Instructional Video

This lesson was one of the funnest and hardest to do.

To start; our assignment required us to create a short instructional video on any subject contained within the California Standards for grades K-12 education.   Acting in an rapid fashion, our class created multiple groups of three to work together.  Each group had to come up with a subject to teach (instruct).  Then the group had to create a pitch and storyboard for how the video production would be formed.  Our group decided to do the planets of our solar system with a Star Wars theme to capture the intended audience (5th graders).  Follow the links below.

Pitch and Storyboard, Planets of the Solar System

AmyB-Planets of the Solar System You Tube Instructional Video

Brief ASSESSMENT, please complete.

Assessment, Planets

 

After reviewing the ITSE standards below, I feel this experience helped me achieve all those points to some degree.  The entertainment the kids would get out of my amateur attempt at video production will have a lasting affect.  (Hopefully they won’t require professional help after the trauma.)  But in all honesty, what better way to learn a subject than having to teach it.  I hope I will retain and continue to follow these standards into my class room.

ITSE standards:

  1.  Facilitate and inspire student learning and creativity.
  2.  Design and develop digital age learning experiences and assessments.
  3.  Model digital age work and learning.
  4.  Promote and model digital citizenship and responsibility.
  5.  Engage in professional growth and leadership.

WebQuest Reflections

Upon starting this assignment, developing a WebQuest, I became more enthused about using  the web to create something for my future class to research or study.  I thought  the Webquest format was cleanly structured to guide students into the required subject matter at hand.  Using this structure can be made fun once the student or student groups become adept using the internet and some of the online tools offered.

Reviewing multiple WebQuest assignments of our classmates and in prepartaion made me realize some of the pitfalls of using this format.  By the very nature of the internet it is very visual, lots of eye candy and pictures.  When creating a Webquest (Task, Process) I wanted to tone down the use of using multiple pictures that were not relevant to the subject.  Most Webquests had a picture at the top heading, but picture placement interrupting a paragraph was very distracting and I found myself not reading with a more concentrated effort.  When a presentation was clearly mapped with media and content relevant, not flashy, it was easier to come to a completion in a timely fashion.

In the end I have learned to start with a very simple WebQuest for my students and keep to the subject as briefly/concisely as possible.  Short videos work well for the sciences. Using fun games and links that required using other platforms was interesting but didn’t always sync up with the assignment.  As a science teacher I would use the WebQuest format for individual instruction within the class.  Group projects I have learned are usually supported by a single individual and are not very equal.  This is an echo from my daughter that some group members did nothing; and in the end the others had to fill in for their laziness.

WebQuest is a great tool and I will definitely use it in the future.  I know that if I want my students to participate fully in this method I have to present it in a way that is engaging and fluid.

WebQuest

Recently I’ve been introduced to Webquest, an online method for developing project and/or problem based learning systems, the PBL’s.  Webquest is an online search oriented lesson plan in which most or all the information that learners work with comes from the internet, usually these searches are guided by the instructors prompts.  Please feel free to visit our Webquest project for Ed422 at the following link.

Webquest-The Human Circulatory System

 

Digital Citizenship

Digital citizenship is the “norms of appropriate, responsible behavior with regard to technology use” (see: http://www.digitalcitizenship.net). To be a good digital citizen means having a solid grasp of digital technology, literacy, ethics and etiquette — the communication, social, and decision-making skills to act responsibly and safely online.

Digital citizenship focuses on using technology in an appropriate way while enjoying its vast capabilities and becoming more productive.

Here’s a Prezi that I made for my future piers about the 9 aspects of digital citizenship; it’s my first.  Hope you enjoy it.

Digital Citizenship

Connected Educator

Twitter Chat:     I went into the twitter chat thinking I would not like it at all.  And initially getting started was not all that straight forward.  I wasn’t quit sure how to get twittering until I just went and tried.  To find our group I had to search our ‘hash-tag’, that took a little time.  The “search” was hidden right in front of me and once that was found I was under way.  Once under way I had great fun with it.  I learned from this experience that you should try something new and not poo poo it until you’ve given it an honest effort.  This class pushed me into an area I probably would not have tried on my own.  I also learned that the tweets were spontaneous and to the point.  In the future I think I would use twitter in a group setting again.  That was very useful.  Maybe connect with group members on a project.  It could be a really useful tool.

Connecting with Classmates on Social Media/Blog:    Following the four individuals I choose on Twitter was the easiest part.  Getting them connected on LinkedIn was more of a challenge for me.  Apparently at one time in my history I had already made an account.  There were so many people on it that I became dismayed.  LinkedIn doesn’t appear to be very user friendly.  For example, I couldn’t find an easy way to remove people that I did not want on my site anymore.

Participating on my classmates blogs was a pleasure.   Accessing their blogs was simple and leaving a comment in response to their questions was an exercise in communication with my future colleagues.  ITSE blogs posts by my classmates I connected with on social media was as follow;

Rob Browning – Question: Class, do you all feel that student-centered learning is something that will become the standard or do you think that the traditional teacher-centered classrooms?  Resource shared: Here’s a pdf I found that could show some research on the subject;http://files.eric.ed.gov/fulltext/EJ829018.pdf

Tamara Moody – Question: To other EDUC422 students, in which Standard could you use the most improvement?  Resource shared: Here’s a site I found.
https://sites.google.com/a/vallivue.org/professional-technology-portfolio/standard2-1

Lilly Rivas – Question: Although it is true that digital technology is the future of education, do you believe that the use of so much technology can have a downside in educating students?  Resource shared: Take a peak at this wiki about this subject. https://en.wikibooks.org/wiki/Social_and_Cultural_Foundations_of_American_Education/Technology/Pros_and_Cons

Leticia Espitia – Question: What would you advise to mature-adults who are scared of technology?  Resource shared: Here a link to a you tube video just for adult computer learners with ESL.

The activities we were asked to participate in this week with social media are directly covered under the standards given in the ITSE.  The last standard most directly speaks to me when taking part in this social media projects such as this in our class.  It advocates for professional growth, that occurs when teachers are committed to the continual growth, maturity and leadership of all other users and participants in this global technology.