Video editing programs provide a huge educational value. Within my classroom, we have one main computer and then access to a computer lab. I have also purchased a flip video camera for classroom use. One project I hope to have students complete next year is the creation of a newscast. The process of the newscast will be as follows:

• Brainstorming – students will first need to brainstorm what are the most important pieces of information need for their newscast.
• Storyboard - Second, students will be required to create a story board of their newscast outlining each scene. The storyboard linked here is basic, but for my middle school social studies and science classes they will provide plenty of detail.
• Script Writing – Third, I always require my students to write a script when giving a presentation.  Creating a video newscast is no different.  Students will be required to write out their script for each of their scenes.
• Class Setup – When I use video in the class I hope to have students use Chroma Key/Green Screen technology to create a feeling that they are actually at the event taking place.  The program I will use for this is WAX 2.0.

I look forward to incorporating some video editing into my classroom next year.  I will probably also attempt some assignment that utilizes Movie Maker where students will use still images to create a video.

As an educator I see many possibilities of how I could use this in my classroom.  One, I could easily convert my Power Points into a Voice Thread and give my students a mini version of the lecture from the day.  However, I see more promise in getting students engaged.  I could see using this for many things in my US History class.  For history, this would be a great tool to create a narrated time line.  Students would have to be able to explain the events that they put on their time line and not simply be able to copy the order out of a book.  Moreover, I could use this for a primary source analysis where students have to analyze a historical artifact and discusses it.  This would also be great to analyze historical pictures.  Many of these same ideas would work in my science class as well.  For science I could see having students describe concepts and scientific processes through a Voice Thread.

To pratice I created two VoiceThreads.  The first is a very simple one picture VoiceThread that I would use to have students analyize a historical picture (Washington Crossing the Deleware).  The second is a VoiceThread on the causes of the American Revolution.  I was very pleased in how easy it was to create these and can see that it would not take all too much time to teach this to my students.

VoiceThreads

Washington Crossing The Deleware

Causes of the American Revolution

Acceptable Use Policy (original can be found here)

This Acceptable Use Agreement has six conditions or facets of being a Digital Citizen.

1. Respect Yourself. I will show respect for myself through my actions. I will select online names that are appropriate, I will consider the information and images that I post online. I will not post personal information about my life, experiences, experimentation or relationships. I will not be obscene.

2. Protect Yourself. I will ensure that the information I post online will not put me at risk. I will not publish my personal details, contact details or a schedule of my activities. I will report any attacks or inappropriate behaviour directed at me. I will protect passwords, accounts and resources.

3. Respect Others. I will show respect to others. I will not use electronic mediums to flame, bully, harass or stalk other people. I will show respect for other people in my choice of websites, I will not visit sites that are degrading, pornographic, racist or inappropriate. I will not abuse my rights of access and I will not enter other people’s spaces or areas.

4. Protect Others. I will protect others by reporting abuse, not forwarding inappropriate materials or communications; and not visiting sites that are degrading, pornographic, racist or inappropriate.
5. Respect Intellectual Property I will respect intellectual property by requesting permission to use resources and suitably citing any and all use of websites, books, media etc.
6. Protect Intellectual Property I will protect intellectual property by purchasing, licensing and registering all software and by purchasing my music and other media while refraining from distributing these in a manner that violates their licenses.

By signing this agreement, I undertake to always act in a manner that is respectful to myself and others, to act appropriately in a moral and ethical manner.

I, agree to follow the principles of digital citizenship outlined in this agreement and accept that failing to follow these tenets will have consequences.

Signed:

Name:

Date: ____ /__ /____

The Family Center on Technology and Disability

Access & Productivity Tools

For my action research, I wanted to know how well I was communicating with students.  Do students know what I want them to learn?  Do they know what is needed to move to the next level of performance? To fully understand the impact I make, I planned to conduct this research over a four month period. 

PATH

To complete this plan, I decided to use Quia.com and created a survey.  Students completed the original survey and then four months later after designed focus to improve learning, they completed a follow-up survey.

ACTION

1. Decided on Plan – Increase student understanding of expected outcomes of learning.

2. Create Original Survey – Quia

3. Increase emphasis on areas I see a need for improvement.

4. Create Follow-up Survey

RESULTS

Questions

The expectations of what I needed to learn are clear.

Original Survey – 56% of students agreed or strongly agreed

Follow-up Survey – 87% of students agreed or strongly agreed

There are a variety of learning tasks/activities.

Original Survey – 50% of students agreed or strongly agreed

Follow-up Survey – 52% of students agreed or strongly agreed

I know what is needed to move to the next level of performance. (BAME)

Original Survey – 56% of students agreed or strongly agreed

Follow-up Survey – 92% of students agreed or strongly agreed

As seen with each of the questions, the percent of students that agreed or strongly agreed increased. This helped me realize the importance of clearly identifying the learning goals/objectives for each lesson.  When students know what they are expected to learn, they will be more successful in the classroom.  I have seen students scores on assessments increase over this four month period as well, which provides me with further evidence that when students know the expected outcomes they will be more successful.

When you have a goal in mind and a clear vision of what needs to be done to complete the goal, you can then start to search for grants that fit your vision. Some resources to help guide your search include:

• Grant Wrangler
• Grants Alert
• Tech Learning
• Technology Grant News
• Northwest Educational Technology Consortium

Once you find the perfect grant for what you need, it is now time to begin writing.  The following sites are some good resources for examples of well written grants and tips for writing your grants.

• Grant Proposal
• Non-Profit Guide to Grant Writing
• School Grants
• K12 Grant Examples

After writing your grant, it is critical that you find a group of peers to review your writing.  They will often spot areas that will improve your grant.  The more professional you sound, the more you increase your chance of being chosen.

Finally, when you have completed your grant it is now time to submit and wait.  With a strong vision and idea that will impact student learning for the positive, you will receive a grant.  It may not be on your first time of writing a grant, but with time you will be successful.

G.L.E.s/Standard/Strands

Science
6-8 1.3.10Sys Understand organisms in ecosystems interact w/& respond to their environment & other orgs

Technology 1.1.1 – Generate ideas and create original works for personal and group expression using a variety of digital tools.

Materials (Tools)
Whole Class

KWL, Science Explorer – Environmental Science (Textbook), Computer, Internet Access
Purpose/Objective/Guiding Question
Student will learn or be able to…

Identify the needs that are met by an organism’s habitat.

Create an original work for personal expression using Microsoft Publisher.

Key Academic Vocabulary

enviornment, ecosystem, organism, system

Do Now

KWL – What do you know about how living things interact with the environment? What do you want to know?

Instructional Strategies/Activities

KWL
Articulate & Display Learning Goals
Questions & Cues
Leveled Questions
Vocabulary
Word Walls
Frayer Model

This lesson will take place over a three day period.

1. KWL – Students will complete the K & W about what they know about how living things interact with the environment.
2. Frayer Models – Students will create Vocab cards for environment, ecosystem, organism, and system.  These will be added to our word wall.
3. Discover Activity page 16 -
   1. This Activity will teach students both about living and non-living things within an environment and how to use a computer application to make notes & label a photograph.
   2. Students will first observe as I explain how to search for a picture, then how to place it into a Publisher document and label the picture.
   3. Students will then use the computer lab to search for a NATURE SCENE and then identify all living and non-living things in the picture.
4. Living Things and the Environment – PowerPoint Notes
   1. Students will use their note packet to take notes about Chapter 1 Section 1 pages 16-21.
   2. Within the PowerPoint will be pictures and video clips to help students better visualize the information.
   3. Students will be asked to write leveled questions based on the information they learned from the PowerPoint
5. Section Review page 21

Debrief

Draw an ecosystem that includes at least three living organisms and three non-living organisms.  The drawing must include a minimum of four colors and each item must be labeled.

Homework

Note packet Pages 1-2 Living Things and the Environment

Assessment:

Formative
Summative

Formative Assessment

Discover Activity

Frayer Models

Section Review

Drawing of Ecosystem

Summative Assessment

Chapter Assessment

Portfolio Evidence

Chapter Assessment

On Demand Assessment on Animal Overpopulation