De Craene, M. M. (2006). Using & teaching educational technology: digital storytelling: a practical classroom management strategy. The Educational Technology: ICT in Education website. Retrieved from http://terry-freedman.org.uk/artman/publish/Printer_804.php
Mrs. De Craene shared her experience in planning for the digital storytelling in her classroom. She emphasizes the need for management to prevent chaos must be administered in order to create a fulfilling experience with digital storytelling.
The author names three phases to digital storytelling. The first is the pre-production, second is production, and third in post-production. She states that pre-production is where the responsibilities are assigned and roles are determined. Some of the roles she listed were discussion director, summariser, investigator, illustrator, and connector. She added travel tracer, timekeeper and recorder. The author’s role was to facilitate the discussions.
The article definitely explains how to start the digital storytelling project. As I am thinking of my own project that I just completed, I can see where the planning was the most demanding. I can understand why Mrs. De Craene spent much time in preparing for the project at the pre-planning stage. In preparing for my own digital storytelling, I will follow the example the author shares for my roles and management.
Sunday, October 25, 2009
Saturday, October 24, 2009
Moviemaker Project-The American Revolution Reflection
The American Revolution
7464 Moviemaker Project
The purpose of the project is to meet the requirement for 7464 moviemaker project. The intended audience is the fourth grade class. The theme of the project is the struggle of the colonies for independence from the British. Any social studies lesson could be presented in this manner for effective introduction to a unit or a summary of a unit.
Many challenges were met while completing this project. Transferring images was difficult in that the computer would freeze. The computer would need to be turned off and started again at times. Getting the music to just the right spot took some time.
Many lessons were learned through this experience. First of all, this was the first time I ever touched a moviemaker project. I learned how to access FreePlay Music and select music that I felt would enhance the slides. I have learned how to place the movie on the UTube which I had never used. I have benefited from the experience although it took much time to complete. The URL to my moviemaker is http://stu.westga.edu/~bray1/7464_moviemaker_btr.wmv
7464 Moviemaker Project
The purpose of the project is to meet the requirement for 7464 moviemaker project. The intended audience is the fourth grade class. The theme of the project is the struggle of the colonies for independence from the British. Any social studies lesson could be presented in this manner for effective introduction to a unit or a summary of a unit.
Many challenges were met while completing this project. Transferring images was difficult in that the computer would freeze. The computer would need to be turned off and started again at times. Getting the music to just the right spot took some time.
Many lessons were learned through this experience. First of all, this was the first time I ever touched a moviemaker project. I learned how to access FreePlay Music and select music that I felt would enhance the slides. I have learned how to place the movie on the UTube which I had never used. I have benefited from the experience although it took much time to complete. The URL to my moviemaker is http://stu.westga.edu/~bray1/7464_moviemaker_btr.wmv
Monday, October 19, 2009
Egbert 5,6,7 Boss and Krauss 7,8
Egbert, J. (2007). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, New Jersey: Pearson.
Boss, S. & Krauss, J. (2007). Reinventing project-based learning. Eugene, OR: International Society for Technology in Education.
Supporting Student Production, Chapter 7 was interesting. The authors listed benefits of production which are teaching responsibility, planning and critical thinking, communication skills, cross-cultural understanding, decision making, and using and choosing appropriate technology (p. 185). She also gave the stages of production which are preproduction, production, and post production (p.186). The guidelines were presented as focusing on the process, using authentic audiences, teaching the tools, understanding the tools, and scaffolding for all students (p. 200).
In Chapter 8, the discussion was supporting student eLearning. The author describes eLearning as enhancing with digital technologies, involves interaction between students and teacher that is mediated by technology, uses technology that is ongoing and consistent, learner-centered, uses a variety of resources (p. 209). The benefits from eLearning ate flexibility, responsibility, exposure, interaction, anonymity, and convenience (p.213). The explains that the teacher’s role is to build rapport with students, encourage eLearners, making sure students are spending time effectively, dividing classes into discussion groups, requiring individuals to make clear posts, making students know that the teacher is observing (215-217).
In chapter 5 of Boss and Krauss, the project management strategies were discussed. First of all, the sources must be gathered, then plan the project dates, organize teams, and plan assessments. Chapter 6 discusses the implementation strategies of the project. Teachers must explain the project with enthusiasm in order to excite the students with interest. Guidelines must be set and explained along with lessons on the technology to be used. Chapter 7 involves getting the project moving. When holding class discussions, the teacher should promote high-order thinking. Technology should be selected that will promote an effective lesson. Many thing can “go wrong” when a project is being produced. Teachers will need to be available to help with the students’ needs and also manage conflict.
Boss, S. & Krauss, J. (2007). Reinventing project-based learning. Eugene, OR: International Society for Technology in Education.
Supporting Student Production, Chapter 7 was interesting. The authors listed benefits of production which are teaching responsibility, planning and critical thinking, communication skills, cross-cultural understanding, decision making, and using and choosing appropriate technology (p. 185). She also gave the stages of production which are preproduction, production, and post production (p.186). The guidelines were presented as focusing on the process, using authentic audiences, teaching the tools, understanding the tools, and scaffolding for all students (p. 200).
In Chapter 8, the discussion was supporting student eLearning. The author describes eLearning as enhancing with digital technologies, involves interaction between students and teacher that is mediated by technology, uses technology that is ongoing and consistent, learner-centered, uses a variety of resources (p. 209). The benefits from eLearning ate flexibility, responsibility, exposure, interaction, anonymity, and convenience (p.213). The explains that the teacher’s role is to build rapport with students, encourage eLearners, making sure students are spending time effectively, dividing classes into discussion groups, requiring individuals to make clear posts, making students know that the teacher is observing (215-217).
In chapter 5 of Boss and Krauss, the project management strategies were discussed. First of all, the sources must be gathered, then plan the project dates, organize teams, and plan assessments. Chapter 6 discusses the implementation strategies of the project. Teachers must explain the project with enthusiasm in order to excite the students with interest. Guidelines must be set and explained along with lessons on the technology to be used. Chapter 7 involves getting the project moving. When holding class discussions, the teacher should promote high-order thinking. Technology should be selected that will promote an effective lesson. Many thing can “go wrong” when a project is being produced. Teachers will need to be available to help with the students’ needs and also manage conflict.
Monday, October 12, 2009
School Laptops
O'Hanlon, C. (2009). Safe at home.The Journal: transforming education through technology, 36 (9), 32-33.
I have often wondered how laptops from school could be taken home by students. The article Safe at home tells how Henrico County Public Schools in Richmond, Virginia, allowed students to take the laptops home. The students loaded all kinds of things on the laptops and the administration had not taken any precautions to prevent it. The administration recalled and reimaged the computers over winter break and returned to the students. Norton antivirus had been placed on the laptops. Students are now taking laptops home and are kept from getting onto unauthorized programs with antivirus software.
At Battle Ground Academy in Franklin, Tennessee, uses Sophos antivirus software to protect the students and administration. Kbox from Kace inventories school computers and flags the computers that have unauthorized programs. Demerits are given when students are found to have violated school rules.
Putnam Valley Central School District in New York keeps track of student computers in case of a missing machine. Skyhook Wireless is used to do the tracking. It works like a GPS.
At North Daviess Community Schools in Elnora, Indiana, staff explains the use of laptops and maintainance to parents. The district wants to allow computer usage at home for all students because the more they use it, the more proficient they become.
It is amazing how much technology is "out there" and now I see that you can even "track down" a device.
I have often wondered how laptops from school could be taken home by students. The article Safe at home tells how Henrico County Public Schools in Richmond, Virginia, allowed students to take the laptops home. The students loaded all kinds of things on the laptops and the administration had not taken any precautions to prevent it. The administration recalled and reimaged the computers over winter break and returned to the students. Norton antivirus had been placed on the laptops. Students are now taking laptops home and are kept from getting onto unauthorized programs with antivirus software.
At Battle Ground Academy in Franklin, Tennessee, uses Sophos antivirus software to protect the students and administration. Kbox from Kace inventories school computers and flags the computers that have unauthorized programs. Demerits are given when students are found to have violated school rules.
Putnam Valley Central School District in New York keeps track of student computers in case of a missing machine. Skyhook Wireless is used to do the tracking. It works like a GPS.
At North Daviess Community Schools in Elnora, Indiana, staff explains the use of laptops and maintainance to parents. The district wants to allow computer usage at home for all students because the more they use it, the more proficient they become.
It is amazing how much technology is "out there" and now I see that you can even "track down" a device.
Monday, October 5, 2009
Supporting Student Critical Thinking
Egbert,J.(2007). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, New Jersey: Pearson.
Chapter four, Egbert(2007)discusses critical thinking skills of students. Characteristics of critical thinking tasks (p.104) are listed: environment supports questioning and reasoning, issues do not have simple answers, no rote learning, alternatives for solutions, students make decisions, tools and resources are provided, students examine resoning processes. The benefits of critical thinking were discussed (p. 104-105). The author says that critical thinking promotes better grades, independence, and decision making skills. She also stated that reading, writing, speaking, and listening skills are enhanced. The critical thinking process has four parts (p. 105). The parts are review, analyze, synthesize, and evaluate. The author says that students can benefit from using these steps in finding what helps them make rational decisions.
I like this chapter because I my students to think. I want to provide as environment that is conducive to thinking. Egbert (2007) lists some techniques for the teacher to support critcal thinking. She says (p. 106) that teachers should encourage students in find various sources before making decisions and supply sources to help students with structuring the information the students find. Teachers are encouraged to hold student debates and allow students time to reflect on learning. Egbert (2007) also supports creating and questioning assessments.
Egbert(2007) gives guidelines to follow in order to design critical thinking opportunities (p. 107). The first guideline is to ask the right questions that causes the students to think. The second guideline is to provide appropriate levels of challenge to make sure all students needs are met. The third guideline is to teach strategies by modeling, asking questions, and teach metacognitive strategies. The fourth guideline tells the teacher to encourage curiosity (p. 108).
Chapter four, Egbert(2007)discusses critical thinking skills of students. Characteristics of critical thinking tasks (p.104) are listed: environment supports questioning and reasoning, issues do not have simple answers, no rote learning, alternatives for solutions, students make decisions, tools and resources are provided, students examine resoning processes. The benefits of critical thinking were discussed (p. 104-105). The author says that critical thinking promotes better grades, independence, and decision making skills. She also stated that reading, writing, speaking, and listening skills are enhanced. The critical thinking process has four parts (p. 105). The parts are review, analyze, synthesize, and evaluate. The author says that students can benefit from using these steps in finding what helps them make rational decisions.
I like this chapter because I my students to think. I want to provide as environment that is conducive to thinking. Egbert (2007) lists some techniques for the teacher to support critcal thinking. She says (p. 106) that teachers should encourage students in find various sources before making decisions and supply sources to help students with structuring the information the students find. Teachers are encouraged to hold student debates and allow students time to reflect on learning. Egbert (2007) also supports creating and questioning assessments.
Egbert(2007) gives guidelines to follow in order to design critical thinking opportunities (p. 107). The first guideline is to ask the right questions that causes the students to think. The second guideline is to provide appropriate levels of challenge to make sure all students needs are met. The third guideline is to teach strategies by modeling, asking questions, and teach metacognitive strategies. The fourth guideline tells the teacher to encourage curiosity (p. 108).
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