Thursday, January 31, 2008
The Life Cycle of a Blog Post
Ever wonder what happens when you post a blog? Wonder no more, check out this site.
Wednesday, January 30, 2008
Titanic Movie
I worked with small groups of my students to create their own Titanic movie using the site Cynthia and I had found. They loved being able to determine the mood of their movie and how to use the music to enhance it.
Projects
All the projects that were shared tonight were great! Everyone put a lot of time and effort into them. I was able to get the microphone for mine tonight. Looking forward to seeing the rest tomorrow!
Steve's Video
Very interesting topic. You look like you put a lot of work into your project. It was great that you got your family involved with the production. I'm sure they had a good time helping you complete the class. Congratulation!!
Eileen
Eileen
Issues of Liability for Teachers
There are several issues of liability that we need to be aware of. Take a look at two recent cases:
1. The Julie Amero Case: In 2006, a substitute teacher in Norwich, Connecticut, was convicted of impairing the morals of a child and risking injury to a minor after students saw pop-up to porn sites on a computer in her classroom. She was unaware that the classroom computer had no firewall and outdated antivirus protection, nevertheless she was found guilty. Her conviction was vacated in June 2007 after a string of protests around the country. At the moment she is awaiting the possibility of a retrial.
2. The Florida School Campus Officer Investigation: At this moment a Florida school campus officer is under criminal investigation over a MySpace account in which one of several hundred friends on the page had a link to a porn site. Even though the officer had no knowledge of the site, it would have been possible for a student to access the porn site from the officer's page in three clicks. This case is bizare and it will be interesting to see how it turns out.
1. The Julie Amero Case: In 2006, a substitute teacher in Norwich, Connecticut, was convicted of impairing the morals of a child and risking injury to a minor after students saw pop-up to porn sites on a computer in her classroom. She was unaware that the classroom computer had no firewall and outdated antivirus protection, nevertheless she was found guilty. Her conviction was vacated in June 2007 after a string of protests around the country. At the moment she is awaiting the possibility of a retrial.
2. The Florida School Campus Officer Investigation: At this moment a Florida school campus officer is under criminal investigation over a MySpace account in which one of several hundred friends on the page had a link to a porn site. Even though the officer had no knowledge of the site, it would have been possible for a student to access the porn site from the officer's page in three clicks. This case is bizare and it will be interesting to see how it turns out.
Steve's Project
Jamie and I really learned a lot from Steve's project today. We thought it was great that he could take such a tough concept and make it so easy to understand!! We loved the movie clips of the bridge. They were amazing!! The voice clips and cool music were also a great addition to the project! Great Job Steve!
Alice and Jamie
Alice and Jamie
Project Reflection- My students are sponges
Today our students worked with Mr. Frerichs on our class recess blog. We was so amazed by the way they were able to log on, write a post, and publish them in minutes. They knew exactly how to successfully input the information and in the right places! We were very impressed with the responses of the blogs. We are excited to continue the blog and are awaiting other students to join us!
Jamie and Alice
Jamie and Alice
WEDDING CELEBRATIONS ACROSS DIFFERENT SHORES
Lesson Plan: Exploring Heritage Through Digital Storytelling was previously posted.
Eileen
Tacoma Bridge Presentation
I was quite impressed with the Tacoma Bridge presentation created by Steve. I really enjoyed the music in the background, the home demonstration by his daughters, and the narration throughout. I am amazed how all the video clips and home movie filming fit together so smoothly. Great work Steve!!!
Lesson Plan
Lesson Plan
Physics-Waves
Multimedia Presentation
Stephen Sweeney
Introduction
This lesson is a collaborative project between the Physics teacher, the school library media specialist and the computer lab teacher. It is designed in conjunction with the Regents Physics curriculum and the study of waves.
The purpose of this lesson is to provide students with an opportunity to research, and develop a presentation on one of the content areas in the unit on waves. Students will create their own movie clip. They will be assigned to a team that will explore one topic relevant to waves. Each student will research the background information and will explore concepts, applications, and examples relative to their subject.
The curriculum objective is for students to become experts in a particular area, and present their work to the class.
Learners
This unit is designed for High School students who are already have experience in Internet research and in the use of a basic multimedia technology such as Power Point. Students should be divided into teams that will allow students with greater needs to collaborate with teammates with more experience and ability.
Curriculum Standards
Math, Science and Technology, Commencement, Info. Systems-Performance Indicators Information
Information Systems
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
-Understand and use the more advanced features of word processing, spreadsheets, and database software.
-Prepare multimedia presentations demonstrating a clear sense of audience and purpose.
-Access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
-Utilize electronic networks to share information.
-Model solutions to a range of problems in mathematics, science, and technology using computer simulation software.
The Process
Click on each step below to find out more about it.
Resources Needed
Each student should have access to a computer that allows on-line access to the Internet.
The Internet resources available in the links section of the science page of the district’s website: http://nanunet.lhric.org/NanuetSeniorHighSchool/sciencedept/NPhysicslinks.htm
along with the links on the curriculum map:
http://nufsd.rubiconatlas.org/login/options.asp?UserID=0
will provide students with a foundation to begin their searches, and formulating their topic. They will incorporate these resources into their own digital story, providing their own unique insights and interpretations of the material.
The web quest format can be used on the classroom web page, allowing the students to proceed with the project as an independent learning experience.
Materials Used:Students can produce their digital story using a variety of available multimedia software. By High School, students are usually familiar with PowerPoint presentations, and should be challenged other digital editing programs such as Movie Maker, iMovie, and Photo Story. Digital stories can also be created using web page editors such as Front Page and Dreamweaver.
It is possible to create a digital story without the use of peripherals such as scanners, digital video recorders and digital cameras. Students can simple download images available sources (subject to acceptable use and copyright restrictions). Digital video recorders and digital cameras, however, allow students to incorporate more of their own creative interpretations into their project.
Evaluation
This project offers an excellent opportunity to assess a student's critical thinking skills based on Bloom’s Taxonomy. A successful work product (12 points) would include the following.
1. The student team demonstrates knowledge and comprehension level understanding of their topic by stating the basic facts of who, what, when, and where, as well as the conflicts and issues involved. (4 points)
2. The student team demonstrates the creative ability to apply, analyze, and synthesize the research information by using it in the digital story. (4 points)
3. The student team demonstrates the ability to critically evaluate the research information through conclusions regarding the significance of their content to the overall topic --- waves. (4 points)
4. Extra credit will be offered if the student team demonstrates improved proficiency with software and technologies that are new to them. (2 points)
Conclusion
It is important for students become critical thinkers, who can extract pertinent information from the vast resources at their disposal. This project adds the component of providing students with an opportunity to present their content in a multimedia format that benefits their classmates; and provides the students with exposure to, and immersion in, the technological tools available. This real-world experience can reap benefits in their future endeavors.
Physics-Waves
Multimedia Presentation
Stephen Sweeney
Introduction
This lesson is a collaborative project between the Physics teacher, the school library media specialist and the computer lab teacher. It is designed in conjunction with the Regents Physics curriculum and the study of waves.
The purpose of this lesson is to provide students with an opportunity to research, and develop a presentation on one of the content areas in the unit on waves. Students will create their own movie clip. They will be assigned to a team that will explore one topic relevant to waves. Each student will research the background information and will explore concepts, applications, and examples relative to their subject.
The curriculum objective is for students to become experts in a particular area, and present their work to the class.
Learners
This unit is designed for High School students who are already have experience in Internet research and in the use of a basic multimedia technology such as Power Point. Students should be divided into teams that will allow students with greater needs to collaborate with teammates with more experience and ability.
Curriculum Standards
Math, Science and Technology, Commencement, Info. Systems-Performance Indicators Information
Information Systems
1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
-Understand and use the more advanced features of word processing, spreadsheets, and database software.
-Prepare multimedia presentations demonstrating a clear sense of audience and purpose.
-Access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries, and electronic communication networks, including the Internet.
-Utilize electronic networks to share information.
-Model solutions to a range of problems in mathematics, science, and technology using computer simulation software.
The Process
Click on each step below to find out more about it.
Resources Needed
Each student should have access to a computer that allows on-line access to the Internet.
The Internet resources available in the links section of the science page of the district’s website: http://nanunet.lhric.org/NanuetSeniorHighSchool/sciencedept/NPhysicslinks.htm
along with the links on the curriculum map:
http://nufsd.rubiconatlas.org/login/options.asp?UserID=0
will provide students with a foundation to begin their searches, and formulating their topic. They will incorporate these resources into their own digital story, providing their own unique insights and interpretations of the material.
The web quest format can be used on the classroom web page, allowing the students to proceed with the project as an independent learning experience.
Materials Used:Students can produce their digital story using a variety of available multimedia software. By High School, students are usually familiar with PowerPoint presentations, and should be challenged other digital editing programs such as Movie Maker, iMovie, and Photo Story. Digital stories can also be created using web page editors such as Front Page and Dreamweaver.
It is possible to create a digital story without the use of peripherals such as scanners, digital video recorders and digital cameras. Students can simple download images available sources (subject to acceptable use and copyright restrictions). Digital video recorders and digital cameras, however, allow students to incorporate more of their own creative interpretations into their project.
Evaluation
This project offers an excellent opportunity to assess a student's critical thinking skills based on Bloom’s Taxonomy. A successful work product (12 points) would include the following.
1. The student team demonstrates knowledge and comprehension level understanding of their topic by stating the basic facts of who, what, when, and where, as well as the conflicts and issues involved. (4 points)
2. The student team demonstrates the creative ability to apply, analyze, and synthesize the research information by using it in the digital story. (4 points)
3. The student team demonstrates the ability to critically evaluate the research information through conclusions regarding the significance of their content to the overall topic --- waves. (4 points)
4. Extra credit will be offered if the student team demonstrates improved proficiency with software and technologies that are new to them. (2 points)
Conclusion
It is important for students become critical thinkers, who can extract pertinent information from the vast resources at their disposal. This project adds the component of providing students with an opportunity to present their content in a multimedia format that benefits their classmates; and provides the students with exposure to, and immersion in, the technological tools available. This real-world experience can reap benefits in their future endeavors.
Saturday, January 26, 2008
Digital Storytelling Lesson Plan
Eileen Calcaterra
LESSON PLAN
EXPLORING HERITAGE
THROUGH STORYTELLING
AUDIENCE: Grade 3--5
DURATION: 3-4 lessons
OBJECTIVE:
1. Students will present information clearly in a variety of written,oral and visual forms.
2. Students will be able to explain the lifestyles and customs of people in their family sequentially.
3. Students will access, generate, process, and transfer information using appropriate technologies.
STANDARDS:
1. Speaking and writing (NYS Standard ELA 1)
2. Social/cultural needs and wants of people. (NYS Social Studies Standard 2)
3. Information systems (NYS Technology Standard 2)
MATERIALS:
1. Computer with internet access and Moviemaker software.
2. Various photos, music, printed material, audio tapes and memorabilia related to each student and their family.
ACTIVITIES:
1. Discuss what culture and heritage is.
2. As a group, brainstorm the elements of life that define culture/heritage. The list will probably include: place, language, beliefs, foods, stories etc.
3. Identify and discuss the details that illustrate unique families.
4. Have students write a list of personal information which can include: their birthplace, their home, birthplaces of their parents, the names of family members etc.
5. Explain to the students what sequential order is.
6. After collecting material about their family have the students put their information in a chronological storyline format.
7. Explain to the students how Moviemaker works.
8. Students will then use Moviemaker to put their work together. Their presentation must include photos and either music or narrative.
ASSESSMENT:
1. Did the students demonstrate an understanding of the assignment?
2. Did the students complete the presentation to the best of their ability?
LESSON PLAN
EXPLORING HERITAGE
THROUGH STORYTELLING
AUDIENCE: Grade 3--5
DURATION: 3-4 lessons
OBJECTIVE:
1. Students will present information clearly in a variety of written,oral and visual forms.
2. Students will be able to explain the lifestyles and customs of people in their family sequentially.
3. Students will access, generate, process, and transfer information using appropriate technologies.
STANDARDS:
1. Speaking and writing (NYS Standard ELA 1)
2. Social/cultural needs and wants of people. (NYS Social Studies Standard 2)
3. Information systems (NYS Technology Standard 2)
MATERIALS:
1. Computer with internet access and Moviemaker software.
2. Various photos, music, printed material, audio tapes and memorabilia related to each student and their family.
ACTIVITIES:
1. Discuss what culture and heritage is.
2. As a group, brainstorm the elements of life that define culture/heritage. The list will probably include: place, language, beliefs, foods, stories etc.
3. Identify and discuss the details that illustrate unique families.
4. Have students write a list of personal information which can include: their birthplace, their home, birthplaces of their parents, the names of family members etc.
5. Explain to the students what sequential order is.
6. After collecting material about their family have the students put their information in a chronological storyline format.
7. Explain to the students how Moviemaker works.
8. Students will then use Moviemaker to put their work together. Their presentation must include photos and either music or narrative.
ASSESSMENT:
1. Did the students demonstrate an understanding of the assignment?
2. Did the students complete the presentation to the best of their ability?
Friday, January 25, 2008
Presentation
Mike,
On the night of the presentation are we going to use a DVD player or use the computer? Over the weekend I plan to format my work and I wanted to see what was best.
Eileen
On the night of the presentation are we going to use a DVD player or use the computer? Over the weekend I plan to format my work and I wanted to see what was best.
Eileen
Thursday, January 24, 2008
Jamie Wein and Alice O'Hara's Recess Blog
Plan
- Read Recess at 20 Below by Cindy Lou Aillaud
- Discuss similarities and differences of recess activities between students in Bardonia, NY and students in Alaska
- Create a blog for students to post comments discussing the different recess activities
- Students will also be able to post pictures of their recess creative play
Do
- Students from Bardonia and Alaska will participate in a blog discussing recess games, free play, sports and activities they enjoy at recess
- Students from Bardonia will develop friendships and acquire knowledge directly from students in Alaska
- Students will recognize how weather effects the daily routines, attire, and school life of children living in different climates
Review
- Students will read, analyze and discuss the postings of the blog
- Students will create a venn diagram comparing and contrasting recess leisure activities in Bardonia, NY and Alaska
- Students will write a creative essay comparing and contrasting their lives to children living in Alaska
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
Plan
- Read Recess at 20 Below by Cindy Lou Aillaud
- Discuss similarities and differences of recess activities between students in Bardonia, NY and students in Alaska
- Create a blog for students to post comments discussing the different recess activities
- Students will also be able to post pictures of their recess creative play
Do
- Students from Bardonia and Alaska will participate in a blog discussing recess games, free play, sports and activities they enjoy at recess
- Students from Bardonia will develop friendships and acquire knowledge directly from students in Alaska
- Students will recognize how weather effects the daily routines, attire, and school life of children living in different climates
Review
- Students will read, analyze and discuss the postings of the blog
- Students will create a venn diagram comparing and contrasting recess leisure activities in Bardonia, NY and Alaska
- Students will write a creative essay comparing and contrasting their lives to children living in Alaska
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
Susan Koppel
Sequencing Lesson Plan
New York State Learning Standards:
· ELA Standard 1: Students will listen, speak, read, and write for information and understanding.
· ELA Standard 2: Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature.
Objectives:
· Students will be able to define what sequencing means.
· Students will be able to sequence pictures using first, second, third, fourth, and last.
· Students will be able to sequence pictures using first, next, then, and finally.
· Students will be able to write a story using sequencing.
Procedure:
· Define sequencing.
· Discuss how you can put things in order using the terms first, second, third, fourth, and last.
· Discuss how you can put things in order using the terms first, next, then, and finally.
· Discuss how you can write a story using pictures and the terms that were taught.
· Show children Windows Movie Maker show on sequencing.
Activity:
The teacher will discuss the term sequencing with the children. She will then talk about how when you sequence things you are putting them in order. The teacher will show the children that you can use different terms to sequence things. They are first, second, third, fourth, and last, or first, next, then, and finally. The teacher will then model how to write a story using first, next, then, and finally. The teacher will put on the Windows Movie Maker show on sequencing for the children to watch. They will then have to use the pictures at the end of the show to write a story.
Assessment:
The teacher will know that the children understood the lesson by questioning them throughout the activity and by the finished stories they write.
Sequencing Lesson Plan
New York State Learning Standards:
· ELA Standard 1: Students will listen, speak, read, and write for information and understanding.
· ELA Standard 2: Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature.
Objectives:
· Students will be able to define what sequencing means.
· Students will be able to sequence pictures using first, second, third, fourth, and last.
· Students will be able to sequence pictures using first, next, then, and finally.
· Students will be able to write a story using sequencing.
Procedure:
· Define sequencing.
· Discuss how you can put things in order using the terms first, second, third, fourth, and last.
· Discuss how you can put things in order using the terms first, next, then, and finally.
· Discuss how you can write a story using pictures and the terms that were taught.
· Show children Windows Movie Maker show on sequencing.
Activity:
The teacher will discuss the term sequencing with the children. She will then talk about how when you sequence things you are putting them in order. The teacher will show the children that you can use different terms to sequence things. They are first, second, third, fourth, and last, or first, next, then, and finally. The teacher will then model how to write a story using first, next, then, and finally. The teacher will put on the Windows Movie Maker show on sequencing for the children to watch. They will then have to use the pictures at the end of the show to write a story.
Assessment:
The teacher will know that the children understood the lesson by questioning them throughout the activity and by the finished stories they write.
Columbus Lesson Plan
Kristine Wagner
Maureen McInerney
Nancy Forman
Jaime Erickson
Formal Lesson Plan
Essential Question: How do our senses help us understand the journey of Christopher Columbus?
NYS Standards:
Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Students will use a variety of intellectual skills to demonstrate their understanding of geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth’s surface.
Motivation: The teacher will ask students to think about a time when they visited a place or people they had never seen before. The teacher will ask the following questions: In what ways did the visit turn out like you expected? In what ways did it turn out differently?
Mini-Lesson: Gather the students on the carpet. Read aloud the following passage to the class: In 1492, an Italian ship captain set off on a voyage across an unknown ocean. “I, Columbus, decided to write down everything I do, see, and experience on this voyage from day to day, and very carefully.” But Columbus did not know the actual size of the Earth. He did not know that North, Central, and South America lay between Europe and Asia. Even though he misjudged the Earth’s size, his voyage still changed the lives of people all over the world.
Students will return to their desks. Students will view the movie “Christopher Columbus Begins a Journey”. As the students are watching the movie, they will be asked to use sensory words to describe the voyage of Christopher Columbus. Students will complete a graphic organizer describing what they think Columbus smelled, heard, saw, tasted, and touched while on his voyage.
The students will write a journal entry from the point of view of Christopher Columbus. The students will use the sensory descriptions from their graphic organizer.
Closure: The students will be called to the carpet. The students will share and discuss their journal entries.
Maureen McInerney
Nancy Forman
Jaime Erickson
Formal Lesson Plan
Essential Question: How do our senses help us understand the journey of Christopher Columbus?
NYS Standards:
Standard 1: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 2: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Students will use a variety of intellectual skills to demonstrate their understanding of geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the Earth’s surface.
Motivation: The teacher will ask students to think about a time when they visited a place or people they had never seen before. The teacher will ask the following questions: In what ways did the visit turn out like you expected? In what ways did it turn out differently?
Mini-Lesson: Gather the students on the carpet. Read aloud the following passage to the class: In 1492, an Italian ship captain set off on a voyage across an unknown ocean. “I, Columbus, decided to write down everything I do, see, and experience on this voyage from day to day, and very carefully.” But Columbus did not know the actual size of the Earth. He did not know that North, Central, and South America lay between Europe and Asia. Even though he misjudged the Earth’s size, his voyage still changed the lives of people all over the world.
Students will return to their desks. Students will view the movie “Christopher Columbus Begins a Journey”. As the students are watching the movie, they will be asked to use sensory words to describe the voyage of Christopher Columbus. Students will complete a graphic organizer describing what they think Columbus smelled, heard, saw, tasted, and touched while on his voyage.
The students will write a journal entry from the point of view of Christopher Columbus. The students will use the sensory descriptions from their graphic organizer.
Closure: The students will be called to the carpet. The students will share and discuss their journal entries.
Movie Maker Project
My project is almost completed. It is about five and a half minutes in length right now. I still have to find a way to record my voice and my student's voices for the show. We are in the process of trying to locate a microphone for this so hopefully I will have one tomorrow so I can finish up the project. I think it is going to be a cute movie to use with my first graders.
Final Project
My team and I are making progress trying to create our movie about Columbus' journey. We discovered how to match the audio to the imported pictures. The last two days of class seemed to be productive. I'm excited to see it all come together. The one thing that is frusturating is that our computer keeps freezing. Hopefully, we will be able to tie things up during the next session.
Movie Maker
Our group has been working on making a movie about Christopher Columbus' journey to the New World. We started out not knowing anything about movie maker and now we have about a two minute movie about Columbus' journey to the New World. It has been quite an experience for us. It took some time to decide on the audio that we wanted to work on , then we wanted to find pictures to go along with the audio, finally we placed the pictures on the story board and now we are working on the timing of the pictures to the audio. Making a movie is definately very tedious work. I can definately say that I have learned alot from this experience and I plan to use it in the classroom.
Project
Our project is beginning to take shape. We have taken the pictures and matched it to the video. Using the storyboard we have learned to regulate the the timing so that the video matches the audio. The transitions, title page and credits have been added. We are very excited to see it all come together. The program froze so we are at standstill right now. However, I feel more confident each time and I think I will be able to take what I have learned and use it with my students.
Columbus & MovieMaker
Nancy, Maureen, Kristine and I have been making steady progress on our Columbus Movie. It has been an interesting experience to learn the program and to figure out how to syncronize the photos and audios we imported. Now that we have leared how, we are in the process of working out the timing, transitions, captions, etc. Overall, it is coming together with the help of all our group members.
Alice and I have been creating a blog for our classrooms. It has been an interesting experience to try to figure out how to actually create one! After trouble shooting we have now changed the theme, pictures and comments on the page. It is now starting to look interesting. We have a long way to go but it really looks cool!
Jamie and Alice
Jamie and Alice
Blog Project w/ Digital Storytelling
Jamie and I have been working on our recess blog. I think it will be fun once we start blogging with kids from Alaska. I showed the blog to some of our students today and they really seem to be into it!! They love the topic-- RECESS!! They also like the idea that they get to use the computer and actually talk to other kids about recess. This project will be on going and we are excited to see what it will look like in the months to come.
Alice and Jamie
Alice and Jamie
Putting in music
I seem to have the length of the film the way I want it. However, I am having a problem in putting in the music. I have the songs chosen but I can't seem to drag it into the film. I guess I will have to play around a little with that.
Eileen
Eileen
Blog Slideshow
After a frustrating evenining, I went home an searched for some advice for adding a flickr slideshow to a blog. I found a javascript that can be included in any new post or new element at http://paulstamatiou.com/2005/11/19/how-to-quickie-embedded-flickr-slideshows
One obsticale glitch is that it turns out that my flicker code is not thae same as my log-in name. It is : 23019905@N0. I found it at the site above using the link this idgettr.
Another issue is that it doesn't seem to be working on the computers here at Bardonia Elem.
One obsticale glitch is that it turns out that my flicker code is not thae same as my log-in name. It is : 23019905@N0. I found it at the site above using the link this idgettr.
Another issue is that it doesn't seem to be working on the computers here at Bardonia Elem.
Wednesday, January 23, 2008
Adding Voice
The movie I'm making on MovieMaker is coming along nicely as far as the pictures, transitions, and titles are concerned. However, tomorrow I'm planning on adding voice work and I'm unsure how to incorporate that into MovieMaker. How can I do that as easily as adding the pictures?
Movie Maker Project
My project is coming along nicely. I tried to change all of the slides to be the same length in time. You need to drag each slide to the amount of time you want. If anyone knows if there is an easier way to do that, please let me know.
Movie maker
I have found that this project is coming out better then I first thought. The storyboard took time and detail but I think I have it where I want it.
Eileen
Eileen
Ken Burns - Make Your Own Movie
Liked the Ken Burns digital storytelling using movie maker. So I was research it and came cross another site the your can create a movie
http://www.pbs.org/civilwar/cwimages/tellingStory/flash.html
Once you get to this site look for Make Your Movie and click on it.
http://www.pbs.org/civilwar/cwimages/tellingStory/flash.html
Once you get to this site look for Make Your Movie and click on it.
Jing Project
I have just come across another open source project called the Jing Project. This appears to be an interesting way to capture video or pictures for use in the classroom. Iaven't downloaded or tested it.
Tuesday, January 22, 2008
Conncection issues
I plan on using a laptop, so that I can keep the video files and moviemaker in the same place...thus avoiding the 'red X' issue. However, I'm having difficulty getting my computer to recognize my video camera to download clips. I'm going to try again tonight. If I still have issues, maybe someone can give me some advice at tomorrow's session.
Open Source
I just came across and open source. http://fullmeasure.co.uk/PowerTalk/
Power Talk is a free program that automatically speaks any presentation or slide show running in Microsoft PowerPoint for Windows. It works pretty good. I am going to use it for digital stories using powerpoint in a couple of my classes. This site also explains open source.
Power Talk is a free program that automatically speaks any presentation or slide show running in Microsoft PowerPoint for Windows. It works pretty good. I am going to use it for digital stories using powerpoint in a couple of my classes. This site also explains open source.
Movie Maker Tutorials
I found a series of Movie Maker Tutorials on You Tube. I have only caught a glimpse so far, but what I saw seemed useful, if not for our beginner project, for our more advanced future project.
http://youtube.com/watch?v=aI-dhd_eHXs
http://youtube.com/watch?v=sBAxkFFW4zw&feature=related
http://youtube.com/watch?v=mbWEAVxe-k4&feature=related
http://youtube.com/watch?v=aI-dhd_eHXs
http://youtube.com/watch?v=sBAxkFFW4zw&feature=related
http://youtube.com/watch?v=mbWEAVxe-k4&feature=related
Monday, January 21, 2008
Although it does not have the visual aspect, podcasts in the classroom are becoming very popular and can be used in the same realm as digital storytelling. If you search online for podcasts you will find tons. The apple company site has good links to making podcasts, but here is a good link to start, http://www.education-world.com/a_tech/sites/sites074.shtml. Also if anyone need a microphone during class, let me know.
Remaining Classes
At this point we have four remaining classes. I am aware that most of you need time on the computer to complete your projects. I will adjust the class schedules accordingly. We'll try to be in the computer lab by 5 p.m. on Wednesday. On Thursday we will go right to the computer lab.
In the meantime, take a look at Joe Brennan's Digital Storytelling Blog on Discovery Education. It is outstanding.
We will finish with The World is Flat on Wednesday. I will also provide a brief summary of Daniel Pink's A Whole New Mind.
Please let me know if you have any questions or concerns.
Mike
In the meantime, take a look at Joe Brennan's Digital Storytelling Blog on Discovery Education. It is outstanding.
We will finish with The World is Flat on Wednesday. I will also provide a brief summary of Daniel Pink's A Whole New Mind.
Please let me know if you have any questions or concerns.
Mike
Sunday, January 20, 2008
Presentation
I think I have all the pictures and music I need for my presentation. Now the focus is on limiting the selection I have chosen. This has turned out to be a very exciting venture. I plan on working this morning in putting my resources together in a storyline.
Eileen
Eileen
Thursday, January 17, 2008
Titanic moviemaker
Thanks for the Titanic Moviemaker site. I have a movie maker class that starts Jan 28th and am planning on starting the students out using this site. Great Find!
Wyoming Dust Storm
You have probably never experienced these. In Wyoming and Western Nebraska, where I grew up, dust storms are very common any time of year. This is a dust storm that hit this week near my sister's home in Lingle, Wyoming. How's this for a digital story?
Using Movie Maker
My group has been using movie maker for our digital story telling project. We are working on a video of the explorer, Christopher Columbus. We have imported our pictures and now we are trying to organize our movie! We are working on how to sequence the pictures to go along with the audio we have chosen. I saw on Power Media Plus a great video on Christopher Columbus. Will we be able to import parts of the 24 minute video into our movie?
MovieMaker
Today my group was able to take the time to import large amounts of images. We also played around with MovieMaker and figured out how to play a video and place photographs on the storyboard. We are now attempting to set the video and images to a specific timer so that the correct photo pops up when the video is describing that image. Is this even possible? We also wondered if we could import only a few minutes or clip from a 20 min. video-can this be done?
Movie Maker
I have been using Windows Movie Maker for my project. I have imported all of my pictures and slides that I will be using. I would still like to add my voice or the voice of the child that I used in the pictures. Is there a way to do this without using a video camera? How would I be able to record both of our voices to import them into the movie? If anyone knows, I would love any help! Thanks!
Titanic moviemaker from the Koppel sisters
Susan and Kerrian made me aware of a great site to learn moviemaker. Titanic moviemaker. I just love it. Check it out.
MovieMaker
I'm trying to figure out if there is any way to add graphics (like arrows or text) to the video clips. I think I can do it with still pictures, and import them into moviemaker as stills later...but if anyone knows how to overlay the videos, I would appreciate the help.
Wednesday, January 16, 2008
Movie Maker
Class tonight was very interesting. I definately learned alot about copyrighting, which I really did not know much about, now I am definately much more aware of copyright laws. I am slowly learning on how to navigate my way through windows movie maker and tonight I was introduced to power media plus. I feel that I am becoming a "Free and Independent Learner"! This is definately something that I can use in my classroom.
Movie Maker
As we explore using movie maker for our project, I am trying to be independent and fearless, though at times I just want someone to show me how to do it. I have had some success as I have been able to import pictures to movie maker. Tonight I learned to use Power Media Plus and I imported the saved audio to movie maker. I can see that this will be helpful to the special learners I work with.
Movie Maker
My team plans on using Movie Maker for our final project. It's taking a lot time and patience to understand the program. I'm slowly learning how to incorporate images, sound, and clippings. Power Media Plus is a great source and I plan on investigating this site more. I need to become comfortable with the process before I work on the final product.
Downloading
Today I feel like my group made some discoveries in the technology world. Together we were able to locate audio files, movies, and images that we may use in our digital story. After playing around with powermediaplus we were also able to save and import these files to MovieMaker. My experience today was a positive one and I think our final project will turn out better than I first thought.
Using Movie Maker
I am really excited to use movie maker to showcase some of the work that my students do during our research about the Titanic. The students are already excited to learn about the topic and can't wait to dress up and be videotaped. I hope to have them discuss what they learned about the different classes of passengers and what it was like to be a passenger on the ship. They will hopefully act out the parts of different passengers as if they were actually on the Titanic's first voyage.
The Titanic
My class does an in-depth research project on the Titanic. The students read various fiction and non-fiction books on the subject and set their own purposes for reading. I'm going to attempt to use Movie Maker to pull together photos and video footage of the students during this project to create a digital story for future classes.
Project
I am using Windows Movie Maker for my project. My project is going to be on sequencing. I took pictures of a student in my class getting ready to go outside. He put on his jacket, pretend boots, scarf, hat, and gloves. I am going to use these pictures to discuss sequencing. I will put the pictures in no particular order and then show the correct order. I can use this in my class and have the children use the pictures to write a story using first, next, then, and finally.
History and copyright rules
I decided that I would sign up with FLICKR. It seems easy enough to upload pictures. I am finding that there is soooo much out there to learn. The class tonight was very interesting. The history of the internet and copyright rules are important to know and keep up with.
See you tomorrow?!?!?!
Eileen
See you tomorrow?!?!?!
Eileen
Outsourcing
I am shocked by how much outsourcing goes on today. It's crazy that when people are trying to make a plane reservation the woman on the other line is a stay at home mom from who knows where! It's also scary that India has so many MIT's and are so ahead of us. They also work for much less money which means they will be taking all of our jobs for accountants, scientists, and whatever else!
I am shocked by how much outsourcing goes on today. It's crazy that when people are trying to make a plane reservation the woman on the other line is a stay at home mom from who knows where! It's also scary that India has so many MIT's and are so ahead of us. They also work for much less money which means they will be taking all of our jobs for accountants, scientists, and whatever else!
Copy Right
I thought the information you provided on Copy Right was very informative.
How the different types of copy rights was interesting. I will research more about
the Technology Education & Copy Right - Tech Act. I am also going to check to see if
Rockland BOCES has one. I am sure the Anthony has made sure we do.
How the different types of copy rights was interesting. I will research more about
the Technology Education & Copy Right - Tech Act. I am also going to check to see if
Rockland BOCES has one. I am sure the Anthony has made sure we do.
Jamie and Alice Project:
Our students are going to be comparing their lives to the lives of children in Alaska. We will be focusing mostly on outside the classroom and how weather effects our daily activities. We will be creating a movie of our children playing various games and recreational sports at recess. We will also be using the book Recess at 20 Below by Cindy Lou Aillaud to help the students see what the children in Alaska experience each day!
Our students are going to be comparing their lives to the lives of children in Alaska. We will be focusing mostly on outside the classroom and how weather effects our daily activities. We will be creating a movie of our children playing various games and recreational sports at recess. We will also be using the book Recess at 20 Below by Cindy Lou Aillaud to help the students see what the children in Alaska experience each day!
Tuesday, January 15, 2008
Movie Maker
I started playing around with movie maker and am finding that it is not as hard as I thought. I think I have a good topic to do my story on. I have come across some snags so I am looking forward to getting my questions answered in class tomorrow.
Eileen
Eileen
Monday, January 14, 2008
Thursday, January 10, 2008
Movie Maker
I am looking forward to learning how to use Movie Maker. I take pictures of my students all year and upload them into a program called Photo Jam. In that program you can arrange the pictures in any order you want, set the pictures to music, and add text and other graphics. At the end of the year I burn a copy of the pictures for each child and give it to them as a gift. I am really interested in seeing how Movie Maker is similar and different to the other programs I have already been using.
Digital Storytelling and Teaching
Tonight's session was very interesting especially learning about the internet vs. the web. I learned a lot of facts that I wasn't aware of prior to tonight. Now that I know some facts about the history of the internet and web, I plan on teaching them to my students.
I'm looking forward to implementing many of the techniques we learn in this class. Technology makes learning come alive and teachers need to always be on their toes ready to motivate their students.
I'm looking forward to implementing many of the techniques we learn in this class. Technology makes learning come alive and teachers need to always be on their toes ready to motivate their students.
Digital Storytelling and Teaching
I have learned many new and interesting information about the Web and the Internet. As teachers for our students, we know the importance of developing background knowledge, though as adult learners sometimes we overlook it. I know I have much to learn about technology and I am looking forward to bringing something new and exciting to my teaching.
Digital Storytelling in the Middle School
I enjoyed tonight's discussion about the history of the internet and the web. I feel that many students don't really have that background knowledge of the history of the internet and the web and this is something that students are using every single day!!!
I am looking forward to learning about Digital Storytelling and implementing it in the classroom. Technology has really become a big part of education today. I feel that it may motivate many reluctant learners to look at a different aspect of reading and writing.
I am looking forward to learning about Digital Storytelling and implementing it in the classroom. Technology has really become a big part of education today. I feel that it may motivate many reluctant learners to look at a different aspect of reading and writing.
Digital Storytelling
At first I was unsure of what this course was going to be about. I originally thought it was going to teach us how to scan photographs into a format that would show and tell a story. Although I was not too far off, I have already learned that it is much more-and that I have a lot more to learn than I thought!
I am looking forward to getting into the creative portion of the project. I think it will be interesting to hear how each project was created, the programs that were used, and how digital storytelling will be used in the classroom.
I am looking forward to getting into the creative portion of the project. I think it will be interesting to hear how each project was created, the programs that were used, and how digital storytelling will be used in the classroom.
Adobe Macromedia Flash
Learning Macromedia Flash Here is a good link to use if you are trying to learn how to use Macromedia Flash. Start with this and we can work from there.
Domain Name
When we were talking about the domain name in class tonight I wanted to mention that domain names are required to be purchased and renewed. That's how the white house got to be a porn site. Someone didn't know or forgot to renew the domain name.
There are people out there waiting for your domain name to expire. Then they buy it. Change it to something you would not want people to go to like porn. When you realize what has happened they are willing to sell you back that site at a high price. The white house would not give in to this and that is why www.whitehouse.com became a porn site.
There are people out there waiting for your domain name to expire. Then they buy it. Change it to something you would not want people to go to like porn. When you realize what has happened they are willing to sell you back that site at a high price. The white house would not give in to this and that is why www.whitehouse.com became a porn site.
Tonights class
I enjoyed learning the background information on how the internet evolved. I think we sometimes take for granted the use of technology.
As teachers we should be aware of the safety issues connected to the use of computers.
As teachers we should be aware of the safety issues connected to the use of computers.
Flash
I would like to become more acquainted with Flash so I can spruce up my lessons and projects.When I first started teaching 10 years ago, my students were excited that I had sounds on my PowerPoint slideshows. As they have become more sophisticated, I need to step up my knowledge to enhance the quality of my technology and presentation of assignments.
Internet Safety
Internet safety as well as the history of the internet and world wide web is important to teach our students. As we discussed in class "how do we expect our students to know about these things if we do not know them". Rockland County has a computer task force that you can contact to come to your school to talk about internet safety. This is a nice introduction into internet safety. There are many web sites that make students aware of internet safety.
This is a great site http://www.netsmartz.org/ for elementary students. They also have a section for teenagers.
This is a great site http://www.netsmartz.org/ for elementary students. They also have a section for teenagers.
Got my account
Hi Mike,
Just before I read my e-mail from you I set up my own account. It was easier than I anticipated. See you in class tonight. Eileen
Just before I read my e-mail from you I set up my own account. It was easier than I anticipated. See you in class tonight. Eileen
Wednesday, January 9, 2008
What is Web 2.0?
Let's begin our discussion of the importance of digital storytelling with a clear understanding of Web 2.0. To understand this concept, take a few minutes to read the article What is Web 2.0 Design Patterns and Business Models for the Next Generation of Software.
How is this significant to you in your profession?
How is this significant to you in your profession?
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