EDTC 606

Artifact – 1950’s Mash-up

Reflection

The purpose of this assignment was to create a mash-up of different videos to introduce a unit of study.  I settled on the 1950’s for my students in chorus because we were doing songs from the birth of rock and roll.  The songs I chose were selections from our concert.

I included this product in my capstone because I learned a lot from this project.  I would say this and the blog project from 616 were the two projects where I learned the most.  Taking the time to search for, convert videos, match the music, edit transitions, and keep the project to the three minute time limit were all wonderfully challenging.  While I have not done any mash-ups since, I felt a real sense of accomplishment and the kids in chorus really appreciated my end product.

I admit to a feeling of guilt over not having done any mash-ups since given how fun it was and how much the kids enjoyed it and got out of it.  Part of this is because it did take a good deal of time.  But I think about how much quicker blog entries are for me now that I’ve published a great number of them and that reason seems to fall by the wayside a bit.  I also don’t think this reason holds up to scrutiny as much given that my production quality doesn’t necessarily have to be as high as it was for this project. Did I have to use so many different types of transitions?  Will I really use four different songs that have to line-up with the movie next time?  And I was also trying to pull from a lot of different sources to represent the 1950’s as fully as possible which added to the time it took.

I would like to do another mash-up in the future.  Obviously it will require advanced planning with other teachers in my school, particularly in finding a unit of study that will lend itself well to a mash-up without being too time-intensive.

Standards Exhibited

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

  • design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

  • communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

Artifact – Digital Storytelling 

Reflection

The purpose of this project was to digitally tell a story.  I chose my current state of mind in regard to becoming a technology facilitator.  This is a project I wish I could go back and redo for a couple of reasons.  One is I think it’s a bit melodramatic.  I wish I’d made it a bit lighter.  Second is I wish I’d thought to use a tripod.  The shaking of the camera is very distracting and a tripod would have given the whole thing a more professional/refined/finished feel.

I have not truly incorporated digital storytelling into my practice yet.  I have had kids choose a song and find images to accompany the song’s lyrics to create a slideshow using Picasa.  I’d like to eventually have students do mini-biographies with digital media or retell favorite books using illustrations.  Some kids have done that on a very surface level with Little Bird Tales where they have done 3 illustrations to accompany a personal narrative.

To me the beauty of digital storytelling is using digital tools to express oneself in a very artistic manner.  When I think about the culture of Web2.0 and the future of our society, there is a general agreement that effective communication is central to both.  Digital storytelling allows students the opportunity to effectively communicate about something they know very well: themselves.  This also allows them to begin positive development of their digital footprint.

While I have not used digital storytelling with my students, it is certainly something I hope to use once the program and skills of my students are more fully developed.   In a way, creating digital stories is one of the goals I am working my students towards.  It is one of things I think of when I am plotting out what skills to teach next.

Standards Exhibited

3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

  • demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
  • communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

  • exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
  • evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

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