Class has been cancelled for this afternoon, Wednesday, May 30, so that I can catch a plane back to the great state of Indiana. We will combine the lesson for today (mobile learning) with next week's topic (social media) so that we do not fall behind on the syllabus.
I apologize for any inconvenience and hope that you enjoy the afternoon break.
I'll see you next Wednesday.
Wednesday, May 30, 2012
Wednesday, May 23, 2012
Digital Literacy
Employers are looking for candidates who can navigate, critically
evaluate, and make sense of the wealth of information available through
digital media. These are the skills that we as educators must be focusing on in our classrooms.
Today’s students need to be able to think critically and effectively solve problems while using technology, going beyond simply searching for information. They also must evaluate the legitimacy of the information, put it in context, and then apply problem-solving and decision-making skills.
Today’s students need to be able to think critically and effectively solve problems while using technology, going beyond simply searching for information. They also must evaluate the legitimacy of the information, put it in context, and then apply problem-solving and decision-making skills.
Final Project Ideas
It's almost final project time. Here are two samples that you can use for inspiration.
Here's another model format for your final project. Notice that it contains all of the necessary elements, but is presented in a different fashion than the first sample.
Grade Level: Secondary/High School
Content Area: English, Social Studies
Title of Unit: Totario- Propaganda Campaign
Learning Goal: The students will examine types of propaganda and synthesize their knowledge into a 3-5 minute propaganda video that demonstrates their application of at least five different types of propaganda
Technology Standards:
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources
3. Students demonstrate a sound understanding of technology concepts, systems, and operations.
Technologies Integrated: Video cameras, Moviemaker software, Rubistar, Powerpoint, Youtube, SlideRocket, Google Docs
Resources:
Unit Outline:
Day 1- Students will examine and discuss propaganda techniques using Powerpoint presentation on SlideRocket
Day 2- Students will access Totario packet via GoogleDocs and read and complete background information
Day 3- Students will be divided into groups for planning and video strategy sessions
Days 4/5- Students will film propaganda segments
Days 6/7- Students will edit propaganda film, posting to Youtube when finished.
Day 7- Student presentations; students will post comments to Youtube for each of the videos
The final format is up to you, as long as you incorporate the following elements:
Here's another model format for your final project. Notice that it contains all of the necessary elements, but is presented in a different fashion than the first sample.
Grade Level: Secondary/High School
Content Area: English, Social Studies
Title of Unit: Totario- Propaganda Campaign
Learning Goal: The students will examine types of propaganda and synthesize their knowledge into a 3-5 minute propaganda video that demonstrates their application of at least five different types of propaganda
Technology Standards:
1. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources
3. Students demonstrate a sound understanding of technology concepts, systems, and operations.
Technologies Integrated: Video cameras, Moviemaker software, Rubistar, Powerpoint, Youtube, SlideRocket, Google Docs
Resources:
Unit Outline:
Day 1- Students will examine and discuss propaganda techniques using Powerpoint presentation on SlideRocket
Day 2- Students will access Totario packet via GoogleDocs and read and complete background information
Day 3- Students will be divided into groups for planning and video strategy sessions
Days 4/5- Students will film propaganda segments
Days 6/7- Students will edit propaganda film, posting to Youtube when finished.
Day 7- Student presentations; students will post comments to Youtube for each of the videos
The final format is up to you, as long as you incorporate the following elements:
Grade Level
Content Area
Title of Unit
Learning Goal What will students learn as a result of this unit? This
should be your overall content learning goal (not your technology
learning goal)
Technology Standards What NETS-S standards are
addressed by this unit?
Technologies Integrated List the technologies used in this unit.
Resources To the extent possible, list websites, videos, etc. that
will be used in this unit.
Unit Outline
Create an outline for your unit that
briefly describes each activity, including how technology will be integrated.
For each activity, identify approximately how much time will be allotted.
Note: It is not necessary that you
use technology to support each activity, but technology must be integrated into
the unit as a whole. At least 5 activities must incorporate technology.
Wednesday, May 16, 2012
Wednesday, May 9, 2012
Movie Time
Today we go "Hollywood" and examine the role that multi-media creation can have in your classroom. Vygotsky says that learning is an active, social endeavor- movie making in the classroom is an incredible way of creating that experience for your students, young and old alike. From the research and planning phases to the final editing and publishing, multimedia creation is an incredibly collaborative and interactive process. Today we'll examine practical lessons for creating movies in your classroom, plus examine the various ways that student created films can be shared on the Web. We'll look at the technology involved, and give you a chance to create your own 30 second commercial for WOU using iMovie.
Wednesday, May 2, 2012
Images
A picture is worth a thousand words, right? Just what does that old saying really mean, anyway?
The uses for images in the classroom are as varied and diverse as the people occupying those classrooms. Images make great objects to illustrate copyright laws. The ease at which images can be adjusted and altered by using programs like Photoshop and Fotoflexer brings up issues of media literacy
However, with the growth of Web 2.0 applications like Flickr and Pinterest that make it easier to upload and share those images, the potential for using images in the classroom has grown exponentially. Students tired of creating PowerPoints? They could create a virtual posterboard instead using Glogster instead. Don't think your students are ready yet to create their own videos? Have them create an awesome slideshow using Animoto.
Today you'll use cameras and the internet to produce three copyright-free images. You'll manipulate them to create original images, then share them with your classmates. You'll comment and evaluate each others' creations. Finally, you'll read and reflect on the various ways that image software could be used in your future classroom.
The uses for images in the classroom are as varied and diverse as the people occupying those classrooms. Images make great objects to illustrate copyright laws. The ease at which images can be adjusted and altered by using programs like Photoshop and Fotoflexer brings up issues of media literacy
However, with the growth of Web 2.0 applications like Flickr and Pinterest that make it easier to upload and share those images, the potential for using images in the classroom has grown exponentially. Students tired of creating PowerPoints? They could create a virtual posterboard instead using Glogster instead. Don't think your students are ready yet to create their own videos? Have them create an awesome slideshow using Animoto.
Today you'll use cameras and the internet to produce three copyright-free images. You'll manipulate them to create original images, then share them with your classmates. You'll comment and evaluate each others' creations. Finally, you'll read and reflect on the various ways that image software could be used in your future classroom.
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