EDLD+5363+Discussion+Boards


 * Week 1**

Because I teach pre-kindergarten, I was particularly interested in Jennifer New's "How to Use Digital Storytelling in your Classroom". I am very insistent in having students use various forms of technology. I had previously taught 1st grade and we used technology quite a bit but I was leery about having PK students use it. At the end of the 2009-2010 school year, I worked with 3 groups of students who created 3 Animoto videos about letters and words that begin with the letter as well as a Photo Story about classroom rules. They seemed to pick up the use of a digital camera and both programs so I was eager to begin this year using technology. On day 2, I had a lesson on turning on a digital camera, using the display, focusing, and actually taking the picture. I then had each student show me how to turn on the camera, focus and take a picture of a classmate. They were so excited and behaved very well when I told them that I would not be able to let them use the camera if they did not behave or could not take a nice picture. When I found out our assignment was to create a digital story, I thought we might work on one in class. We could all learn at the same time. I am also getting bored of power point and ActivBoard flipcharts. In reading the article, I immediately noticed the first 2 points: learn from what you watch and see technology as a storytelling tool, not as a teaching tool. I think if we follow the author's advice of using what we like from our favorite movies, our storytelling will be more meaningful and enjoyable. If I see technology as a storytelling tool, I think my students will get more out of it and be more likely to retain what they learned and use it in the future.

New, Jennifer. "How to Use Digital Storytelling in Your Classroom | Edutopia." K-12 Education & Learning Innovations with Proven Strategies that Work | Edutopia. N.p., n.d. Web. 25 Aug. 2010. [].


 * Week 2**

"Integrating media production in your curriculum can help you find new access to students and help them find new access to the material. 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. Media production demands writing and rewriting, research, group effort, and clarity of thought."

Garrison hit the nail on the head. The only 4th grade teacher at our campus to have her students use technology last year had 60% of her students receive commended and 100% passing on the TAKS test. During one assignment on DNA, her students had to combine 2 different DNA to create a dog. First, they had to use books or technology to research DNA, write about the characteristics of the new dog (looks, demeanor, etc.), type out the assignment and choose a format to present their information. Students picked anything from Photo Story to ActivBoard flipcharts to Animoto videos. They also helped each other on their assignments - videotaping, drawing, etc. The students then presented it to the class. They had no idea she was having them go through the steps of writing and editing - they just knew they were having fun and using technology. She had activities like this the entire year. She had students that were C average students now earning A's - they had a vested interest in the assignments now. She also did not have behavior problems in her class. Every time I went to her room, students were in some step of creating a technology project. The other four 4th grade teachers did not have near as many students receiving commended or passing. I felt this was proof that technology brought about higher order thinking, better retention of information and improved behavior.

Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved September 1, 2010, from []


 * Week 3 **

I have never been a person who plans out a technology project. I just do it. During our personal digital story, I spoke to my mentor about the project. She detailed in great length how she insists her campus update team use storyboards when they plan their projects. I sat and listened and remembered thinking that was okay for fourth grade students because they need to plan out their work and it helps during TAKS practice and testing. As I was reading the article "Success is in the Planning: Storyboard Video Projects", it finally hit me why I needed to use storyboards. Three points stood out: they "make it easier to plan how and what to edit for the final project, cut down on the amount of time needed to edit the project and help avoid missed opportunities for camera shots that should have been taken". I looked back on some of the video I had taken and how I had missed shots and that it did take a lot of time to edit it. Most of them seemed rambling and unplanned. I plan to shoot some video of my students following a recipe but I will certainly work on storyboards first.

"Success is in the Planning: Storyboard Video Projects." Center for Educational and Training Technology at Mississippi State University. CREATE for Mississippi, 21 Feb. 2006. Web. 6 Sept. 2010. <http://www.create.cett.msstate.edu/create/howto/Storyboard_Handout.pdf


 * Week 4 **

Don't limit your shots to one angle only. Approach your subject from all angles. Come from behind, come from the top, whatever." I am guilty of this error. When shooting video of the family, it seems I was in the bad habit of shooting head on. I will certainly try to do some pre-planning in order to find better angles that will make my video more interesting. As the same article quoted, I also probably need to take more notice when watching movies as the professionals know better angles.

Desktop-Video-Guide. (n.d.) Guidelines for shooting quality video. Retrieved on September 15, 2010, from @http://www.desktop-video-guide.com/shoot-video.html


 * Week 5 **

"Make your partner look good." I love this quote. I have worked on a campus where everyone was miserable. It seemed they were out for themselves and there was not collaboration. I know work at a campus that is very team-oriented and I notice that this is how we approach projects. I think if you approach problems or projects this way, the person who originated it will not feel as bad if you work on making them look good. I intend to view our PSA project this way. I am not the editor and only provided footage. I know it is raw and that our editor will take that footage and edit it to make all of us look better. This is the epitome of making your partners look good.

Nelson, R. (2008). Learning and working in the collaborative age:A new model for the workplace. Edutopia. Retrieved April 23, 2009, from http://www.edutopia.org/randy-nelson-school-to-career-video.