Movie maker tutorial- fading between clips

This is a trimmed clip from a video showing how to fade between videos while using Window Movie Maker Tutorial.

Deltadonut. (2015). Windows movie maker tutorial. Retrieved from: https://www.youtube.com/watch?v=JNKRCaiox4E

Viral videos

Some ideas for student choice include brainstorming with students to create desired topics. An organization with best practices called Essential Project Design Element provides steps to fulfilling a project. These steps include: knowledge, skills, understanding, the challenge problem, inquiry, authenticity, student voice, reflection, revision, and the finished product for the public.

To make these projects more interesting, viral videos were introduced to this classroom.  They had focus groups and discussions in class. The three steps to a viral video are: tastemakers, communities of participation, and unexpectedness.  The first step- tastemakers allows for people to create trends and brainstorm ideas.  Communities of participation integrates opportunities to view and comment on videos located on video creation websites. The unexpectedness step encourages students to think outside the box, and bring in humor to their videos. Student choice and learning video based applications are encouraged through trial and error. Students applied iMovie and Moviemaker to their videos and added music or narration.

Viral videos introduce an excellent way to integrate technology to learning. Students can create projects that appeal to them and they can teach others about their topic. Peer teaching strengthens learning in many situations. It will engage students and develop their technological skills.  It is wonderful that students have the opportunities to verbalize their thoughts about videos, as well as create their own video.

                                             Reference

Farber, M. 2016). Student choice and viral videos. Retreived from: http://www.edutopia.org/blog/student-choice-and-viral-videos-matthew-farber

3D scanning

3D scanning is a way to produce 3D images to preserve artifacts and visualize historical sites within the classroom. Cyark organization is a recommended site to find lesson plans that are ready to implement. This organization has images that can produce multidisciplinary lessons, such as math or science. An interesting site to explore is Mount Rushmore.  Putting the faces to scale with the actual size would be fascinating.  Some inexpensive 3D scanners can be purchased to assist students to create their own 3D image.  Photogrammetry apps are used on an iPad or smart phone to create 3D images. Some 3D scanners are free of cost through certain organizations or museums.

Creating your own 3D images is such a neat idea. Students can use their imagination and apply measurement or volume to these shapes, as well as learn about history and other subjects.  The teacher can plan a virtual field trip to a historical site that students otherwise wouldn’t be able to visualize. There are endless possibilities to applying 3D images to lessons, and many learning opportunities.

                                   

                                        Reference

Calabro, H. (2015). How to engage your student with no-cost technology. Retrieved from: http://www.edutopia.org/blog/engage-students-with-no-cost-technology-heather-calabro

Recorded books

Within this article, a teacher shares her story about integrating recorded books to her students.  Many of these students are reading at levels lower than expected according to the grade. The implementation of applying recorded books to the reading program, gives opportunities to assist the students to grow tremendously. More than half of the students that were struggling in reading, were able to read at grade level at close to the end of the year. Another suggested website is audible.com that provides digital audio for books, newspaper articles and more.

Reading with audio is an excellent resource for students of all reading levels.  Books with a recording allows for another way of learning, providing new connections for students. These students will learn more sight words and strengthen fluency with reading. This technique will likely keep students motivated and assist in their love for reading.  There would be more positive feedback, rather than discouragement.

                                                      Reference

Rubenstein, G. (2006) Listening literature: struggling readers respond to recorded books. Retrieved from: http://www.edutopia.org/listening-literature

Digital stories

Digital story telling is a creative way to integrate learning to reading or interdisciplinary subjects. It allows for students to display their learning for the teacher or other peers, as well as engage in a topic that sparks their interest. Digital imaging within these stories produces images that strengthen the meaning for students.  It’s important to engage in the process and allow students to learn about publishing, revising, and editing stories.

Some web-based tools are suggested to assist in creating and designing digital stories. Some examples are WeVideo, YouTube, iPhone, iVideo, and garageband.

Digital story telling is a fantastic way to develop student’s reading abilities, as well as imagination and love for reading. It would be a new, reviving way to implement topics of interest to students’. They could share their story in small groups and this could be a reciprocal teaching project for upper elementary students.

                                              Reference

Dillon, B. (2014). The power of digital story. Retrieved from: http://www.edutopia.org/blog/the-power-of-digital-story-bob-dillon

Presentation software

The information presented by this article gives a model that can be used by staff administrators as well as ways a presentation can be performed with technology.  The model presented is Substitution, Augmentation, Modification, and Redefinition, (SAMR). The sections of this model include staff presentations, community interaction, classroom evaluations, and staff input.  The suggested programs to present information are google form, Nearpod, Edmodo, PowerPoint, Haiku deck, and Prezi. Nearpod is a program that allows students to be interactive by answering questions.  The teacher would easily be able to assess and evaluate student learning. Edmodo is an app that assists students in collaboration and staying involved in the presentation. This app also allows organization and assessment of assignments, and assists with communication with families. PowerPoint, haiku deck, and Prezi are different forms of presentation programs that each have their unique qualities. Powerpoint has basic backgrounds for each slide, however haiku deck has several background photos that can be individually chosen for a slide.

From researching the article and the programs, I would prefer using nearpod in the classroom.  It looks like an excellent program to assess learning, while keeping students engaged. Haiku deck would be a neat program if you want different backgrounds on each page. The presentation programs are good for a lecture style presentation, where nearpod is great for interacting students with inquiry and questions about the topic.

Reference

Work, J. (2014). Technology SAMR model for administrators- Part 1: Staff presentations. Retrieved from: http://www.edutopia.org/blog/samr-model-1-staff-presentations-josh-work

Assessment apps

These are great examples of a few apps that assist in classroom assessment. Socrative is an app that the teacher can create quizzes, and assess how the student is doing individually, as well as the class as a whole.  Edmodo is another app that allows for collecting student work into an electronic account. Files of any sort can be uploaded here and quizzes can be created as well. Classdojo provides an opportunity to document particular behaviors and to monitor these behaviors. The result of this app could be shared through collaboration with families. Another way to organize classroom assessments and information is through Google Forms. This app allows the teacher to create lists or forms individually significant for the class objectives.  It can be shared with other teachers and unique to the progress of the classroom. This app could present as an assessment of student work.

                Socrative would work well in an upper elementary classroom. This would be an interesting app that I would like to apply to lesson plans. Google forms would be an excellent resource with several different uses.  I would like to implement use of google forms to organize information, as well as assess student work. 

Reference

Burns, M. (2013). Four free assessment apps for 1:1 classrooms. Retrieved from: http://www.edutopia.org/blog/free-assessment-ipad-apps-monica-burns

Web tools to creating student portfolios

Presented within this blog is information regarding student portfolios and monitoring student progress.  The suggested apps or sites are Kidblog, Slides, Blogger, Evernote, and Three Ring. All of these are free of charge. A student portfolio creates a resource that shows learning, growth, and achievements. Kidblog allows the teacher to have oversight in into student blogs or accounts. It’s a web tool that assists in creating a student portfolio. If given permission, parents can see the contents in their child’s information. No personal information is required to create this blog. Other google sites are slides and blogger, in which the teacher can continue to monitor student use and who sees their site. Evernote appears to be a great way to organize student information for a portfolio or assessing student progress. This app can download photos, video, and students can write comments. It can sync to different mobile devices with everything saved and accessible. Evernote can’t be publicly viewed, nor can teachers monitor its use.

Kidblog seems like a great opportunity to allow students an opportunity to work with technology, while giving teachers a source to organize student work, and assess for improvements. The Evernote app would be useful as teachers to create a portfolio.                      

                           Reference                                                                                                               Guymon, D. (2014). 4 free web tools for student portfolios. Retrieved from: http://www.edutopia.org/blog/web-tools-for-student-portfolios-dave-guymon

Web quests

Why choose web quests?

Web quests provide a quest for students to use online information through an inquiry lesson format. Students can explore by using their imagination, problem solving, and reaching ethical decisions. Each student can be given a job to do during the quest. A well planned web quest provides guidance, however allows for flexibility in learning.  There can be links added to answer questions so the students are finding information online, not asking the teacher. There are six building blocks to creating a web quest:

~ Introduction- sparks the interest and gets students motivated

~ Task- describes the end product or expectation

~ Process- provides strategies to complete the task

~ Resources- websites to assist task completion

~  Evaluation- measures results of the activity

~ Conclusion- summary of the webquest and gives an opportunity to reflect on the task and

   Process

Web quests are an excellent way to integrate technology into the classroom while providing a guided way to learn through the internet. Many students would be intrigued by the concept of going on a journey online and having some technological freedom. This would be a great way to teach students through many different interdisciplinary subjects.  I would recommend trying to create a web quest for your classroom.

Reference

Starr, L. (2000). Creating a web quest, it’s easier than you think. Education World. Retrieved from: http://www.educationworld.com/a_tech/tech/tech011.shtml

Apps for parent-teacher communication

Remind- It’s safe, free and provides communication about assignments, deadlines, and reminders.

Buzzmob- It’s open to administrators, students, teachers, parents, deadlines, cancellation of events, and other events postings.

Class messenger- It provides two way messaging. This app can be used on a phone, tablet, or computer.  Particular student strengths, progress, photos, or videos can be shown through the class messenger app.

Google for education- A class group can be created. Video chat, calendars, deadlines can be shared.  Info can be shared through the cloud.

Volunteer spot- This app is useful for organizing group meetings, emails, parent/teacher conferences, and organizing volunteers used in the classroom or for field-trips.

Mail chimp- It is an emailing service.

Edmodo- This app tracks student progress through charts and can show goals the students have reached or those to work on. There is an option to share games on Edmodo.

These apps can be useful in different ways for teachers in education. They could be really resourceful, depending on the need presented. I would be interested in using Class messenger in a classroom. It seems to be the type of communication that would provide written communication to show positive strengths or improvements and keep communication open with parents.

Reference

Teach make a difference. (2015). 7 innovative apps for parent-teacher communication. Retrieved from: http://teach.com/education-technology/parent-teacher-apps

Protecting online property

This article/ blog has some important advice to protecting intellectual thoughts/ property online.

1) Understand copyright laws- people can use different words

2) Publish an official copyright notice on your page

3) Create a permissions policy that shows what can or can’t be done without your permission so that your boundaries are stated.

4) Remember that many people don’t know the copyright laws.  They are fans of your writing.

5) Request they remove your posts through email or a comment.  Mention it is illegal to post exact words or someone’s work to another page.

6) Demand that the content be taken down.

7) Notify the person’s hosting service. Find “Who is record” with in domain tools. Send an email requesting the site to be taken down or you will pursue legitimate services.

8) Hire an attorney.

This article has important topics that students need to be aware of such as copying someone’s work is illegal. Students can protect their information by understanding these tips of advice. Hopefully, the last two steps wouldn’t be necessary, however knowing the laws and ways to protect information is helpful when posting online.

Reference

Hyatt, M. (2016). How to protect your intellectual property online. Retrieved from: http://michaelhyatt.com/how-to-protect-your-intellectual-property-online.html

Online privacy

This article was commenting about concerns of student data being accessible to outside parties or organizations.  Many people show concerns regarding accessibility of student data. There are apps and computer programs that are used that store student data. So, this allows the possibility that these instances could occur such as: a data breach, data loss, or identifiable data being given to third parties. Family Educational Rights and Privacy Act (FERPA), may not be reaching the needs or challenges presented by technology.

What should we do to maintain student privacy?

~ Know what online services are being used, how student data is being used and protected. This can be evaluated by a district wide audit.

~Keep students and families currently updated about topics regarding student data privacy through open communication.

~Provide written contracts with educational services

~Have educational services approved and read the terms of service

~Make sure staff are consistently trained about data privacy policies

~It’s important to be aware of federal, state, and local laws

This is a crucial topic to keep student data private.  These tips can assist a school or educators in maintaining privacy and keeping student data safe.  I recommend this article for use in the school system.

Reference

Obrien, A. (2014). A Starting point for ensuring student online privacy. Retrieved from: www.edutopia.org/blog/starting-point-ensuring-student-online-privacy-anne-obrien

Pre-Assessment Standards

Standard 4, Instructional Strategies

D.        ~ I have enhanced learning through computers, tape books, and providing electronic games.

            ~ I have evidence by understanding how to use the computer.

~ I would like to have experience using a smart board, practice using different programs such as Webquest.

                                                 

L.         ~ I have stimulated different levels of learning by teaching children a math game that they build upon what they know and continue to learn. I have used a computer to teach children how to manipulate the mouse, what icon to click for particular games, and how to play the games.

            ~ The evidence was seeing the children quickly pick up on how to use the mouse, know what games are appropriate for them, and play the games successfully.

            ~ I would like to see more options of games and ways of learning/ teaching to provide effective learning to children at different levels of understanding.

Standard 6, Communication

C.        ~ I was a role model as I taught writer’s workshop and used exciting expressions. I showed parts of a story with my hand, and thought a story out loud so children would have an idea how they can start a story.

            ~The evidence that shows the children understood my way of thinking was watching them telling the story with their fingers as they wrote the story.

            ~I would like to practice more nonverbal discipline so the class doesn’t get disrupted from the activity.

D.        ~ I have used verbal communication with families, staff, and students. Some forms of communication have been face to face, via phone, and email. I have provided verbal and nonverbal techniques while children are working on an activity. I have acted as a role model and shown the children how to behave and how to handle themselves during an activity and centers.  I provided step by step details as to how to interact on a few computer games.

            ~ The families and students responding back to me verbally in a positive way shows evidence that my techniques were effective.  The nonverbal techniques provided a learning opportunity for the students to understand what kind of behavior is appropriate during that time. The children successfully implementing the same type of behavior is evidence. Again, the children playing the games with success shows that my media communication techniques were effective.

            ~ I would like to have experience using apps to communicate with families.  I would like to create my own website for families and children to interact and learn.

I.                   I assisted students to expand their speaking and writing through writer’s workshop, reading to others, talking about readings, and sharing writing in circle time.

            ~ Students grew in the presentation skills and writing skills throughout the year. They were proud of their work and wanted to share in the group.

            ~ I need to have more opportunities supporting and expanding learner expression in different media sources.

K.        ~ I provided audiovisual aids for a student with autism that spoke very little. She used cards to show what she wanted to convey and the device said the phrase.

            ~ She learned how to portray what she wanted or needed.  It was a form of communication for her and she had a voice with this audiovisual device.

            ~ I would like to have more experience with coding apps, webquests, and more learning opportunities through social media.  I would like to present blogs or twitting to children, however I need to be comfortable with this type of media myself first.

Standard 8, Assessment

E.         ~ I preformed standard testing for Kindergartners and Second graders. These tests were in paper form and I was marking areas about math, reading, and writing skills. I implemented reading assessments routinely to see what level the students were at and thought about how I could challenge them.  Due to some advanced readers in the Kindergarten classroom, a few children had book bins to enrich their reading experiences during reading time.

            ~ The evidence of using assessment strategies was seen in the performance from the students and watching them expand their knowledge base.

            ~ I could benefit from having experience with a computer based assessment for students. This may stay more organized and students may be more focused. More technology experiences through assessment would be ideal.