Digital Story

What?
We are continuing research and compilation of our digital story this week.

So What?
It is definitely a learning experience for me working on this project.  I have been trying to compare the use of vidcast, powerpoint, and digital stories as I may use them in my classroom.  I know they each have their own uses, strengths, and intentions, but at the beginning I had a hard time differentiating between them in their purpose.  Having experience in all the forms of digital media for the classroom has been good for me to be exposed to the way different media is used.  Digital stories are a fun and creative way to engage students in the classroom and present new information, or elaborate on deeper content.

Now What?
I think that the more exposure and experience we get in digital media the more likely we will be to use it in our classroom.  The downside that I see for myself is that it seems to take me a long time to create a simple 3-5 minutes story. There is so much that goes into research, compilation, copyright, image order, text, music and voice over.  In order to justify spending this kind of time on a short creation, I would want to make sure it was engaging, correct, and meaningful. Something I could keep from year to year and share with other teachers.  Collaboration is so much easier with technology, it is a great asset to our teaching.  I intent on implementing digital stories into my classroom in a gradual process.  Through the months and years, I can increase my digital story library, just as I will my text library.  The are of equal asset and importance to a teacher for different subject and teaching styles.

Copyright Legalities

What?
This week we learned about copyright laws concerning images and information online.  We reviewed many of the laws and the procedures to copyright our own things and how others works are copyrighted as well.

So What?
This was a very useful lesson for me because I had no idea all the legalities that come with copyrighting.  I think that the internet is prime for copyright issues and thus, since the internet has come about, many laws and new copyright information has had to be changed, verified, and improved.  The one thing that really stood out to me is that just because an image doesn't say it is protected, doesn't mean it isn't.  New laws state that an image is protected no matter if it is stated or not.  An image is only free for use if it is stated specifically as such.  I thought it was the other way around, so I was very glad to learn that information. 
It was also nice to learn how to copy protect our own works through Creative Commons.  It seems so simple which is nice. I guess I expected the copyrighting process to be much more time consuming and difficult.  Both of these topics are essential knowledge teachers because of the high use of technology in lesson planning and teaching now day.

Now What?
I was a bit worried about finding images that are okay to use so was happy to learn of the google advanced search option.  It makes me feel safe legally, and allows me to still find searching convenient and successful. I will definitely use this search option from now on when finding images for a technological project or print.  There is so much useful information out there for teachers, but it is good to know how to check, protect, and use this information safely. 

Images reflection

What?
As we are preparing to create our own digital stories, we have been learning about the important elements of creating a successful story. The one thing that stands out to me is the impact of images.

So What?
In realizing that pictures can truly set a mood, enhance a topic, and promote emotional understanding, it is critical to use images appropriately in telling a story or teaching a lesson.  It is interesting to see the same image tell two different interpretations, depending on the subject being presented.  Perhaps the order the images are presented, along with text, is the key to developing a storyline that is successful in its interpretation to its viewers.  To me, images are almost always more critical than text.  This is evident in some children's books that tell stories without any text at all.

Now What?
As we develop our digital story, I will definitely pay closer attention to the images we choose to insert into our story.  Images should not just be to fill space or time, but should be used to enhance the story and provoke a deeper understanding.  I have realized that a story is a great way of learning for many different learning styles.  Students who love to read can be engaged in the text enhanced with pictures. Students who may struggle to read can still see the story in more visual terms through the images.  Then there are students who simply prefer to listen, and they can benefit from a story telling as well.  No matter the reason, a digital story can be a unique opportunity for students to learn digital media, and also to teach various subjects, enhanced with technology. 

Vidcast Reflection

Our vidcast addresses Third grade science Standard 1: Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky. Objective 1: Describe the appearance of Earth and the moon.

We chose it because we thought it would be a fun and visual way to introduce the beginning studies of the Earth and moon. We had an idea to use different types of spheres that third graders would recognize in order to activate their own schema about what a sphere is. We then gave them a visual of how the earth and moon are constantly spinning, again in a way that would activate their own schema, before showing them a video of the earth and moon spinning.
This assignment met the INTASC Standard 2: Planning curriculum and designing instruction to enhance student learning. Objective 1: Demonstrate knowledge of content. Our vidcast demonstrated that we understood that the earth and moon are both spheres and that they are constantly spinning and rotating. Objective 3: Connect curricula to students development and cultural background. We did this when we used visuals the students would recognize to help them connect what they already know with what we were trying to teach them.

We also met INTASC Standard 3: Engage and support all students in learning. Objective 1: Use research-based instructional strategies to enhance student learning of content. This was done when we used the students own schema to help them connect the new information to what they already know.

The NETS Standards we met using the same teaching theories of connecting schemas and engaging students with familiar knowledge first, all through digital means. The NETS standards are as follows:

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments.

A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

C. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

Standard 4: Promote and Model Digital Citizenship and Responsibility

A. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

There was one main drawback we could see in using a vidcast in the classroom. Putting together a high quality vidcast with accurate and pertinent information can be very time consuming. You have to figure out how you want to use the vidcast, then find the information you want to use and then put it all together. Creating a lesson plan through the core curriculum takes time a preparation on all accounts. However, as a beginning teacher creating lesson plan files, once you have it done you could use it year after year, as with any lesson material.

As our vidcast on the rotation of the Earth and moon is an introduction to content, our future plans on the unit include a more in depth instruction on why the Earth rotates and how our world would be different if the Earth, Moon, and Sun were not orbiting as they are. Affects include changes in seasons, sunlight and darkness, hours of the day, etc. Other topics discussed in the unit under this standard include the physical natures of the earth, moon and stars.

The topic can be complex, but for third graders to retain the information we think it would be beneficial to simplify the information and present it in visual ways related to their common interests. By beginning the unit as we did with our vidcast, students will be more attentive to the future facts on the topic presented in different ways relevant to their lives and the schema already present.

Vidcast

What?

We are learning about different ways to prepare and publish a vidcast and the different content types a vidcast can cover.

So What?

I feel like I know how to do a lot of things through technology and the internet, but there is always more to learn. Making my own vidcast is something I have never tried. I think it would be useful for classroom use in teaching children a how to, it would be fun to participate in a vidcast featuring yourself or familiar people to your students. This would be a great way to create a hook for students on a topic that may be less exciting to present otherwise.

I also think it would be fun to not only use vidcasts to present or teach information, but to teach your students how to make them to present material to each other. With so many simple ways of creating, it would not be hard for groups of middle elementary aged students to put together a simple vidcast on an assigned topic. This could be a great way to integrate technology across curriculum's.

Now What?

This information helps me create new ideas for presenting a lesson, instructions, or transitions for my students. I believe that even though children are creatures of habit, they need new ways to present information to jolt their minds from the mundane at times. This is also true of students with different ways of learning. I would like to present to my students multiple ways of doing, learning, and creating things.

Using a flip camera versus using a video editing program creates new ways for students to gather and present information. I can imagine that in the new few generations, technology will have progressed far beyond what we could even imagine. It is important that we as teacher keep up with technology changes and by using technology in our classrooms, expose our students to the different processes as well.