For this assignment I was to find an aspect or piece of technology that I was unfamiliar with or wanted to learn more about and create an IEP for myself and meet my IEP goals to achieve a goal of better understanding or mastery of a technology skill. I chose to use iMovie and creating digital stories because I want to be an expert with these applications and really be able to utilize them well in my classrooms, so practice, practice, practice is the key for me with these programs.
The iLife website and Jason Ohler's website, his book "Digital Story Telling in the Classroom" as well as support information and links to other MAT blogs given at the MAT Blogspot were integral in incorporating the iMovie and digital storytelling into my lesson.
I also found some useful information at this site about using digital stories and creating ePortfolios
I decided to incorporate the digital story into the Alaska Native Unit I was teaching.
The lesson culminates with the creation of an Alaska Native Digital Museum.
Students would create a Digital Museum incorporating one of the following themes:
--Comparing and contrasting beliefs systems of at least 3 Alaska Native groups
--How Geography shaped the culture of an Alaska Native group
--A in-depth showcase of an aspect (art, weapons, housing, food, lifestyle etc.) of one Native cultural group.
The links below are to the lesson plans I used that culminated in the creation of a digital story based on Alaska Natives.
AK Native lesson/Day 1
AK native lesson/Day 2
AK Native lesson/Day 3
AK Native lesson/Day 4
AK Native lesson/Day 5
AK Native Digital Story Lesson/ Day 6 & 7
AK Native Cultures grid
AK Native beliefs grid
AK Native Museum in the Classroom sheet
Numbers for AK Native Museum items
AK Native Culture Questions
The following is link to one of the Digital Stories I used as an example for this project : The Raven Story ©2007 WGBH Educational Foundation. All rights reserved. Video footage courtesy of Blueberry Productions. Teachers' Domain Collection funded by Education through Cultural and Historical Organizations (ECHO) and the US Department of Education. Downloaded from Teachers' Domain, http://www.teachersdomain.org
Here is another example of an Alaska Native Legend Digital Story.
I would like to take the lesson further in the future and have students create a Personal Digital Museum where they create a digital story of their own histories using artifacts, pictures, relatives and stories of their families.
Monday, May 5, 2008
Monday, April 28, 2008
"I have a Cause In Alaska" : Digital Story
I created a digital story that I would love to do in a classroom. I didn't have a chance to do the digital story with a class, but I was able to do the Unit without the digital story component. The project is for them to find something that they would like to change in their neighborhood, community, or city. I want them to care about something.
The "I Have a Cause In Alaska" project requires students to:
- Research and find a cause that they want to take up at the local or state level in Alaska.
- Explore and propose a solution or change they want to see made based on that cause they are taking up.
- Write a proposal or create a digital story that addresses the cause and the proposed solutions.
- Identify who their local representative is in the legislature
- Write a letter to their representative about their cause and proposal (We will not send the letters)
I'll make activists out of them yet!
-Check out the Digital Story Map I used to create the storyline for my digital story. A story map is a great tool to use to organize the flow and content of a story before putting the story together digitally.
-To see a rubric that could be used to grade the digital story check out the Digital Story Rubric posted on Google Docs
-Click here to see my digital story example of the I Have a Cause in Alaska digital Story
The "I Have a Cause In Alaska" project requires students to:
- Research and find a cause that they want to take up at the local or state level in Alaska.
- Explore and propose a solution or change they want to see made based on that cause they are taking up.
- Write a proposal or create a digital story that addresses the cause and the proposed solutions.
- Identify who their local representative is in the legislature
- Write a letter to their representative about their cause and proposal (We will not send the letters)
I'll make activists out of them yet!
-Check out the Digital Story Map I used to create the storyline for my digital story. A story map is a great tool to use to organize the flow and content of a story before putting the story together digitally.
-To see a rubric that could be used to grade the digital story check out the Digital Story Rubric posted on Google Docs
-Click here to see my digital story example of the I Have a Cause in Alaska digital Story
Online Resources!
I use the internet so much for ideas, activities and resources. There are many great ones, but there are also so many that aren't up to par at all. I think it is important to identify those that cut to the chase and leave out mediocre resources. The websites and resources that I have identified have quality resources and have been used and recommended by others as well. The ones I recommend are for Geography, History, Alaska Studies, and Government teachers for the most part.
Alaska Geographic Alliance This site contains top-notch lesson plans, resources and information on front line information occurring in the geographic educational world
Holt Online Learning site Can also be a companion to the Holt text book. If you register with them you have access to even more great resources like maps, world newspapers, activities galore and support for classroom instruction.
Alaska Digital Archives Amazing, quality photographs and images of artifacts of Alaska
USA.Gov Easy to use Government reference, so great!
Enjoy!
Alaska Geographic Alliance This site contains top-notch lesson plans, resources and information on front line information occurring in the geographic educational world
Holt Online Learning site Can also be a companion to the Holt text book. If you register with them you have access to even more great resources like maps, world newspapers, activities galore and support for classroom instruction.
Alaska Digital Archives Amazing, quality photographs and images of artifacts of Alaska
USA.Gov Easy to use Government reference, so great!
Enjoy!
Professional Organization
I joined the Anchorage School District (ASD) High School Social Studies Curriculum Committee online network this year.
It is a forum created by the head of the Social Studies curriculum committee to create a network for professional social studies teachers in the Anchorage School District, as well as a resource for those on the Social Studies Curriculum Committee. I wanted to be connected to a forum of teachers that will share ideas and be proactive with the social studies curriculum. I also saw this as a great place to be close to those that are designing the Social Studies Curriculum for ASD and to be kept up to speed of any changes and happenings.
I would encourage other social studies educators to link up to this forum and be assured of the high caliber educators connected to this network.
A link to the ASD HS SS Curriculum Committee
It is a forum created by the head of the Social Studies curriculum committee to create a network for professional social studies teachers in the Anchorage School District, as well as a resource for those on the Social Studies Curriculum Committee. I wanted to be connected to a forum of teachers that will share ideas and be proactive with the social studies curriculum. I also saw this as a great place to be close to those that are designing the Social Studies Curriculum for ASD and to be kept up to speed of any changes and happenings.
I would encourage other social studies educators to link up to this forum and be assured of the high caliber educators connected to this network.
A link to the ASD HS SS Curriculum Committee
Saturday, February 23, 2008
Assessment of: "Assistive Technologies for Reading" by Ted S. Hasselbring & Margaret E. Bausch
The article makes the argument that “Assistive technologies can act as a lifeline for students with learning disabilities”. There are technologies available today to assist students with reading, writing and decoding text. These technologies are not effective first and foremost with out quality instruction and guided use of the technology.
They make the following points in the article:
• Millions of students today cannot benefit fully from their education programs because of learning disabilities, even where the schools have top of the line technology.
• Approximately 44 percent of students with learning disabilities spend 80 percent or more of their school day in inclusive classrooms.
• Assistive technology is most often used in special education classrooms.
• There are programs, such as “Read & Write Gold” that reads aloud what is written on the screen as well as it’s ability to predict what words a student I writing, by the first couple letters they type. This program also reads back what is written which assists the student with editing their writing.
• Recent legislation amends the state’s textbook adoption law to provide preferential procurement status to textbook publishers that supply digital versions of their textbooks. Which allows students to have the texts read to them on the computer.
• One of the many problems that poor readers face is the lack of background knowledge. “READ: 180” has the learner watch a short video before reading the text that provides the background knowledge needed to make sense of the text.
• Some students may use “Read & Write Gold” when taking the state assessment.
• As teachers we must become more aware of the role technology plays in learning.
• Technology is not magic; it is simply a tool of education
I agree that technology, when used appropriately, can enhance learning and even be the tool to knowledge acquisition. For example, in a case with learners who have difficulty reading, the texts could be read to them, through the computer, with texts online. I wonder if students in Alaska could take their standardized tests using some of this assistive technology. I worry that we as an educational body are focusing so much on getting our students to pass standardized tests and creating technologies to help students achieve this and be “up to grade level” academically that we are losing site of the real issue. Not everyone should be held to the same standard and be required to pass standardized tests. What are we really preparing them for and once that are out of the academic setting, what will they do? Will the assistive technology be available for them outside the academic setting? The emphasis should and needs to be made on quality, relevant instruction and technology is only a tool to reinforce that and not replace it. As inclusive classrooms increase, access to training in the the use and application of assistive technology, for mainstream educators of inclusive classrooms should be made widely available and with pay incentives.
They make the following points in the article:
• Millions of students today cannot benefit fully from their education programs because of learning disabilities, even where the schools have top of the line technology.
• Approximately 44 percent of students with learning disabilities spend 80 percent or more of their school day in inclusive classrooms.
• Assistive technology is most often used in special education classrooms.
• There are programs, such as “Read & Write Gold” that reads aloud what is written on the screen as well as it’s ability to predict what words a student I writing, by the first couple letters they type. This program also reads back what is written which assists the student with editing their writing.
• Recent legislation amends the state’s textbook adoption law to provide preferential procurement status to textbook publishers that supply digital versions of their textbooks. Which allows students to have the texts read to them on the computer.
• One of the many problems that poor readers face is the lack of background knowledge. “READ: 180” has the learner watch a short video before reading the text that provides the background knowledge needed to make sense of the text.
• Some students may use “Read & Write Gold” when taking the state assessment.
• As teachers we must become more aware of the role technology plays in learning.
• Technology is not magic; it is simply a tool of education
I agree that technology, when used appropriately, can enhance learning and even be the tool to knowledge acquisition. For example, in a case with learners who have difficulty reading, the texts could be read to them, through the computer, with texts online. I wonder if students in Alaska could take their standardized tests using some of this assistive technology. I worry that we as an educational body are focusing so much on getting our students to pass standardized tests and creating technologies to help students achieve this and be “up to grade level” academically that we are losing site of the real issue. Not everyone should be held to the same standard and be required to pass standardized tests. What are we really preparing them for and once that are out of the academic setting, what will they do? Will the assistive technology be available for them outside the academic setting? The emphasis should and needs to be made on quality, relevant instruction and technology is only a tool to reinforce that and not replace it. As inclusive classrooms increase, access to training in the the use and application of assistive technology, for mainstream educators of inclusive classrooms should be made widely available and with pay incentives.
Wednesday, February 20, 2008
"I Have a Cause In Alaska" Project Proposal
I Have a Cause in Alaska is the title to my project proposal for my digital storytelling project.
I am using this title for a unit in my Alaska Studies class.
Students are instructed to find a cause at either the local or state level and...
A.) Create a digital story about their cause and the desired change they would like to see
and/or
B.) Write a letter to the appropriate legislator whom would address the cause and the desired change.
I am proposing to make one that addresses the lack of recycling facilities and the lack of curbside recycling in Alaska and Anchorage and my desire to have better recycling facilities and the establish curbside recycling in the Municipality of Anchorage.
I am using this title for a unit in my Alaska Studies class.
Students are instructed to find a cause at either the local or state level and...
A.) Create a digital story about their cause and the desired change they would like to see
and/or
B.) Write a letter to the appropriate legislator whom would address the cause and the desired change.
I am proposing to make one that addresses the lack of recycling facilities and the lack of curbside recycling in Alaska and Anchorage and my desire to have better recycling facilities and the establish curbside recycling in the Municipality of Anchorage.
Article Assessment of "The Overdominance of Computers" by Lowell W. Monke
The article begins with the quote “ Our students need inner resources and real-life experiences to balance their high-tech lives”. This sums of the focus for the article as the author explores the when, what age and how to use technology appropriately in a school setting. The emphasis is made as a cry to educators to concentrate, especially at the elementary and middle school level, on helping students development their innately human qualities. Only then will they be able to be responsible, educated and competent users of technology.
The author makes a very compelling argument that include the following points I particularly liked:
• Preparation (for living in a high-tech society) does not necessarily warrant early participation (in the use of technology).
• Preparing young people for life in modern society should begin with “strengthening their inner resources- like self-discipline, moral judgment and empathy.
• It would take years to instill the ethical discipline to say no to the harmful activities that youth can easily access on the internet and with basic technological skills.
• Schools and educators need to help balance student machine dominated lives by helping them develop their distinctly human capacities away from the use of technology.
• “What is keeping today’s youth from succeeding academically has nothing to do with a lack of technical skills or access to computers.”
• “Keep the essentials in the early years”. Such as: close, loving relationships with responsible adults, outdoor activity, time for unstructured play, music, drama, the arts, conversation with adults.
• “Study technology in depth after the elementary years”.
• “By high school digital technologies should have a more prominent place in the classroom, both as tools of learning and tools to learn about.”
• During the last two years of high school teachers should spend considerable time outfitting students with the high-tech skills they will need when they graduate. “This ‘just-in-time’ approach to teaching technical skills is far more efficient”.
I appreciated this article and had many “yes” moments when reading it. I am an educator at the high school level, so I would have liked some more concrete examples for use at the high school level. I do see technology as a distraction at the high school level more than as an efficient tool. I think educators need training in using technology as a way to enhance content and in the later high school years us some technological programs in the class apart from powerpoint, internet research and word processing.
I appreciated the statement that “What is keeping today’s youth from succeeding academically has nothing to do with access to technology”, but lacking the development of their human qualities. This resonated with me when I think of the schools in rural Alaska, they can be achieving at the same level with quality instructors and relevant curriculum that gives them a sense of hope and purpose.
The author makes a very compelling argument that include the following points I particularly liked:
• Preparation (for living in a high-tech society) does not necessarily warrant early participation (in the use of technology).
• Preparing young people for life in modern society should begin with “strengthening their inner resources- like self-discipline, moral judgment and empathy.
• It would take years to instill the ethical discipline to say no to the harmful activities that youth can easily access on the internet and with basic technological skills.
• Schools and educators need to help balance student machine dominated lives by helping them develop their distinctly human capacities away from the use of technology.
• “What is keeping today’s youth from succeeding academically has nothing to do with a lack of technical skills or access to computers.”
• “Keep the essentials in the early years”. Such as: close, loving relationships with responsible adults, outdoor activity, time for unstructured play, music, drama, the arts, conversation with adults.
• “Study technology in depth after the elementary years”.
• “By high school digital technologies should have a more prominent place in the classroom, both as tools of learning and tools to learn about.”
• During the last two years of high school teachers should spend considerable time outfitting students with the high-tech skills they will need when they graduate. “This ‘just-in-time’ approach to teaching technical skills is far more efficient”.
I appreciated this article and had many “yes” moments when reading it. I am an educator at the high school level, so I would have liked some more concrete examples for use at the high school level. I do see technology as a distraction at the high school level more than as an efficient tool. I think educators need training in using technology as a way to enhance content and in the later high school years us some technological programs in the class apart from powerpoint, internet research and word processing.
I appreciated the statement that “What is keeping today’s youth from succeeding academically has nothing to do with access to technology”, but lacking the development of their human qualities. This resonated with me when I think of the schools in rural Alaska, they can be achieving at the same level with quality instructors and relevant curriculum that gives them a sense of hope and purpose.
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