washington, DC. International Society for Technology in Education.

What is 21st century education? (2008). 21st Century Schools. Retrieved from http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm

PSA Reflection: EDLD 5363 Week 5

Our team consisted of Mary Johnson, Brent Langham, Lesha Stallons, Kimberely Stephenson, and myself. We used Google Docs and email to effectively collaborate while in the pre-production phase of our PSA. Kimberely and Mary came up with the idea to display a contrast between digital natives and digital immigrants. Our previous courses and readings helped us develop a working script. Jobs were assigned and schedules were created.

During the production process our shot and script lists were completed and two members (Lesha and Brent) were added to our team. Jobs were reassigned and Lesha and Brent were willing to continue with the project as originally planned. The team used a storyboard to organize each aspect of the PSA. As we revised and edited, the storyboard made it easy to determine the tasks that needed to be addressed and completed for each shot. Students and teachers that were asked to participate signed talent release forms. They worked cooperatively and were willing to take numerous shots when necessary. Mary did an excellent job of compiling, editing, and finalizing the PSA. She kept all team members informed of the progress of the production.
During post production Kimberely and Mary finalized the PSA and made sure that credits and creative commons were correctly listed at the end of the video. Revisions were made to our pre-production assignment as well as to our PSA collaborative document. Lesha created a Google doc that we have used to share our reflections on the assignments for this course.
The Week 3 readings and the tutorial ‘digital juice’ videos that a classmate provided were excellent resources for the novice (that’s me) film editor, camera tech, and script writer. Since studying for this assignment, I notice shot angles, shot types, shot techniques, voice overs, and music assets while watching tv programs or movies. The rule of thirds, lead with the nose, and don’t chop the chin are shot tips that I will use every time I shoot video or take pictures. Our team did a great job using the rule of thirds. We also incorporated some techniques that used black and white to depict the digital immigrant’s perspective while using color to depict the perspective of the digital native.
The PSA project will be etched in my memory as I take what I have learned to a classroom full of digital natives. I admire their creativity and tech savvy abilities. They are such multitasking collaborators. I'll be honest, these digital tools and natives overwhelm me at times. The 21st century learners are free to create and build as far as their imagination takes them. I take comfort in the fact that I only need to ask for help, and one of them will gladly assist me!

Davis B. (2000). Nice shot: a guide to common video shot types. Videomaker. Retrieved from http://www.videomaker.com/article/7575/

Peters, C. (Performer) (2006, September 25). Five tips for superior shot composition. Take 5: I've Been Framed. [Audio podcast]. Retrieved from http://www.digitaljuice.com/djtv/detail.aspx?sid=66

Success is in the planning. (2006). Center for educational and training technology. Retrieved from http://www.create.cett.msstate.edu/create/howto/Storybook_Handout.pdf

PSA Link: Do You Understand Me? Digital Native vs Digital Immigrant
Jeanette King
EDLD 5363/ET 8038

EDLD 5363 Video Software Evaluation and Reflection Week 2

This week has been very busy. My time management skills were being exercised every day. When I realized that part of the assignment was about researching video editing software, I believed it would be a waste of time. It wasn't. I have used Windows Movie Maker, Audacity, and IMovie to create several school, church, and personal projects. The free stuff is what appeals to me, and I'm going to use software that our school provides. The more I researched it was apparent that the free stuff is numerous and amazing.
I compared and contrasted Windows Movie Maker to Windows Live Movie Maker. They are both free and are provided with the purchase of a PC or may be downloaded for free. There are vast amounts of tutorials and resources available on the web for both applications. The main differences are that Windows Live Movie Maker is part of the Windows 7 operating system, the timeline has been omitted, batch editing is possible, and titles and captions may be inserted into a project with one click. I found that Windows Live Movie Maker was very easy to manipulate and navigate. Inserting images, audio, and transitions was simple to accomplish. The software is compatible with most file extensions. I've provided a link below that lists compatible file extensions by type.
The instructional opportunities that involve video editing are numerous. "Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas" (Garrison 1999, para. 1). As students collaboratively research, plan, revise, and create, they are applying prior knowledge to demonstrate current knowledge which will develop a process to acquire future knowledge.

Windows Live Movie Maker File Extensions
Podcast Link
Wiki Link

Jeanette King EDLD 5363/ET 8038

EDLD 5363 Web Conference Week 2

On Tuesday night, Nov. 22, our web conference began on time and was beneficial. The discussion was about this week’s assignment and the collaborative PSA that is due in week 5. Dr. Abernathy explained that the goal of our projects is to use the technology tools so that we are able to model their use for teachers as well as incorporate the use of the tools into our instructional lesson plans. Our knowledge should be shared so that teachers and students benefit as we prepare our students for the jobs of the future. We also have the goal to work collaboratively as we complete our course work.
Dr. Abernathy reminded us that our wiki is our eportfolio, and that it is a weekly requirement to post a reflection of a reading quote on the discussion board. We should also reply to one other person’s quote. I’m discovering that I am becoming familiar with specific names through the discussion boards and the web conferences.
Dr. Abernathy explained that our project for this week does not have to be a video podcast. The assignment is to create an audio podcast using the audacity program. She also gave an explanation for the use of descriptive tags to be added to the uploaded podcast. The tags are search words used by others to find specific information on the web. She reminded us to also be careful with knowing the correct file extensions when transferring files and documents from one digital tool to another. I googled file extensions for the Windows Live Movie Maker and found some valuable resources. I’ve included a link to one of the resources below.
Our class will have a commencement at the Sheila Humphrey Sports Center once we have completed all of our course work and earned our Master’s Degree. I’m truly thankful for my faithful, supportive husband and my great, priceless friends who are giving me the encouragement and strength to continue this endeavor.

Windows Live Movie Maker File Extensions

Jeanette King EDLD 5363/ ET 8038

EDLD 5363 Creating a Personal Digital Story

I really enjoyed this assignment. I wasn't able to condense my video to 2 minutes. My personal digital story took 2 minutes and 45 seconds, but I love the final product. The interview was an important part of this assignment. It centralized my thoughts on one specific event, and it also forced me to look deeper into my innermost memories.
The collaboration experience with Mary and Kim was very constructive, and I used most of their suggestions for improvements as I told my story. The end result was quite different from what I had envisioned. The process was a journey in itself. Lambert's Digital Storytelling Cookbook was an excellent resource. Lambert suggested to simply start writing. I had three pages of story before I knew it! I also followed his suggestions to use less than 20 pictures and to clearly identify and convey the defining moment in my story. The difficult part was editing the script.
Photo Story 3 is a great free software download. It was simple to use and the quality of the final product was excellent. I will recommend the download to all of my picture loving friends. I also plan to use the program with my students. I want them to create digital reports of famous people in history.
My niece is getting married in December. I'm already planning to create a digital story of her wedding shower. I'll give it to her for Christmas!

Lambert, J. (2007, February). Digital storytelling cookbook, 1-40. Story Center. Retrieved April 4, 2009 from http://www.storycenter.org/cookbook.pdf.

Jeanette King EDLD 5363/ET 8038

EDLD 5363 Week 1: Links

Soaring: Personal Digital Story

Wiki: King Edu

EDLD 5363 Web Conference Week 1

I attended the web conferences on Monday and Tuesday night. Dr. Abernathy shared her cell phone number and her email address with all of the participants. She emphasized that we are to call or email her with any concerns or questions about the coursework. She told us that all of the professors are available to help us with whatever issues that might arise. She explained that our digital storybook should not last more than 2 minutes, and that we must have a partner to collaborate and share the project with. Several participants wanted to complete the project without a partner. Dr. Abernathy explained that one of the goals or outcomes of the degree/certification program is to facilitate and collaborate with colleagues. Everyone must have a partner for the project.
Partners will be sharing interviews and scripts with one another using google docs and drop box. The collaboration documents need to be saved as they will be made available to the course professors at the end of the course, but they will not be graded as part of the assignments. I'm looking forward to collaborating with a partner. Two heads are always better than one, and since I am not an expert with Photo Story 3 I will be able to use my partner as a resource and as a fellow problem solver.
During Tuesday's web conference, Dr. Abernathy's computer froze so I left the session at about 6:35 pm.

Jeanette King EDLD 5363/ET 8038