Week 4 - The Search for 3D Solids Video: First Production

This week I have been again blessed with my amazing group of ladies.  Everyone is extremely focused, and doing a fabulous job.  Nikki shot the video, I recorded the vocals, and Wendy updated the assignment templates.  Looking forward to collaborating with the team, and getting the final video completed next week.  Below is our first production video from week 4.

Week 3 - Group Project: The Search for 3D Solids!

This week started our group projects.  I'm lucky to be in a group of hardworking ladies!  We all began discussing our project last Monday, and decided on creating a unit introduction video for an audience of third grade students about to begin learning Geometry, specifically 3D Solids.  Our TEK focused on the students being able to identify and describe the 3D solids according to their attributes.  Our team works efficiently together, and I am looking forward to the next two weeks!

Listed below is a link to my google site, where the 5 assignments for Week 3 are housed.  These documents are living and breathing, and will be edited and changed throughout the next 2 weeks while our group continues to work on our video project.
Click Here to Access Week 3 Assignment Documents!

I have also listed the TEK and ISTE Standards that our video project is based around.

TEKS and ISTE Standards Covered: Texas Essential Knowledge and Skills for Grade 3: TEK: Third Grade Mathematics: (3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary.   The student is expected to identify, classify, and describe three-dimensional geometric figures by their attributes. ISTE – National Educational Technology Standards (for teachers): TF I - Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. TF I-A:  promote, support, and model creative and innovative thinking and inventiveness. TF I-B:  engage students in exploring real-world issues and solving authentic problems using digital tools and resources. TF I-C:  promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. TF I-D:  model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. TF II- Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. TF II-A: design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. TF III- Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. TF III-D: model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. ISTE – National Educational Technology Standards (for students): I- Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. I-A:  apply existing knowledge to generate new ideas, products, or processes. III- Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. III-C: evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Week 2: Audacity and iMovie Screen Cast Tutorials

This week I had to create screen casts for Audacity and iMovie.  I had never used Audacity before, and was interested in learning more about it.  I also researched Creative Commons, and discovered what these were used for, and how to incorporate them into any work that I've created to make it easier on others who may want to share or use my work.  Below are my screen cast tutorials for Audacity and iMovie!  Check them out!


Audacity Screen Cast:
Click Here to view the Audacity Tutorial directly from You Tube!

Script for Audacity screen cast:

Today I will show you how to use Audacity to record an audio clip, cut and add effects, and then how to export the clip in the MP3 format.  Remember that you will need to download the LAME encoder in order to export the files correctly. 

First, I will click the red circle button to record my sound clip.  Stop by clicking the yellow square.  If you want to hear what you recorded just click up here in the open area.  As you are listening, you may hear an area that you don’t exactly want.  You can highlight that area, click and delete.  Then, listen to it again.  This time, if you want to add a special effect, highlight the clip, and I’m going to normalize.  Review the clip. Once you have it the way you want, you will go up to the file and click export.  Notice the format will be a MP3 file.  Save and then you will be ready to export your sound clip anywhere you’re wanting.  

iMovie Screen Cast:

Click Here to view the iMovie Tutorial directly from You Tube!

Script for iMovie Screen Cast:

Today I will show you how to create and edit a video in iMovie.  I’ve already uploaded the video clip to save some time.  I have also already decided on the comic book theme considering this iMovie will be about my nephews.  The first thing I want to do is to click on my video clip down here, and I’m going to stretch out this yellow box so that I can get all of the video clip.  Then, you’ll just drag it up here.  The next thing I’m going to do is add some still photos.  You can do that by getting them from your event library.  So, I’m going to go over here and click on some pictures that I also want to add.  You can add as many as your want, and you’ll know they are lined up correctly when you can see the green line.  Now that I have my video and still images added, I am ready to add the transitions.  Go over here, and click this area of transitions.  You can drag any transition that you want in between the pictures.  Whenever you have it the way you want it, you can go to the front and click the spacebar to watch what it will look like in the big screen.  When you’re done, and it looks the way you want it.  Go to file, and finalize project.  Now you will be able to export it, and the movie will be ready to be upload on any internet site that you choose.

Week 1 Reflection: Personal Digital Story

This week has one of my busiest weeks considering it was the last week of school of me.  I paired up early with my group, and exchanged scripts on Monday.  I loved getting the feedback from my group members.  I decided to tell my story of how I ended up teaching in Plano ISD, and how my 5th grade teacher has influenced my life.  I knew it was going to be difficult to gather the pictures I wanted.  But, I finally got it all together.  I had never attempted to use iMovie on my MacBook yet, and was excited to try it out.  It was a learning process for SURE.  I had to use a few of the help tabs, but eventually had it laid out the way I wanted it to look.  In the end, I changed my script a little bit to make it fit with the pictures.  I published my updated script in my last blog posting along with my video.  Although, I was stressed out most of the week with school related things, I enjoyed this project and am looking forward to the next few weeks.

Personal Digital Story - youtube link

Script:

Updated Personal Digital Story Script

You can take the girl outta Oklahoma, but you can’t take the Oklahoma outta the girl.  I was born and raised in Broken Arrow, Oklahoma.  It was there that my love for learning began.  I was always encouraged by my family, friends, pastors, and teachers.  These special people shaped the person who I am today, therefore I wanted to introduce them first.  My family has always been my biggest support.  One teacher in particular was Mrs. Rathbone, my fifth grade teacher at Leisure Park Elementary School.  She taught us the important things, but she also taught us the gift of laughter.  Mrs. Rathbone’s love for teaching had a major impact on the course my life took.  I left Broken Arrow, and headed south to Norman, Oklahoma where I attended the University of Oklahoma, majoring in elementary education.  I was a proud Sooner, and took part in everything the university had to offer.  Building relationships along the way was something that I enjoyed.  I had many teacher friends with connections all around the United States.  Upon Graduation, I began to question if Oklahoma was where I wanted to be planted.  I started the interview process, and kept my options open.  One of my favorite interviews was in Plano, Texas.  I knew that moving to Texas would be hard for my family to swallow considering we came from a long line of OU grads!  But, after leaving my interview in Plano, I knew where I needed to be.  That summer, I headed south again, this time to start a new chapter in Dallas, Texas.  I never thought I would be living in Texas, but it was here that I have built a career teaching 3^rd grade,  it is here that I will take on a new role as our campus instructional specialist,  it is here that I met my husband, and it is here that I want to start my own family.  I think of my beloved Oklahoma, and everything that it has taught me.  Oklahoma will always be in my heart.  I still talk to Mrs. Rathbone.  In fact, just this week she told me that I was now an inspiration to her.  She’s still encouraging her same students 18 years later.  That’s the type of love that I hope to still have for my students when I am 60 years old.

EDLD 5362 - Information Systems Management: Week 5 Technology Plan

EDLD 5362 - Information Systems Management: Week 4 Model Classroom

The model classroom in the year 2018 will be filled with technology opportunities to enrich student learning at every turn.  It is vital to teach our students the way that they need to be taught.  Teachers who differentiate their teaching style in order to meet the needs of their students, will see the most growth and success in their students.  “Teachers will not be replaced by technology, but teachers who don’t use technology will be replaced by those who do” (Beach, 2011).  The classrooms of the future will utilize technology in order to activate engagement, connect to real world experiences, experience frequent interaction, and have meaningful participation and facilitate cooperative learning communities.  My model classroom will focus around mobile devices and applications, tablet computing, game based learning, personal learning environments, augmented reality, and natural user interfaces.  Students do not need to be entertained; they need to be engaged in the classroom.  Students who are engaged in the classroom are learning in a way that is active, meaningful, and will lead to better long term results. 

My model classroom of the future will utilize mobile devices and applications to engage students in the learning process.  In the U.S. alone, 6% of Americans age 12 and up own a mobile device, and 44% specifically own a smartphone (Johnson, 2012).  All classrooms will allow for students to bring their personal mobile device to connect to the school’s wireless Internet connection.  They also can connect through 3G and 4G networks from almost anywhere.  Being able to use mobile devices in the classroom will open up new and exciting learning opportunities for the students to take part in.  Having this type of tool with video, audio, and imaging “at your fingertips” will allow for many students to have access to learning applications that will help with any skill imaginable.  In my model classroom, students would be able to use their mobile devices during language arts station time.  The iPod listening center would be filled with school purchased iPods available for students who don’t have their own.  Students would be listening to their weekly reading story, and using interactive applications to check for comprehension and fluency.  The mobile devices allow for student’s to experience “real time” learning with the ultimate flexibility. 

My model classroom of the future would operate a full classroom set of tablets.  There would be little need for traditional textbooks.  The students would be able to access course material like reading, math, science, health, language arts, and history through their personal tablet.  They will also be able to use dictionary applications, and any online tips available during writing workshop.  The teacher will have access and be able to interact with the student’s via their tablet on instant messaging and Facetime during after school hours when their classroom may not be available.  There will be a district employee available 24/7 to answer any questions regarding the curriculum at all times.  The students would be able to use blogging instead of morning journaling.  Tablet computing will allow for differentiation among all students from special education students to gifted and talented students.  Tablets have proven benefits for students with special needs (Johnson, 2012).  The tablet will help students to become in charge of their own learning through creating and producing rather than sitting and listening to the lesson.  There will also be two smart board technologies inside the classroom.  One smart board will be used for my instruction, and one that the students can utilize for their own presentation sharing.  There will also be a document camera used for student work and teacher instruction. 

Game based learning will provide powerful outcomes when used and implemented inside my model classroom.  This type of learning will promote collaboration, problem solving, and critical thinking, as well as, allow them to use highly engaging digital media in order to complete tasks.  In game based learning, exploration is essential and there are generally no “high-stakes” consequences. Children are able to investigate and take risks to find explanations without the feeling that they are doing something wrong.  This is extremely important inside the classroom.  Students need to be able to feel the freedom to share their ideas in an environment that fosters out of the box thinking, and promotes creativity.  Game based learning encourages students to make and learn from mistakes, which is a particularly important concept in the elementary setting (Johnson, 2012).  I believe there is a time and a place suited for game based learning.  In my model classroom, we would use this type of learning during language arts and math stations where they would have the freedom to choose the specific learning game that from a station chart that is centered around our daily learning targets.  “Game based learning encourages children to solve problems together that promote collaborative learning” (Li, 2008).

It is more important than ever that our students are able to take charge of their own learning, and personalize it to fit their own specific learning needs. Personal learning environments allow students this exact luxury.  We will have a class Wiki page where they students will be able to connect to each other from school or home.  On the page, students will find relevant information regarding the weekly learning targets, homework, spelling lists, and how to videos for parents needing additional support. 

In all content areas, augmented reality, would take learning to the next level in my model classroom.  Augmented reality would allow my students to read ordinary chapter books with hyperlinked audio, visual, and websites to engage readers and extend their learning experience.  While studying the solar system, we would use augmented reality to experience first hand how the planets orbit around the sun, and what it would look and feel like to be inside a rocket blasting its way to the moon.  We would be able to use augmented reality to take field trips to places we would never have been able to jump on a school bus and go to before.  We could even visit Mars through virtual field trips.  While studying the human body, the examples would literally jump off the page giving the students the understanding of what a true 3D model of the human skull looks like.  The options are endless when it comes to using augmented reality in the classroom.  “Augmented reality shouldn’t be another monster under the bed (or desk), it provides new ways for learners to access content and knowledge” (Bloxham, 2013). 

Through natural user interfaces, we will finally be able to connect with our computers, tablets, mobile devices, and smart boards the same way that we interact with people.  Bill Gates explained, “people who lack even the most basic literacy skills can use Kinect or other natural user interfaces that are gesture-enabled” (Johnson, 2012).  Through a variety of natural user interfaces, students in my model classroom will be able to use the learning modality that works best for them, whether it’s touch, speech, gestures, or even their eye movements.  This level of individualization is key to natural user interfaces successful integration into the elementary classrooms.  “This new breed of human and computer interaction can make technology transparent and learning fun” (Roland, 2012).  My model classroom of the future will be a place full of wonderment, where real life learning will not only take place, but can be experienced.  Even on Mars.

References

Beach, S. (2011, October).  Top 10 Reasons to Use Technology in Education: iPad, Tablet, , Computer”.  Retrieved from http://youtube.com/watch?v=mzizRlt8_nk&feature=related

Bloxham, J. (2013, February). Augmented reality in education: teaching tool or passing trend. The guardian, Retrieved from http://guardian.co.uk/higher-enducation-network/blog/2013/feb/11/augmented -reality-teaching-tool-trend

Johnson, L., Adams, S., and Cummins, M. (2012).  NMC Horizon Report: 2012 K-12 Edition.  Austin, Texas: The New Media Consortium. 

Li, Q., Lau, R.W., Shih, T.K., & Li, F.W. (2008, February). Technology supports for distributed and collaborative learning over the Internet.  ACM Trans. International Tech., 8(2).

Roland, J. (2012, October). Do Natural User Interfaces Have a Place in Schools? EdTech Magazine.  Retrieved from http://edtechmagazine.com