This week in class, we have been charged with the task of designing a digital storytelling project for the students in our class. With Thanksgiving approaching in less than a month, I thought this would be the perfect opportunity to have a little fun while exploring the history of Native Americans in North America and the impact of European immigrants (Pilgrims) on their way of life. An activity addressing this topic would meet multiple 2nd grade Florida Social Studies standards. In addition to meeting several Social Studies standards, a digital storytelling project on this topic would also attend to numerous Reading and Language Arts standards continuously covered throughout the year. As discussed in the textbook, the existing curriculum must lead any and all technology integration, and not the other way around (Gunter 2010). This is vital for teachers to ensure all core subject standards are being met throughout the academic year while continuing to build 21st century skills through digital applications.
The objective of this digital storytelling project would be for my students to correctly tell about the immigration of the European settlers through either the eyes of the Native Americans or the Pilgrims. The first thing they must do is storyboard their idea. This will provide students the opportunity to plan their story so that it is told in the most effective means possible, and this will also help students to identify any additional tools they will need to complete their project successfully. Just as with any writing or conventional storytelling activity, students must plan in order to have a well-written piece. These expectations must be carried over when utilizing digital media as a means of production, as well (Gunter 2010). Once students have chosen the eyes through which they will be telling their story, they will then access the curriculum resource page that will be set up for them. On this page, students will find links to information, videos, images, and audio in reference to the targeted time and people. While it would make it easier to make every resource a quality one, I would throw in a couple irrelevant or poorly constructed resources so students can practice sorting through and evaluating quality web resources. If I have students with advanced technological skills, they may also choose to create their own resources for use in their digital storytelling project. These students would need access to digital cameras for images, flip video cameras for video, and microphones to record audio. Once students capture their own digital media, they then have the ability to create their own resource pages for other students to access, as well.
In addition to content resources, links to “how-to’s” for digital storytelling will also be provided to students in the case that they need extra assistance or just want to take their digital storytelling to the next level. It is important to not only provide students with beginning technology skills the resources to complete the activity adequately, but also that I provide technologically competent students with the opportunity to excel and enrich their digital experience. By students creating their own resources and content resource pages, they will have the ability to share their digital knowledge with others while working to complete the assigned activity. These student created resources will be in addition to the provided websites and resources for students to research all aspects of the targeted time period, such as food, clothing, social conventions, gender roles, key people, geographic regions, Native American-Pilgrim interactions, and much more. In the case students wish to explore an alternative aspect of Native American or Pilgrim life in that time, a student-friendly search engine, such as Ask for Kids, will be provided as well.
In order to not simply leave students’ learning experience in the time of the Mayflower, I would finally have students compare what they’ve learned through their digital stories to their lives today. This would take their learning to the next level by creating an authentic learning experience and providing a connection to what students know best – their own world (Gunter 2010). This will give students that extra ownership of their final products, and when presenting their digital stories they can draw on their own experiences and relate to what they have learned more easily. I definitely see the information sticking with them much longer if the material is learned and the knowledge is expressed in this fashion. In the provided pacing guides for each subject area, additional technology resources are provided to teachers, such as supplemental videos or interactive activities revolving around the subject matter. If you ask me, it is only a matter of time until learning experiences such as digital storytellings are a required part of the curriculum, as well. I anticipate this day.
The following is a link to a plethora of Thanksgiving resources for teaching, and suggestions for classroom use: http://www.teachersfirst.com/holiday/thanksgiving.cfm . Many of these resources would be great for students in creating their digital storytelling, also!
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Friday, October 29, 2010
Thursday, October 21, 2010
Activity Reflection 4
Let me start off by saying that I absolutely loved this week’s assignment of creating a digital presentation on the benefits of digital storytelling in the classroom. We were given the option of creating a relatively basic presentation using PowerPoint in SlideShare or challenging ourselves and creating a “prezi” using the Prezi program (they get offended if their products are referred to as presentations). I chose to attempt using Prezi, as I had heard of the program before but had never actually explored it in detail myself. While I ended up spending four hours creating the short presentation rather than two, it was well worth it as I am completely fascinated by Prezi’s capabilities and final product.
I began my digital storytelling prezi by exploring the links provided in the course module and researching some ways digital storytelling can be integrated in different areas of the curriculum. Once I had a more detailed understanding, I went ahead and signed up for the educator license of Prezi. I was given the opportunity to watch a short tutorial or complete three lessons before beginning use of the program, and I opted for the video. I recommend this to any Prezi beginners out there, as this short three minute video did a great job prepping me on the tools I would need for a successful Prezi experience.
Once I was in Prezi and ready to begin designing my prezi, I started by simply click on the screen and typing my desired information. Once the meat of the prezi was prepared, then came the fun (and more time consuming) part. I was able to change the design, layout, font, and text direction of each text object in my Prezi. My experience with Microsoft Word and ActivInspire software helped make these initial steps run smoothly, as they share some similar editing and layout functions. In Prezi, you are able to group objects in frames and create a path in which the viewer will see the information as they progress through the prezi. This aspect of the program was completely new to me, and it took me a while to get a decent grasp on how to most effectively utilize these features. This could also be attributed to the fact that every time I thought I was finished, I discovered something else I wanted to learn to do with my Prezi, such as zoom in and straighten out the sideways text while the prezi path is carried out. (This is done by not creating a frame around the text, which I had done, and selecting the text directly as a point on the path, which I then corrected… In case you were curious).
I must say that as the activity progressed, I began to feel like a more perspicacious Prezi user. Not only did I thoroughly enjoy using Prezi to create this activity, I learned a lot and plan to use Prezi for all types of tasks in the future. I know if I enjoyed using Prezi this much, my students would really benefit from utilizing it for classroom projects. I would still like to research more uses of digital storytelling in the classroom before I have my students begin using Prezi to create their digital stories. Prezi is a great tool that could be used in all areas of education, business, medicine, etc. to engage viewers and effectively train/teach them beyond the everyday PowerPoint. I am looking forward to using Prezi to spruce up any assignment that calls for a basic presentation or PowerPoint to present knowledge of a known or novel topic. What a fun instructional tool allowing for freedom to be creative while still effectively getting across a message. I will definitely be spreading the word about Prezi!!
The blog prior to this has my Prezi into it. Check it out!
I began my digital storytelling prezi by exploring the links provided in the course module and researching some ways digital storytelling can be integrated in different areas of the curriculum. Once I had a more detailed understanding, I went ahead and signed up for the educator license of Prezi. I was given the opportunity to watch a short tutorial or complete three lessons before beginning use of the program, and I opted for the video. I recommend this to any Prezi beginners out there, as this short three minute video did a great job prepping me on the tools I would need for a successful Prezi experience.
Once I was in Prezi and ready to begin designing my prezi, I started by simply click on the screen and typing my desired information. Once the meat of the prezi was prepared, then came the fun (and more time consuming) part. I was able to change the design, layout, font, and text direction of each text object in my Prezi. My experience with Microsoft Word and ActivInspire software helped make these initial steps run smoothly, as they share some similar editing and layout functions. In Prezi, you are able to group objects in frames and create a path in which the viewer will see the information as they progress through the prezi. This aspect of the program was completely new to me, and it took me a while to get a decent grasp on how to most effectively utilize these features. This could also be attributed to the fact that every time I thought I was finished, I discovered something else I wanted to learn to do with my Prezi, such as zoom in and straighten out the sideways text while the prezi path is carried out. (This is done by not creating a frame around the text, which I had done, and selecting the text directly as a point on the path, which I then corrected… In case you were curious).
I must say that as the activity progressed, I began to feel like a more perspicacious Prezi user. Not only did I thoroughly enjoy using Prezi to create this activity, I learned a lot and plan to use Prezi for all types of tasks in the future. I know if I enjoyed using Prezi this much, my students would really benefit from utilizing it for classroom projects. I would still like to research more uses of digital storytelling in the classroom before I have my students begin using Prezi to create their digital stories. Prezi is a great tool that could be used in all areas of education, business, medicine, etc. to engage viewers and effectively train/teach them beyond the everyday PowerPoint. I am looking forward to using Prezi to spruce up any assignment that calls for a basic presentation or PowerPoint to present knowledge of a known or novel topic. What a fun instructional tool allowing for freedom to be creative while still effectively getting across a message. I will definitely be spreading the word about Prezi!!
The blog prior to this has my Prezi into it. Check it out!
Thursday, October 7, 2010
Online Identity Activity
The last time I “Googled” myself was about a year ago, and the top responses highlighted flipcharts I’ve created and published to PrometheanPlanet.com. I was proud of these creations and satisfied with my “online identity.” Therefore, I figured I would find equally satisfying results when I Googled my name for this week’s assignment. This was not the case. Now, my top three results are as follows: Facebook (not exactly the most useful first result), Pipl (on which every address I’ve lived at since I was five is listed…creepy), and TeacherTube (finally a site showcasing digital resources I’ve created). My flipcharts are not even on the first or even second page of the results anymore. If only we could choose how our own results are sorted for searchers.
As I delve deeper into the Educational Technology master’s program and progress in my educational career, I know it is increasingly imperative to have a positive online identity. This includes not only the amount of results returned, but the quality and relevance of each result. Not that I have a personal vendetta against Pipl.com, but I’m not quite sure a parent or employer is interested in where I lived in 1989 or my mother’s address. While these results may be numerous, they are by no means relevant to how I want to be perceived by others. The internet offers a new means of informal job interviews and first impressions, and often we do not even know these interviews are taking place. We must always be putting our best foot forward, face-to-face and online.
One way to establish a strong positive online identity is by creating an online profile, which I recently did for this week’s assignment using Google Profiles. There are numerous well-done Educator Profiles and How-To’s available to make the process of creating an online profile easy and effective. In the past, I had never taken the time to fill out the profile information on any digital resources I’ve subscribed to or created, such as blogs, wikis, or educator forums. The profile section always just seemed like an extra thing to do – a waste of time, and who was going to look at those things anyways, right? Now that I know that every program I enter my name into, subscribe to, or express interest in online shows up when my name is entered in a search engine, I recognize a need for a professional profile accompanying each associated program and electronic resource.
As I completed the profile activities, I began to view the About Me sections of the blog site or Google Profiles as a sort of informal resume. Only this resume is readily available to anyone who completes a virtual search of your name. From now on, I will be taking those extra fifteen minutes to enter a brief description of myself and what I have to offer the world. This may be my chance to connect with a possible employer or create a bond with a classroom parent or peer. I’ve learned that in such a networked world, I am always selling myself. Let’s make sure that what people are looking to buy is the same thing we are intending to sell.
As I delve deeper into the Educational Technology master’s program and progress in my educational career, I know it is increasingly imperative to have a positive online identity. This includes not only the amount of results returned, but the quality and relevance of each result. Not that I have a personal vendetta against Pipl.com, but I’m not quite sure a parent or employer is interested in where I lived in 1989 or my mother’s address. While these results may be numerous, they are by no means relevant to how I want to be perceived by others. The internet offers a new means of informal job interviews and first impressions, and often we do not even know these interviews are taking place. We must always be putting our best foot forward, face-to-face and online.
One way to establish a strong positive online identity is by creating an online profile, which I recently did for this week’s assignment using Google Profiles. There are numerous well-done Educator Profiles and How-To’s available to make the process of creating an online profile easy and effective. In the past, I had never taken the time to fill out the profile information on any digital resources I’ve subscribed to or created, such as blogs, wikis, or educator forums. The profile section always just seemed like an extra thing to do – a waste of time, and who was going to look at those things anyways, right? Now that I know that every program I enter my name into, subscribe to, or express interest in online shows up when my name is entered in a search engine, I recognize a need for a professional profile accompanying each associated program and electronic resource.
As I completed the profile activities, I began to view the About Me sections of the blog site or Google Profiles as a sort of informal resume. Only this resume is readily available to anyone who completes a virtual search of your name. From now on, I will be taking those extra fifteen minutes to enter a brief description of myself and what I have to offer the world. This may be my chance to connect with a possible employer or create a bond with a classroom parent or peer. I’ve learned that in such a networked world, I am always selling myself. Let’s make sure that what people are looking to buy is the same thing we are intending to sell.
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