During the semester I came across a few resources/tools that turned out to be very valuable for my Multimedia class and have been added to my teacher’s tool bag. The following are my picks for Spring 2009:
Website Resources
Name: Internet4Classrooms
Link: http://www.internet4classrooms.com/graphics.htm
Description: The website offers links to other websites that offer free clipart, video clips, and photos. I like this website because there are multiple sources listed along with a brief description of what the linked site offers. Links were verified in February of 2009.
Use in 6386: It’s a good resource for adding interest to the instructional unit and the website projects.
Cost: Free
Name: WebQuest.Org
Link: http://webquest.org/index.php
Description: This Website offers articles, tutorials, existing WebQuests, movies, and a discussion board. All resources focus on the creation and use of WebQuests. QuestGarden is included in the site and offers step by step instructions for creating WebQuests. QuestGarden also provides hosting services.
Use in 6386: A WebQuest could be another option for packaging the Multimedia Instructional unit project
Cost: Website resources are free. QuestGarden requires a subscription which is $20 for 2 years.
Name: Filamentality
Link: http://www.kn.pacbell.com/wired/fil/
Description: This Website offers step by step instructions for creating WebQuests. The templates are easy to use but can restrict the creativity process.
Use in 6386: A WebQuest could be another option for packaging the Multimedia Instructional unit project
Cost: Free
Name: The Future Channel
Link: http://www.thefutureschannel.com/
Description: The site contains authentic and attention getting videos that can be used in the classroom. Topics range from algebra to architecture.
Use in 6386: The videos can be used to inspire MTT students to see the benefit of using video in the classroom. If the MTT students use SoftChalk to package their Multimedia Instructional unit, they could link to the videos on this site.
Cost: Free
Software Resource
Name: Wondershare
Link: http://www.ppt-to-dvd.com/ppt-to-video-overview.html.
Description: The software converts PPT presentations to movies in a variety of formats (MPEG, AVI, MP4, MOV, FLV, AND 3GP). The menus were easy to use. For example you can select a format or a function. In my particular situation I was making a Podcast so I selected convert to Podcast and the program took care of the rest.
Use in 6386: Produce a video Podcast for production assignment.
Cost: $49.95 for Download. If you want the backup CD the cost is $67.05
Wednesday, May 6, 2009
Monday, May 4, 2009
Creating a Video Podcast
For one of my tech skills projects this semester I created a video Podcast. The video portion made the assignment more complex than simply producing a audio Podcast. The PowerPoint presentation I used for the assignment was an overview of using WebQuests for differentiating instruction. The PowerPoint slides included text, audio, and graphics.
I spent some time looking for free and for purchase options to convert the PowerPoint to a movie in order to create the video Podcast. I decided to use a program called “Wondershare PPT to Video 5.0.0”. I decided to use this product for the following reasons:
· Ability to convert the movie to multiple video formats (MPEG, AVI, MP4, MOV, FLV, AND 3GP).
· The menus were easy to use. For example you can select a format or a function. In my particular situation I was making a Podcast so I selected convert to Podcast and the program took care of the rest.
· I could purchase the download immediately. I was also able to purchase a back up CD for $7.95 for future use. This gave me the benefit of immediately using the software and peace of mind that I will have the product available should I need to reinstall the program or put it on another computer.
If you would like to find out more information about this product, please visit http://www.ppt-to-dvd.com/ppt-to-video-overview.html.
One caution…don’t be put off by the music that will start to play when you are reviewing the product!!
I spent some time looking for free and for purchase options to convert the PowerPoint to a movie in order to create the video Podcast. I decided to use a program called “Wondershare PPT to Video 5.0.0”. I decided to use this product for the following reasons:
· Ability to convert the movie to multiple video formats (MPEG, AVI, MP4, MOV, FLV, AND 3GP).
· The menus were easy to use. For example you can select a format or a function. In my particular situation I was making a Podcast so I selected convert to Podcast and the program took care of the rest.
· I could purchase the download immediately. I was also able to purchase a back up CD for $7.95 for future use. This gave me the benefit of immediately using the software and peace of mind that I will have the product available should I need to reinstall the program or put it on another computer.
If you would like to find out more information about this product, please visit http://www.ppt-to-dvd.com/ppt-to-video-overview.html.
One caution…don’t be put off by the music that will start to play when you are reviewing the product!!
Thursday, April 30, 2009
Interactive Authoring Tool
I have completed more than half my journey to becoming an educational professional. The course work, independent reading and field experiences have allowed me to study teaching theory and put it into practice in a real classroom setting. More than ever, I embrace strategies that help differentiate instruction, appeal to a variety of learning styles, and help guide students to become independent learners. I recently came across a computer program that helps me accomplish all three.
A professor from one of my classes this semester told the class about an interactive authoring tool (SoftChalk) that could be used for one of the class projects. Since SoftChalk was offering a 30 day free trial, I decided to test it. I was impressed by the features and my ability to easily navigate.
The SoftChalk program allows teachers to easily create interactive lessons that include internet links, built in quizzes and activities (ex. crossword puzzles). Transferring a paper lessons into the SoftChalk template was a matter of coping a word document and pasting it into the template. I transferred a 13 day unit, added quizzes, and PowerPoint slides (need to convert to Jpeg file) in less than 2 hours. The product looks professional and navigation is easy. I plan to use this product, in my future classroom, to create lessons for students to use for independent learning, tutorials, and for absenteeism. If you would like to know more about this product visit http://www.softchalk.com/
A professor from one of my classes this semester told the class about an interactive authoring tool (SoftChalk) that could be used for one of the class projects. Since SoftChalk was offering a 30 day free trial, I decided to test it. I was impressed by the features and my ability to easily navigate.
The SoftChalk program allows teachers to easily create interactive lessons that include internet links, built in quizzes and activities (ex. crossword puzzles). Transferring a paper lessons into the SoftChalk template was a matter of coping a word document and pasting it into the template. I transferred a 13 day unit, added quizzes, and PowerPoint slides (need to convert to Jpeg file) in less than 2 hours. The product looks professional and navigation is easy. I plan to use this product, in my future classroom, to create lessons for students to use for independent learning, tutorials, and for absenteeism. If you would like to know more about this product visit http://www.softchalk.com/
Sunday, April 12, 2009
Using Interest to Develop Information Literacy - Annotated Bibliography
Spence, L. K. (2009). Developing multiple literacies in a website
project. The Reading Teacher 62(7), 592-597.
A project to create a Website was lead by the author and included a team of four students. Although the student participants were proficient in speaking and writing two languages, and performing well in school, they were essentially technologically illiterate. Spencer facilitated the project by having the students use their knowledge of language and family to create a theme for the website. Once the theme (“Mexican Heritage”) was chosen the students researched topics, solicited help from family and community members to compile the content for the website. The students were able to plan, design, and create a website consisting of the students’ original art work, stories, jokes, and an English/Spanish translation page. The final product capitalized on the students existing abilities and interest to develop computer literacy.
While technology is readily available and it is widely assumed that the generation currently populating schools has high levels of computer literacies I need to be cognizant of the fact that not all students have been afforded the opportunity to develop computer skills. Regardless of the content that I am teaching, a pre-assessment of computer skills should be preformed and the beginning of the semester. If students lack the computer skills needed to perform projects, I will create opportunities for the students to develop the skills using interest instead of content to assist in the development of their computer literacy.
project. The Reading Teacher 62(7), 592-597.
A project to create a Website was lead by the author and included a team of four students. Although the student participants were proficient in speaking and writing two languages, and performing well in school, they were essentially technologically illiterate. Spencer facilitated the project by having the students use their knowledge of language and family to create a theme for the website. Once the theme (“Mexican Heritage”) was chosen the students researched topics, solicited help from family and community members to compile the content for the website. The students were able to plan, design, and create a website consisting of the students’ original art work, stories, jokes, and an English/Spanish translation page. The final product capitalized on the students existing abilities and interest to develop computer literacy.
While technology is readily available and it is widely assumed that the generation currently populating schools has high levels of computer literacies I need to be cognizant of the fact that not all students have been afforded the opportunity to develop computer skills. Regardless of the content that I am teaching, a pre-assessment of computer skills should be preformed and the beginning of the semester. If students lack the computer skills needed to perform projects, I will create opportunities for the students to develop the skills using interest instead of content to assist in the development of their computer literacy.
Friday, April 10, 2009
Using Technology to Differentiate - Annotated Bibliography
Schweizer, H. & Kossow, B. (2007). WebQuests: Tools for
differentiation. Gifted Child Today, 30(1), 30-35.
By design, a WebQuest is an inquiry based learning activity that relies on students’ interaction with information obtained through internet resources (Dodge, 1995, as cited in Schweizer, H. & Kossow, B., p. 29). Schweizer and Kossow suggest a well designed WebQuest is a tool teachers can use to differentiate instruction for a variety of students. In order to be effective, a WebQuest should contain five key components; introduction, task, process, evaluation, and conclusion. WebQuests are easily incorporated into individual or group work assignments. The authors’ suggest the primary benefit of using WebQuests in the classroom is its authentic framework. This framework allows students to self direct their exploration and understanding of content while ensuring the minimum standards are accomplished.
The learning, cultural, and language diversity of today’s student population requires teachers to use a variety of tools to ensure each student is successful. Incorporating WebQuests into my teaching repertoire is one way to develop patterns of instruction to assist a variety of learners. I see two major benefits of using WebQuests in my future classroom. The first benefit is students can self direct their learning individually or in a group. This promotes content understanding and develops the confidence of being an independent learner or team player. The second benefit of using WebQuests is that it allows me to work with individual students or groups. Working with students on an individual basis provides an opportunity to meet the students’ special needs while their peers self direct their learning.
differentiation. Gifted Child Today, 30(1), 30-35.
By design, a WebQuest is an inquiry based learning activity that relies on students’ interaction with information obtained through internet resources (Dodge, 1995, as cited in Schweizer, H. & Kossow, B., p. 29). Schweizer and Kossow suggest a well designed WebQuest is a tool teachers can use to differentiate instruction for a variety of students. In order to be effective, a WebQuest should contain five key components; introduction, task, process, evaluation, and conclusion. WebQuests are easily incorporated into individual or group work assignments. The authors’ suggest the primary benefit of using WebQuests in the classroom is its authentic framework. This framework allows students to self direct their exploration and understanding of content while ensuring the minimum standards are accomplished.
The learning, cultural, and language diversity of today’s student population requires teachers to use a variety of tools to ensure each student is successful. Incorporating WebQuests into my teaching repertoire is one way to develop patterns of instruction to assist a variety of learners. I see two major benefits of using WebQuests in my future classroom. The first benefit is students can self direct their learning individually or in a group. This promotes content understanding and develops the confidence of being an independent learner or team player. The second benefit of using WebQuests is that it allows me to work with individual students or groups. Working with students on an individual basis provides an opportunity to meet the students’ special needs while their peers self direct their learning.
Tuesday, April 7, 2009
Creating Movies
In order to be an effective educator, I see the need to use a variety of instructional delivery methods to help each student be successful. This desire has driven me to explore technology in deeper ways than I would have out of normal every day interest. While there are a number of pre-existing videos available for use in the classroom, there will be times when a teacher and/or a student will want to create a completely authentic piece of work. In a recent assignment for a Multimedia class, I captured my own video and created a movie using iMovie. As with most new adventures there are lessons learned. When making your own movies keep the following in mind:
· When working with small children, plan for breaks. I had a 7 year old actor in one of my videos who found the “thought” of being in a movie fun. The fun diminishes quickly when you ask them to do something again. Taking breaks and having snacks available made the experience smoother even though it took longer.
· Movie Maker does not support video recorded in HD. I planned to use a free software program to create my movie (Movie Maker). Unfortunately Movie Maker does not accept HD video. There are many compatibility challenges between hardware and software. It’s important to research compatibility for the products and equipment you plan to use before starting your project. Fortunately, I had access to a Mac and was able to use iMovie which will accept a HD video file.
· Record at least twice as much video as you think you will need. One of my final projects consisted of taking various camera shots. My final product was about six minutes. By having more than double the video needed for the final product, I was able to discriminate about the video used and it gave me the freedom to be creative in the editing process.
Using movies is an effective way for bringing emotion and experiences into the classroom that would not otherwise be possible. In addition, having students make their own movies allows them to practice planning, visualization, organization, and the process of telling a story using perspective.
· When working with small children, plan for breaks. I had a 7 year old actor in one of my videos who found the “thought” of being in a movie fun. The fun diminishes quickly when you ask them to do something again. Taking breaks and having snacks available made the experience smoother even though it took longer.
· Movie Maker does not support video recorded in HD. I planned to use a free software program to create my movie (Movie Maker). Unfortunately Movie Maker does not accept HD video. There are many compatibility challenges between hardware and software. It’s important to research compatibility for the products and equipment you plan to use before starting your project. Fortunately, I had access to a Mac and was able to use iMovie which will accept a HD video file.
· Record at least twice as much video as you think you will need. One of my final projects consisted of taking various camera shots. My final product was about six minutes. By having more than double the video needed for the final product, I was able to discriminate about the video used and it gave me the freedom to be creative in the editing process.
Using movies is an effective way for bringing emotion and experiences into the classroom that would not otherwise be possible. In addition, having students make their own movies allows them to practice planning, visualization, organization, and the process of telling a story using perspective.
Thursday, April 2, 2009
Common Technology
This semester I have been observing a H.S. Business Management Class. The classroom contains computers and an overhead projector. Until Monday (3/30), I didn't think of the TV as a piece of technology that could enrich a classroom experience.
The following changed my view:
There has been a tragic story in the news over the last week about a police officer preventing a man from seeing his dying mother-in-law in the hospital. While some of the students had heard about the story they did not connect the circumstances to ethics and professional appearance.
On Monday, Good Morning America interviewed Mr. Moats and his wife about their experience with the police officer. The teacher used the TV for the students to view the interview. This allowed the students to see and experience the emotion of the situation. The teacher led a discussion in which the behaviors of officer Powell and Mr. Moats were compared. This comparision was linked to professionalism and ethics in business.
The second period class did not have the opportunity to see the interview live. While the discussion of ethics and professionalism was still productive, the students did not discuss the event with the same passion as their peers who experienced the live interview.
Sometimes we focus on using "new" technology to enhance classroom experiences. This experience has made me reflect and consider the use of "old" technology to promote student understanding as well.
The following changed my view:
There has been a tragic story in the news over the last week about a police officer preventing a man from seeing his dying mother-in-law in the hospital. While some of the students had heard about the story they did not connect the circumstances to ethics and professional appearance.
On Monday, Good Morning America interviewed Mr. Moats and his wife about their experience with the police officer. The teacher used the TV for the students to view the interview. This allowed the students to see and experience the emotion of the situation. The teacher led a discussion in which the behaviors of officer Powell and Mr. Moats were compared. This comparision was linked to professionalism and ethics in business.
The second period class did not have the opportunity to see the interview live. While the discussion of ethics and professionalism was still productive, the students did not discuss the event with the same passion as their peers who experienced the live interview.
Sometimes we focus on using "new" technology to enhance classroom experiences. This experience has made me reflect and consider the use of "old" technology to promote student understanding as well.
Thursday, March 26, 2009
WebX
Like many corporations and school districts, the company I work for has had to reduce expenses including a reduction of the workforce. I have been one of the fortunate individuals that have not been affected by this U.S. trend.
In addition to my current responsiblities, I was asked to lead the company's training committee. The industry I work in is highly regulated by both environmental, federal and state agencies making the training requirements mandatory not just "nice to have". In many ways these requirements are similar to TEKS.
With facilities located throughout the U.S. and England, innovative methods of training are required to meet regulatory standards and maintain budget requirements. This week, the training team started to use WebX to conduct training. While this is a pilot program, it has been very effective in terms of delivering high quality content, effectively using time management, and cost containment.
The use of WebX or similar technology, I believe, could be used to assist smaller or rural school districts that don't have the ability to fund special classes such as advanced language or mathematics classes. By partnering with larger school district's they could have the ability to provide high quality instruction to their special populations.
In addition to my current responsiblities, I was asked to lead the company's training committee. The industry I work in is highly regulated by both environmental, federal and state agencies making the training requirements mandatory not just "nice to have". In many ways these requirements are similar to TEKS.
With facilities located throughout the U.S. and England, innovative methods of training are required to meet regulatory standards and maintain budget requirements. This week, the training team started to use WebX to conduct training. While this is a pilot program, it has been very effective in terms of delivering high quality content, effectively using time management, and cost containment.
The use of WebX or similar technology, I believe, could be used to assist smaller or rural school districts that don't have the ability to fund special classes such as advanced language or mathematics classes. By partnering with larger school district's they could have the ability to provide high quality instruction to their special populations.
Monday, February 23, 2009
Technology Journey: Animation and audio
During the last two weeks, my technology journey has taken me down the road of using animation and audio to enhance student experiences. Prior to this journey, my experience with animation was limited and I had no exposure to creating/using audio. As a result, the beginning of this journey was filled with a small amount of apprehension and a large amount of excitement.
The text book readings provided an introduction to the technical aspects, capabilities, and the positive and negative ways to use audio and animation in web pages. In addition to establishing a base to ultimately complete the required assignments, the readings spurred creative thought for using these tools to enhance lessons, differentiate instruction, and student assessments. The tutorials from Atomic Learning were pragmatic and assisted me in acquiring tools to create animations in PowerPoint and create an audio file using Audacity.
The balance sheet is a critical financial statement for businesses. An understanding of the balance sheet requires students to understand the basic accounting equations. To bring interest and depth to this concept, I used several animation functions in PowerPoint. The PowerPoint animation functions were easy to navigate. After a short period of time I was able to use motion and colors to capture the meaning of the accounting equation.
While there are many ways to communicate with students and their families, and I intend to use several different communication tools, a class website offers a convenient and efficient way to connect with students and families. I plan to create and use websites for each of my future classes. A section of the website will allow families to see and hear me.
I used a digital camera to take a photo of me and created an audio file using audacity. The audio file contained my educational, career, and personal background. The audio file also contained my vision for the class, expectations for me and the students, and ways for parents to participate in their children’s learning community. The audacity user interface made it easy to compile an audio file.
The original file was created without using a headset. Due to the quality of the recording, I used a headset. The quality of the second recording was significantly better. The recording process made me realize that talking for two continuous minutes with no physical audience is difficult both in terms of quality and staying focused.
In addition to learning the technical skills to produce animation and audio, I have compiled several ideas for incorporating technology into my future classroom instruction.
The text book readings provided an introduction to the technical aspects, capabilities, and the positive and negative ways to use audio and animation in web pages. In addition to establishing a base to ultimately complete the required assignments, the readings spurred creative thought for using these tools to enhance lessons, differentiate instruction, and student assessments. The tutorials from Atomic Learning were pragmatic and assisted me in acquiring tools to create animations in PowerPoint and create an audio file using Audacity.
The balance sheet is a critical financial statement for businesses. An understanding of the balance sheet requires students to understand the basic accounting equations. To bring interest and depth to this concept, I used several animation functions in PowerPoint. The PowerPoint animation functions were easy to navigate. After a short period of time I was able to use motion and colors to capture the meaning of the accounting equation.
While there are many ways to communicate with students and their families, and I intend to use several different communication tools, a class website offers a convenient and efficient way to connect with students and families. I plan to create and use websites for each of my future classes. A section of the website will allow families to see and hear me.
I used a digital camera to take a photo of me and created an audio file using audacity. The audio file contained my educational, career, and personal background. The audio file also contained my vision for the class, expectations for me and the students, and ways for parents to participate in their children’s learning community. The audacity user interface made it easy to compile an audio file.
The original file was created without using a headset. Due to the quality of the recording, I used a headset. The quality of the second recording was significantly better. The recording process made me realize that talking for two continuous minutes with no physical audience is difficult both in terms of quality and staying focused.
In addition to learning the technical skills to produce animation and audio, I have compiled several ideas for incorporating technology into my future classroom instruction.
Monday, February 16, 2009
Information Overload & Current Events
As part of the M.Ed program, I am taking a field experience course this semester. This course allows me to learn from an experienced teacher and have the opportunity to work with students. Last week I facilitated a current events lesson.
As I was planning the lesson I reflected on the perception that some students do not follow current events. After discussing this with teachers and professors, there seemed to be one common thread;While access to information has never been easier, students can suffer from information overload.
During the current events lesson, we discussed this hypothesis and each student agreed that between school requirements and the availability of media (printed, radio, internet, etc.) they felt overloaded with information.
Although the students unanimously agreed that current events was important to them and the business world, they wanted efficient access to information. Which lead to today's lesson.
This morning we discussed various web sources available for the students to use for the current events project. I also demonstrated, with the assistance of a student, how to use the "News" function in the Google search engine. The students found that this function allowed them to search for news information without getting distracted by to many hits. I agree with the students, as I was unaware of this function until I learned about it in the Multimedia class I am taking this semester.
My takeaway from my own learning experiences and that of the students in my field experience class is that information needs to be easily accessible and meet minimum quality standards to be beneficial.
As I was planning the lesson I reflected on the perception that some students do not follow current events. After discussing this with teachers and professors, there seemed to be one common thread;While access to information has never been easier, students can suffer from information overload.
During the current events lesson, we discussed this hypothesis and each student agreed that between school requirements and the availability of media (printed, radio, internet, etc.) they felt overloaded with information.
Although the students unanimously agreed that current events was important to them and the business world, they wanted efficient access to information. Which lead to today's lesson.
This morning we discussed various web sources available for the students to use for the current events project. I also demonstrated, with the assistance of a student, how to use the "News" function in the Google search engine. The students found that this function allowed them to search for news information without getting distracted by to many hits. I agree with the students, as I was unaware of this function until I learned about it in the Multimedia class I am taking this semester.
My takeaway from my own learning experiences and that of the students in my field experience class is that information needs to be easily accessible and meet minimum quality standards to be beneficial.
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