Just picked up this reference from the CIC Power to Learn blog site. It's a learning game called Scratch, developed at MIT. Students are supposed to be able to program their own interactive games and stories, and design art and music projects.
I've downloaded the program and intend to test it.
Tuesday, February 26, 2008
Monday, February 25, 2008
Internet Safety: Facts and Fiction
This post by Dean Shareski on Ideas and Thoughts from a Web Tech is worth passing on:
Feb 24 2008 I’m telling you for the last time.
His post is based on a research article from the American Psychological Journal. The researchers in the article from the University of New Hampshire challenge the common misconceptions that simply allowing children's photographs or comments to be published on Internet increased a child's risk from on-line preditors. While there are important issues of rights to privacy that must always be safe-guarded, it is important to separate fact from fiction regarding the Internet.
Feb 24 2008 I’m telling you for the last time.
His post is based on a research article from the American Psychological Journal. The researchers in the article from the University of New Hampshire challenge the common misconceptions that simply allowing children's photographs or comments to be published on Internet increased a child's risk from on-line preditors. While there are important issues of rights to privacy that must always be safe-guarded, it is important to separate fact from fiction regarding the Internet.
Wednesday, February 13, 2008
Flat Classroom Project
I have just become aware of a fantastic resource for collaboration from a teacher in South Korea named Clay Burell. His projects include the flatclassroom, liferoundhere, A Broken World and 1000tales. His blog is http://beyond-school.org/ . I will definitely make use of his ideas. Thanks to Dean Shareski for posting the information on Ideas and Thoughts from an Ed Tech.
Tuesday, February 12, 2008
Spanish-language interactive game
Los X's Sin Perdon
http://www.nickelodeon.es/nick.es/juegos/article.jhtml?id=105134056
Nickelodeon Spanish-language interactive game tests users' ability to memorize and match patterns of pictures and sounds.
http://www.nickelodeon.es/nick.es/juegos/article.jhtml?id=105134056
Nickelodeon Spanish-language interactive game tests users' ability to memorize and match patterns of pictures and sounds.
Web Cams
Ever wonder what it's like to fly like a bird? Now you can see from a miniature camera on the back of an eagle. Check out this Animal Planet Site:
Spy on the Wild: Bird Technology
http://animal.discovery.com/convergence/spyonthewild/birdtech/birdtech.html?ct=1329.15073148073
Spy on the Wild: Bird Technology
http://animal.discovery.com/convergence/spyonthewild/birdtech/birdtech.html?ct=1329.15073148073
Sunday, February 10, 2008
Digital Storytelling Final Reflection
Susan Koppel
Digital Storytelling
Mike Frerichs
February 8, 2008
Digital Storytelling Final Reflection Paper
When I signed up to take this class I thought we were going to be learning how to use Video on Demand. Video on Demand is a program where picture books and other educational stories are available to educators to show to their classes. I thought, “Wow, I already use this program everyday!” I was somewhat correct with my assumption. We didn’t use Video on Demand but we did create digital stories very similar to the ones on that program.
I was excited to learn a new program as well. This program was Windows Movie Maker. I love exploring the computer and expanding my knowledge of the different programs that are out there. I use technology everyday in my class. So learning this program was very exciting to me because now I have another one to use during my daily lessons. I have also found that some of the first graders in my class ask me what programs I use for certain things and that during computer lab time I see them trying to teach themselves these programs. These children in my class would have the “right brain” qualities that Daniel Pink discussed in his book. These children are seeing the big picture and are going beyond what’s right in front of them to explore different things and to try things without any fear. They use their creativity to try things and are not afraid to take this challenge.
Digital storytelling fits into this as well. Digital storytelling is a creative way to change normal daily lessons into these great productions that motivate children to learn. By seeing normal lessons in a whole new aspect gives these children the creativity to try something new.
I used digital storytelling to create a sequencing lesson with my children. I made it very kid friendly and used them in the digital story. When you use the children in the activity they are more excited about doing it and about learning. We can use digital storytelling to help motivate our children and to make them become these “right brain” thinkers who later in life we be creating these great things as well.
Digital Storytelling
Mike Frerichs
February 8, 2008
Digital Storytelling Final Reflection Paper
When I signed up to take this class I thought we were going to be learning how to use Video on Demand. Video on Demand is a program where picture books and other educational stories are available to educators to show to their classes. I thought, “Wow, I already use this program everyday!” I was somewhat correct with my assumption. We didn’t use Video on Demand but we did create digital stories very similar to the ones on that program.
I was excited to learn a new program as well. This program was Windows Movie Maker. I love exploring the computer and expanding my knowledge of the different programs that are out there. I use technology everyday in my class. So learning this program was very exciting to me because now I have another one to use during my daily lessons. I have also found that some of the first graders in my class ask me what programs I use for certain things and that during computer lab time I see them trying to teach themselves these programs. These children in my class would have the “right brain” qualities that Daniel Pink discussed in his book. These children are seeing the big picture and are going beyond what’s right in front of them to explore different things and to try things without any fear. They use their creativity to try things and are not afraid to take this challenge.
Digital storytelling fits into this as well. Digital storytelling is a creative way to change normal daily lessons into these great productions that motivate children to learn. By seeing normal lessons in a whole new aspect gives these children the creativity to try something new.
I used digital storytelling to create a sequencing lesson with my children. I made it very kid friendly and used them in the digital story. When you use the children in the activity they are more excited about doing it and about learning. We can use digital storytelling to help motivate our children and to make them become these “right brain” thinkers who later in life we be creating these great things as well.
Friday, February 8, 2008
Power Point in wikis and blogs
This idea comes from a post by Steve Dembo who authors Digital Passports on Discovery Education: AuthorStream is another tool for incorporating power point presentations into a wiki. The advantage of Authorstream is that it will imbed animation and you can convert to flash. I've checked it out and it is great.
Thursday, February 7, 2008
Digital Storytelling Rationale
Jaime Erickson
Digital Storytelling
Digital Storytelling Rationale
Christopher Columbus, as well as many other European explorers, greatly influenced the way in which we live. His voyages led to the idea that land other than Europe did exist. He believed that those other lands were possibly rich in resources that appealed to the Europeans. Christopher Columbus is known to have endured successful journeys to discover new land.
Fourth grade students study European explorers in social studies. It is important for the students to become familiar with the time periods they explored, the country they sailed for, lifestyles of the explorer, goals, and discoveries. In order to expose the students to these points, teachers attempt to bring history to life by role-playing, conducting interviews, going on field trips, and showing movies that capture the overall feeling of their voyages.
The members of our group created a lesson plan that requires the students to put themselves in the shoes of Christopher Columbus. The students are first asked to listen to a short passage that describes the words Columbus used to describe his various actions while on his journey. “I, Columbus, decided to write down everything I do, see, and experience on this voyage from day to day, and very carefully.” Student will then jot down several ideas pertaining to the things they think Columbus did, saw, and experienced while on his voyages. The goal of this activity is for the students to become engaged in the lesson and to give them insight into the upcoming tasks.
The students will then 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. Next, 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.
There are many student and teacher advantages to watching the movie. The movie, created and run on Windows Movie Maker allows the students to feel as though they are on the dangerous expedition with Columbus and his crew. The audio that is heard throughout matches to the images that the students see as the movie is being shown. The narrator is describing the photographs and pictures in detail and therefore the students are able to create a more vivid picture of the hardships and accomplishments Columbus made on his journey. Showing the movie also has its advantages for the teacher. Having saved this movie, it is able to be played repeatedly, reinforcing the concepts taught during the lesson. It can also be used by the teacher to familiarize the students with additional concepts about Columbus, not necessarily taught in this lesson. Finally, a movie or video can be used as a reference or review of ideas at the end of a unit.
Daniel Pink and Thomas Friedman’s books can and do relate to digital storytelling. Overall I feel that their ideas of creativity driving technology and the future are accurate. Creative and motivated people analyze notions of “things” in everyday life and take them to another level. They are able to see what can be, rather than what is, and actually make it happen. Digital storytelling takes what is, perhaps information about Christopher Columbus, and upgrades that “boring” information to real life experiences that the students can learn from. With the adequate instruction and guidance students can import images, videos, and audio snippets to create a learning experience that can be extremely effective. The children can use their creative ideas and put them into action to impact their learning as well as other students learning.
Digital Storytelling
Digital Storytelling Rationale
Christopher Columbus, as well as many other European explorers, greatly influenced the way in which we live. His voyages led to the idea that land other than Europe did exist. He believed that those other lands were possibly rich in resources that appealed to the Europeans. Christopher Columbus is known to have endured successful journeys to discover new land.
Fourth grade students study European explorers in social studies. It is important for the students to become familiar with the time periods they explored, the country they sailed for, lifestyles of the explorer, goals, and discoveries. In order to expose the students to these points, teachers attempt to bring history to life by role-playing, conducting interviews, going on field trips, and showing movies that capture the overall feeling of their voyages.
The members of our group created a lesson plan that requires the students to put themselves in the shoes of Christopher Columbus. The students are first asked to listen to a short passage that describes the words Columbus used to describe his various actions while on his journey. “I, Columbus, decided to write down everything I do, see, and experience on this voyage from day to day, and very carefully.” Student will then jot down several ideas pertaining to the things they think Columbus did, saw, and experienced while on his voyages. The goal of this activity is for the students to become engaged in the lesson and to give them insight into the upcoming tasks.
The students will then 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. Next, 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.
There are many student and teacher advantages to watching the movie. The movie, created and run on Windows Movie Maker allows the students to feel as though they are on the dangerous expedition with Columbus and his crew. The audio that is heard throughout matches to the images that the students see as the movie is being shown. The narrator is describing the photographs and pictures in detail and therefore the students are able to create a more vivid picture of the hardships and accomplishments Columbus made on his journey. Showing the movie also has its advantages for the teacher. Having saved this movie, it is able to be played repeatedly, reinforcing the concepts taught during the lesson. It can also be used by the teacher to familiarize the students with additional concepts about Columbus, not necessarily taught in this lesson. Finally, a movie or video can be used as a reference or review of ideas at the end of a unit.
Daniel Pink and Thomas Friedman’s books can and do relate to digital storytelling. Overall I feel that their ideas of creativity driving technology and the future are accurate. Creative and motivated people analyze notions of “things” in everyday life and take them to another level. They are able to see what can be, rather than what is, and actually make it happen. Digital storytelling takes what is, perhaps information about Christopher Columbus, and upgrades that “boring” information to real life experiences that the students can learn from. With the adequate instruction and guidance students can import images, videos, and audio snippets to create a learning experience that can be extremely effective. The children can use their creative ideas and put them into action to impact their learning as well as other students learning.
Even the CIA has a Wiki
Even the CIA has a wiki to share information among agencies. Intellipedia is not open to the public, but it uses the same software and technologies.
Nancy Forman
Digital Storytelling
Mike Frerichs
February 6, 2008
Digital Storytelling - Final Reflection
Before taking this class on digital storytelling, I thought I was going to create some kind of text using the computer. I also had concerns whether I understood enough about computers to navigate my way through. I quickly learned that digital storytelling was so much more. What I learned was that digital storytelling uses multiple media tools to tell a story. The technology provides images and sound to tell a story in a new and exciting way, using cameras, computers, music, and narration. Its content should engage its audience both intellectually and emotionally.
Digital storytelling requires the right brain abilities considered essential in preparing our kids for the future. It includes abilities such as inventiveness, empathy, and meaning. In the book, The World is Flat, Thomas Friedman views the world as “flat”, a world where the playing field for opportunity has been leveled. Technology plays an important role in this flattening. Having a computer and access to the Internet gives people world- wide the ability to share, compete and work with each other. He recommends that education should be building right brain skills in order to be prepared to compete in a global market. He sees right brain skills as those that cannot be duplicated by a computer, with an emphasis on self directed learning and problem –solving. Daniel Pink, in his book A Whole New Mind, points to six important skills that necessary as we enter what he terms as the “Conceptual Age”. These skills are: Design, which encompasses creativity and inventiveness; Story, having something important to tell; Symphony, being able to see the big picture; Empathy, being able to standing someone else’s shoes; Play; having a sense of joyfulness; and Meaning, the pursuit of meaning. Digital storytelling reflects these skills. It is a creative process that engages the senses and emotions to tell a story that is meaningful. It provides opportunities to integrate curriculum across disciplines, helping students see the bigger picture,
During the process of making our short film on Columbus, we learned as we went along. There was a lot of exploring and trying different resources. At times it was frustrating trying to make things work. Finally it came together. I am sure when I share what I have learned with my students, they will be able to take it further then I got, and have an easier time with it as well. As a special education teacher, my diverse learners often need more than one way to learn. Digital storytelling can provide a multi-sensory approach to learning and an alternative way to demonstrate what they have learned. These stories can be created across curriculum. Computers are very much a part of the lives of the children we teach. They are using the computer to research, play games, and e-mail their friends. As teacher we need to expand our teaching tools to include a wide range of technologies.
Digital Storytelling
Mike Frerichs
February 6, 2008
Digital Storytelling - Final Reflection
Before taking this class on digital storytelling, I thought I was going to create some kind of text using the computer. I also had concerns whether I understood enough about computers to navigate my way through. I quickly learned that digital storytelling was so much more. What I learned was that digital storytelling uses multiple media tools to tell a story. The technology provides images and sound to tell a story in a new and exciting way, using cameras, computers, music, and narration. Its content should engage its audience both intellectually and emotionally.
Digital storytelling requires the right brain abilities considered essential in preparing our kids for the future. It includes abilities such as inventiveness, empathy, and meaning. In the book, The World is Flat, Thomas Friedman views the world as “flat”, a world where the playing field for opportunity has been leveled. Technology plays an important role in this flattening. Having a computer and access to the Internet gives people world- wide the ability to share, compete and work with each other. He recommends that education should be building right brain skills in order to be prepared to compete in a global market. He sees right brain skills as those that cannot be duplicated by a computer, with an emphasis on self directed learning and problem –solving. Daniel Pink, in his book A Whole New Mind, points to six important skills that necessary as we enter what he terms as the “Conceptual Age”. These skills are: Design, which encompasses creativity and inventiveness; Story, having something important to tell; Symphony, being able to see the big picture; Empathy, being able to standing someone else’s shoes; Play; having a sense of joyfulness; and Meaning, the pursuit of meaning. Digital storytelling reflects these skills. It is a creative process that engages the senses and emotions to tell a story that is meaningful. It provides opportunities to integrate curriculum across disciplines, helping students see the bigger picture,
During the process of making our short film on Columbus, we learned as we went along. There was a lot of exploring and trying different resources. At times it was frustrating trying to make things work. Finally it came together. I am sure when I share what I have learned with my students, they will be able to take it further then I got, and have an easier time with it as well. As a special education teacher, my diverse learners often need more than one way to learn. Digital storytelling can provide a multi-sensory approach to learning and an alternative way to demonstrate what they have learned. These stories can be created across curriculum. Computers are very much a part of the lives of the children we teach. They are using the computer to research, play games, and e-mail their friends. As teacher we need to expand our teaching tools to include a wide range of technologies.
Digital Storytelling Reflection
Maureen McInerney
Digital Storytelling
Mike Ferichs
February 5, 2008
How Digital Storytelling impacts the “Big Picture”
A story is something you’re telling with a purpose. It is designed to inform, persuade, or entertain. According to Leslie Rule from the Digital Storytelling foundation, Digital Storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights. Everyone, everywhere has their own story to tell. These stories can be ones that inform, entertain and persuade their audience. With digital storytelling not longer do generations have to try to keep the oral stories that are passed down alive, we can now make these stories digital.
According to Daniel Pink’s book, A Whole New Mind, “The Future belongs to a very different kind of person with a different kind of mind-creators and empathizers, pattern recognizers and meaning makers.” These “right brain” qualities help make digital storytelling come alive. Their creativeness will bring the world into a whole new age of creativity and it will take the internet to a completely different level than what we have today. Stories no longer have to be told orally or left to interpretation when one looks at a picture. We will be able to make our stories digital. These stories can be save and passed from one generation to the next. One hundred years from now people will be able to watch a digital movie that was made by their great grand parent. This is great way to keep people from all over in communication with one another. Using the computer to tell a story will be easier than writing, because computers mostly use one language.
I have definitely learned a lot during the four weeks of taking Digital Storytelling in the classroom. It gave me an opportunity to use a program that I only heard of and make a two minute movie! My group made a movie about Christopher Columbus’ voyage to the new world by using Microsoft Movie Maker. We thought it would be a good idea since we teach Explorers in the New World in 4th Grade Social Studies. Looking for the audio, and pictures we wanted to use was a very interesting experience. Then we wanted to make sure that the pictures went along with the audio and that the timing was correct. It is amazing to me how long it took for us to make a two minute movie. Using this tool in the classroom is a great way to teach students in a multi-sensory way and cater to children’s different learning styles. Eventually everything that the students use will all be done digitally and there will be no more text book or worksheet used in schools.
Digital Storytelling
Mike Ferichs
February 5, 2008
How Digital Storytelling impacts the “Big Picture”
A story is something you’re telling with a purpose. It is designed to inform, persuade, or entertain. According to Leslie Rule from the Digital Storytelling foundation, Digital Storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights. Everyone, everywhere has their own story to tell. These stories can be ones that inform, entertain and persuade their audience. With digital storytelling not longer do generations have to try to keep the oral stories that are passed down alive, we can now make these stories digital.
According to Daniel Pink’s book, A Whole New Mind, “The Future belongs to a very different kind of person with a different kind of mind-creators and empathizers, pattern recognizers and meaning makers.” These “right brain” qualities help make digital storytelling come alive. Their creativeness will bring the world into a whole new age of creativity and it will take the internet to a completely different level than what we have today. Stories no longer have to be told orally or left to interpretation when one looks at a picture. We will be able to make our stories digital. These stories can be save and passed from one generation to the next. One hundred years from now people will be able to watch a digital movie that was made by their great grand parent. This is great way to keep people from all over in communication with one another. Using the computer to tell a story will be easier than writing, because computers mostly use one language.
I have definitely learned a lot during the four weeks of taking Digital Storytelling in the classroom. It gave me an opportunity to use a program that I only heard of and make a two minute movie! My group made a movie about Christopher Columbus’ voyage to the new world by using Microsoft Movie Maker. We thought it would be a good idea since we teach Explorers in the New World in 4th Grade Social Studies. Looking for the audio, and pictures we wanted to use was a very interesting experience. Then we wanted to make sure that the pictures went along with the audio and that the timing was correct. It is amazing to me how long it took for us to make a two minute movie. Using this tool in the classroom is a great way to teach students in a multi-sensory way and cater to children’s different learning styles. Eventually everything that the students use will all be done digitally and there will be no more text book or worksheet used in schools.
Monday, February 4, 2008
Titanic - C. Waters & K. Koppel
CYNTHIA WATERS AND KERRIANN KOPPEL
New York State Learning Standards:
Procedure / Activity:
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.
- MST Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
- Use non-fiction texts to research factual information and details related to the Titanic (the background, building of the ship, passengers and crew, differences between classes, and sinking of the Titanic).
- Narrate a video montage using the program Windows Movie Maker.
Procedure / Activity:
- Teacher will gather pictures related to the Titanic (the background, building of the ship, passengers and crew, differences between classes, and sinking of the Titanic) and create a video montage using the program Windows Movie Maker.
- Students will read the non-fiction text Magic Tree House Research Guide: Titanic while completing an SQ3R guide. They will gather factual information about the topic and record details on the chart.
- After reading the text, students will individually be assigned a few pictures from the video montage to record a description of the picture(s). They will then narrate their writing using Windows Movie Maker.
Assessment:
- The teacher will assess the students' knowledge of the Titanic for accuracy based on their descriptions of the pictures.
- Students will also write a 3-entry journal using the information they learned from the text and the class movie. The journal will be a first-person telling of what it was like to sail on the Titanic.
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