Wednesday April 15th

I was able to meet with my research group for close to an hour in the classroom. We were able to get a computer. We started the voice thread. I helped the students create a title page by using a power point slide. After this, we went online and found pictures for a frogs life cycle. They did not know how to save pictures or create new folders, so we practiced doing that for a bit. We then put the pictures in order on the voice thread and added the title page. For the last 10 minutes that I had with them, we discussed what they would say on the voice thread.

ECDC service project

I have been working with project group one. April 9th was the first time that I met with Mason and Romario. Their project is about the life cycle of a frog. We worked in the computer lab the first day. We created a KWL chart, wrote the first blog and did some research. We had some problems with posting the blog. It did not want to save, so I wrote down the information and posted it later. Today, we did not have the computer lab. Mason was not there so I was only able to work with Romario. There we only four computers in the classroom and they were all being used. Romario already had several fact written down about frogs. We did some more research by using books in the classroom and read over some information that we had printed off the internet from our previous trip to the computer lab. We started to write our script for the voice thread. For the last ten minutes Romario and Mason created their self portraits.

Here is the link to their project blog.

ECDC Spring 2009 First Week!

I am going to be working with second graders at the ECDC. Our research topic is about animals and their habitats. I have yet to meet with the students or teacher. I am going to spend Tuesday and Wednesday mornings working with them on the project. I took a field trip today in preparation for the research project. I went to the zoo. While I was there, I observed the different animals and the habitats that were created for them at the zoo. When I first meet with the students, I am going to ask them what their research topic is so I can their perspective on it. I will then ask them what they already know about animals and their habitats and what they do not know. From there, I will have an idea as to what really needs to be researched. In order to make it more personal to the students, I will ask them if they have had any experiences involving animals and habitats. Since we are going to be lots of technology, I will ask them about certain tools and then brief them on what they do not know.

Open ended questions and resources for animal and habitat research.

Digital Storytelling/ Movie Maker

This was one of the most challenging exercises that I have done a computer. I did however learn a vast amount of information about technology. If I had to do another digital story like this though, I know it would be easy for me. I have never used video on a digital camera before. The camera that I first had did not have the right format that movie maker accepted, so I had to find one that did. Movie maker was easy and simple to use. The help tools really did come in handy. I did have a difficult time in getting the video available to be put up online. Once I got it figured out though, it was a piece of cake. This type of project does require a legitimate amount of creativity and I did enjoy it.

I used just a regular photo digital camera to record my videos. Operating the digital camera was easy. I had my camera man use the zoom and pan out a few times during the shoot. By moving the camera and the zoom, I was able to keep the videos more interesting. I then transferred the videos on to movie maker.

I used Microsoft Paint to construct my own pictures for the video. For the second half of the video, I used images that I found off of an image search engine called Tech4leaning-Pic4learning. I also used Microsoft Paint on these images. For each image that I downloaded, I would label it, add some extra colors if needed and wrote a question on it as well.

The only clip transition that I used in my video was the fade. I chose fade because it helps the video flow and is not cheesy. I actually did not use a transition for my audio. I used only one song for the video. The track was shorter than the video, so I had to loop the audio. I adjusted the audio on the music to where it could be heard from the audience but not too load to where it would be a distraction or would cover up my voice. The music clip used in the video was from my own music collection on my computer.

Learning how to initially use the tools can be somewhat difficult but once a student or parent has gone over it, there should be no problem in participating in creating a digital story using movie maker.

My digital story

7 Elements of Digital Storytelling

I think it would be too much to put all seven elements of digital storytelling into on story. Then I realized that the amount of each element was the key. The point of view is in third person. I do like the idea of using first person for a personal touch but for this project I found third person to be appropriate in telling the story. The dramatic question for this story is "What type of precipitation does each continent get and what roles do the oceans have in it?" Students will be shown different images of continents and oceans. They will have to identify what each continent and ocean and what type of precipitation they get. A video of the type of weather for each place would then be shown. I believe that this will be a pleasantly surprising story for the students. I will be adding emotional control into the story. This will be done by showing certain images, sounds and video to the story. An example of this would be a an angry powerful video of a thunderstorm in Africa. Students would feel excitement at the sights and sounds of the powerful storm. An image of mist falling in a rain forest in South America with the sound of birds and a slow calm music would create a different feeling for the students. My voice will also help the emotional control of the story. By changing the dynamic and tone of my voice I will be able to help set the mood. The soundtrack for my story is going to be a lot of fun to listen to. It is going to be set to the different types of precipitation and continents. I am going to find different sound effects online that will fit along as well. I am planning on having the music mainly instrument. I would like to find some music with vocals to use but I have yet found anything that really fits. The economy of the story will be easy to create. Each continent will have strikingly different images and sounds. The audience will easily be able to see the patterns in the story without having to be lead too much. The pacing for each clip is going to approximately be equal. I want the clips to be long enough to be memorable but not too slow or rushed. I am going to make small breaks during the transitions between different continents while having the images are sill staying in the rhythm.

This is my Google Document for my unit question II.


My Storyboard template

Digital Storytelling

Digital storytelling allows us to make a connection between the past and the present. When we do this, we are able to get a better understanding of both. Digital storytelling can change our view on the past and present. By understanding the past and present, we are able to construct a better future.
Digital storytelling is great for elementary students to use. Students usually want to share what they know and their stories. This tool allows them to become better story tellers. By telling their stories digitally, students become better writers. Students learn more from watching. Teachers can make digital stories for their students to watch. When students make their own digital stories they become more engaged and learn more by creating the story.

Voice threads, slide casts and slide shares are great tools to use for multicurricular integration. Teachers are able to combine writing, technology, research skills, math and science into one lesson. My unit plan topic is: "Why is water important?" By using these tools the students are exposed to using technology to view anything that I have for them to watch. In order to complete certain assignments, the students would have to create their own voice treads, slide casts, and slide shares. This will allow the students to learn how to properly and creatively use the tools. While they are doing this, they will have to do research to find answers to certain guided questions that I will provide for them. They will have to use their research tools and resources. They will still be learning about the water cycle and water sources at the same time. Students will be able to work on and improve their writing skills when they write their own digital story by using voice threads, slide casts, and slide shares. Once they have completed their assignment, I would give them time to look at each others work to leave comments on and questions. In doing this, the students would exercise their communication skills.
In my future class room. I would have the students do something similar to with with other assignments. Once a week the students could even do a show and tell digital story by using voice threads, slide casts and slide shares. They would be practicing their writing and technology skills while being given a creative freedom. The possibilities are endless as to how the students can use these tools. The students could also collaborate on voice threads, slide casts and slide shares while working on an assignment. I can create voice threads for my students to watch and comment on during class. This would the students to be more active and engaged in their assignment.

Here is a great little video about slide sharing by eduwiki.com


My Slide Share:

Why Is Water Important

View more presentations from Samantha Hosea.

This is my Google Doc.

Internet Resources

When I usually use the internet for research, I have a few selected sites that use and I never really explore the rest of the possibles. For this assignment I broke out of that shell. The amount of internet resources are astonishing. There are so many safe and educational for young students. When these young students gain access to some of the student search engines they really do have world at their finger tips. They can learn about any topic and any thing that they can imagine. This is my works cited document for my unit plan on water.

Internet Search Engines	By using internet search engines the students become more involved in their learning. They would be inquiring about the topic instead of the teacher just giving them information. This allows the students to have more "hands on" time and could help them understand the material better than the more traditional techniques. I would give the students a list of search engines and several questions that they would be able to find by using the resources.
Internet Research	It would help students learn more about their topic while allowing them the freedom to find the information needed on their own. The students would be using inquiry based learning.
Tagging/Bookmarking	Tagging is great for teachers and students to use. It simple enough for the second graders to use. Tagging would help the students with their research and it would help them with their organizational skills. I would show a simple video of how to use tagging from teacher tube and then slowly, show them an example of me doing it as well. Afterward, I would have the class follow along with a few guided tags.
E-mail	E-mail is one of the most used internet tools. It is very important for communication today. Students could use email to collaborate and help each other on homework and projects. It also gives them more access to the teacher. They can email their teacher problems or concerns at any time instead of just during their class time. This is an important way for parents to stay in contact with teachers as well. I would have the students make a separate new email account just for their class. Through this email account they can stay in contact with each other for homework help and with the teacher. They would learn how to become better collaborators by using e-mail.
Instant Messaging (IM)	Instant messaging is another useful internet tool for communication. It allows students to carry on a written conversation. This would be a great tool for students to use during projects in which they must collaborate with one another.
Surveys/Opinion Polls	Opinion polls are important because it requires communication between the students once more. It helps the students be more accountable for each other. When students look over thier other classmates assignments they are still learning. When they leave comments on what improvements need to be and how, they are learning the information over again and it becomes more concrete to them.
Voice Over Internet Protocol (VoIP)	This is another great form of communication for students and teachers. E-mailing and Instant messaging is useful, however, some students communicate and understand better by talking instead of just writing. It can be used by students who are collaborating on projects or assignments. Teachers can also use this tool to communicate with their students when they need help on class work. Teachers can also use VoIP in class and talk to other classrooms or guest speakers.
Blogs	Blogs are great for reflection and communication. Students can post new information that they have learned about their topic.Students would also be able to leave comments in each others blogs.
Wikis	Wikis are a great way for the class and teacher to stay in contact. Teachers can stay linked to the student's blog pages and include useful tools and links for their students to use on their wiki page.