Digital Storytelling/iMovie Project

I enjoyed creating a Digital Story using iMovie.  Although I have created several projects for school using  iMovie, it was good to have a refresher.  In high school, I created iMovies similar to this project; however, it was a new experience creating a movie that could be used in a classroom.  One of the main struggles I had was writing captions that effectively described the image while being concise.  I also had to take into consideration the time for each frame to allow adequate time for the students to look at the picture and read the text.  While I do not think I would have my young elementary students create iMovies, I would definitely consider creating short videos to help introduce or explain a topic in my classroom.  I think the movie is a great way to engage students.  However, a challenge to consider is selecting an appropriate topic that has many options of photos on websites such as www.pics4learning.com to consider copyright.

I chose to create a digital story on Animal Adaptations for a fourth grade science lesson.  This video defines adaptation and provides examples for the following categories: camouflage, defense, hibernation, location, and mimicry.  You may view my video below.

  

Digital Diagram

I really enjoyed using Inspiration 9 to create a digital diagram. The image above depicts a digital diagram I created for a second grade science lesson on the properties of matter. This program was extremely user friendly and I would definitely consider using it in my classroom. Although I created a digital diagram for a science lesson, this would be a great tool to create a plot diagram or character diagram for a literature lesson.

Interactive White Board

Initially, learning to create an Interactive Whiteboard was somewhat challenging.  Even after explicit instruction, it was not until I had the opportunity to explore and test various tools that I finally got the hang of it.  In order to complete an interactive whiteboard that could be used in a classroom, we used ActivInspire Software program.  This program offers so many useful tools that could be utilized to enhance students' learning.  This would be a great program to use as an interactive supplement to a lesson.  By allowing students to come to the board, the teacher has the opportunity to informally assess participants, monitor and adjust, and engage students in the lesson.  Additionally, the teacher has the ability to create an interactive flipchart specific to her lesson.  Because this process can be quite labor intensive, teachers have the opportunity to share their flip charts via a sharing community called Promethean Planet.  

For my project, I chose to create a tool that could be useful for a third grade science teacher. This interactive flip chart helps students identify and describe a food chain. Students will define academic language including: food chain, prey, and predator. Additionally, students will put a food chain flow chart in sequential order.  In order to activate higher order thinking, students will be able to relate food chains to math through a relevant problem solving activity.  This flip chart includes the following tools: pull tabs, infinite cloner, drag a copy, erase to reveal, move to reveal, and the table tool.

Google Presentation

For this project, I collected images corresponding to a list of opposites with my iPhone.  Because this scavenger hunt was a group project, using Google drive and Google presentation made this group project easily manageable and stress free.  First, we took pictures for each word.  Then, one member uploaded the pictures to Google and drive and shared the album.  Next, I resized the images so that they would be manageable for the presentation.  Finally, I inserted the images into the presentation and created the following slide show on opposites.

  

Google presentation is an excellent tool that could be incorporated in the classroom in various ways.  Specifically, I think this would be extremely helpful for group projects.  Because students can easily share the presentations through Google drive, they do not have to worry about scheduling time to meet up to work on the PowerPoint.  Additionally, because the presentation saves to Google drive, it can be easily accessed from any location.  Finally, teachers could utilize this to create a presentation and post lectures on their class websites.

Digital Images

 

Prior to this assignment, I used Google images to find pictures for any project or presentation.  However, the following websites provide quality images on a variety of topics without copyright concerns.  For my project, I chose to create an album of pictures of Russia.
Here is the slideshow I created using Picasa web album.

Free Digital Photos was well organized, easily accessible, and had many images to choose from. Other quality websites discussed in class are Pics For Learning and Flickr Creative Commons. Picasa Web Albums is an easy to use tool that could be applied to many lessons in an elementary school classroom. For example, I would consider having students utilize this tool in order to create a slideshow pertaining to a certain topic. Adding captions to a picture is another great feature of the site because it allows an audience to understand the significance of the image. Additionally, as a teacher, I could add pictures to a Picasa Web Album, create a slideshow, and embed it on my classroom website. This would be a fun and easy way for parents to be involved with their children's learning. Also, I could compile images pertaining to a certain topic and create a slideshow to peak my students' interest prior to a lesson. I look forward to implementing this tool in my future classroom.

Resource Wiki

Compiling a resource wiki was unique from any other group project I have ever done before.  Often group projects can be stressful; however, I was pleasantly surprised by the ease of creating a quality project without having to accommodate each individual's schedule.  I really enjoyed collaborating via the wiki with classmates from my section and students in other classes whom I have never met.  

Together, we created an excellent resource for quality and evaluated educational websites for topics including: games, language arts, math, science, social studies, and teacher resources.  Additionally, rather than merely posting a link to a website, each group member added an annotation explaining the purpose of the site and which grade it might be most useful for.  I have really enjoyed learning new ways to incorporate wikis in the classroom.  Completing this resource wiki offered another purpose of wikis.      

Inquiry Based Activity

 Having just learned about WebQuests, I was initially somewhat confused about the difference between a WebQuest and an Inquiry based activity.  However, after participating in a simulation of an Inquiry based activity, I learned that the purpose of an inquiry based activity is for students to engage in problem-solving and critical thinking skills by investigating questions after teacher instruction.  Similar to an inquiry based activity, a WebQuest is inquiry oriented; however, during a WebQuest, students obtain information solely from resources on the internet.

One thing I learned about inquiry based activities, is that students gather information on their own by visiting websites evaluated by the teacher.  With a partner, I completed the Rockstar Trading Card activity.  Given explicit instructions and recommended websites, we chose a gemstone, answered questions, and posted our research on a wiki.

I really enjoyed creating my own inquiry based activity because it helped me apply my knowledge of inquiry based activities to something I could use in my future classroom.  I chose to design an inquiry based activity for a fourth grade science lesson on the phases of the moon.  This activity was great practice for me to design a lesson that aligns with the state standards. 

First, I had students watch a short video explaining the phases of the moon.  Then, I listed a link to an excellent interactive website that had students virtually visit the phases of the moon and practice labeling each phase.  I also posted another link to an informational site, appropriate for fourth graders, that provided an explanation of the phases and showed the phases of the current month, so students could apply the knowledge to the real world.  Finally, I had students answer five questions that they knew the answers to based on the research they completed.  To view my inquiry based activity on the phases of the moon, please visit my website.

I will definitely use this tool in my future classroom. I think it can be easily adapted for any grade level or any achievement level.  Additionally, because the activity builds self-directed skills, students will be more likely to retain information after researching because it will be more meaningful to them.     

WebQuest

This was my first experience with WebQuests; however, after completing a WebQuest on WebQuests, I was able to familiarize myself with the process and examine several samples.  A WebQuest is an inquiry-based activity in which students work in groups to acquire and interact with new information via the web.  

In order to introduce WebQuests, Dr. O'bannon shared this video, which explained the purpose of WebQuests and presented the basic criteria of WebQuests.  By completing the WebQuest about WebQuests, I gained a greater understanding of their purpose.  Not only did I experience an actual WebQuest, but I also observed successful and poor examples.  In order for a WebQuest to be effective, it must fulfill the four following criteria: involve group work, successfully integrate technology, demand a higher level of thinking, and be efficient.  

For an example of an excellent WebQuest that sufficiently meets all of the criteria click here.  I would consider incorporating this WebQuest in a classroom unit on the Underground Railroad because the information was factually accurate, the website design was aesthetically pleasing and easily manageable, the process incorporated group work to make learning more meaningful, and the project was efficient.   

I would consider utilizing WebQuests in a third through sixth grade classroom.  Additionally, I think they would be most beneficial for a science or social studies lesson.  I look forward to further expanding my knowledge of WebQuests by creating my own for use in a lesson plan.            

Website Evaluation

Throughout high school and college, I have been encouraged to carefully evaluate a website for authenticity and scholarliness.  When considering a website to reference in a paper, I typically refer to the "About the Author" section.  If the author is an expert in the subject and has been peer reviewed, he or she was deemed reliable.  However, I did not consider other aspects of the websites mentioned in the Website Evaluation project.

Completing the Website Evaluation activity helped me identify other areas important to consider when evaluating the reliability and usability of a website.  In order for a website to be deemed appropriate for educational purposes, it should be reliable, accurate, current, presented with no apparent bias, and follow good design principles for accessibility.  First, identify the author of the site and confirm that he or she is qualified to present information on the topic.  Second, determine the reliability of the publishing body.  For example, decide whether or not the publisher a leader in the field or well renowned.  Third, search for any information that appears to advertise political or philosophical objectives.  Next, search the site for spelling and grammatical errors and accurate information.  Then, see whether the information is current.  Finally, evaluate the usability and accessibility of the site.

Prior to this assignment, I was unaware that graphics could have alternative tags to assist special learners with screen readers.  This would be particularly significant to look for when evaluating a website if a teacher had a student with a visual disability in her classroom.  This project provided an organized and comprehensive lesson on how to evaluate a website for use in a classroom.  Finally, this activity could be modified and used to teach students in K-12 classrooms how to evaluate the reliability and usability of a website.  For instance, this would be a useful introduction to a research project, especially for younger students with limited experience in browsing websites.

Wikis

Prior to this class, my knowledge of Wikis was limited to Wikipedia.  I knew the basic concept of a Wiki--that any one could edit a page.  Thus, teachers often discouraged the use of Wikipedia due to potential discrepancies.  However, through this class, I have learned that Wikipedia is closely monitored and quite reliable.  Most importantly, I learned how to create a Wiki and possible ways to incorporate a Wiki in the classroom. 

Although we created an All About Me page to introduce ourselves to the class, Wikis could be utilized in numerous ways.  One of the main benefits of using wikis is that it allows for collaboration.  Additionally, it contains student created information.  In order to use a wiki in the classroom, a teacher could assign class projects using a Wiki.  For example, in a unit covering the presidents of the United States, each student could be assigned a president and create a Wiki page on his or her topic.  Also, teachers could use Wikis for their teacher websites.  I loved the idea of creating a "Where is Wanda" wiki mentioned on this website.  Instead of each Flat Stanley host respond via letters, he or she could post about Wanda's adventures on a wiki, including pictures and incorporating Google Earth.  This website is another excellent tool, offering fifty ideas of how to incorporate wikis in the classroom.  Through a virtual field trip, students could research places of interest and share information about the place through images and research.  Also, students could create study guides and post them to a wiki to share with the class.  Another great idea is establishing a literature circle where students could read a book and discuss it on the wiki.

Using wikis creates a more interactive and collaborative classroom.  Although this would probably work best in third grade classrooms and up, a teacher could modify the assignment to accommodate younger students or special education students.  In order to effectively teach students how to use a wiki, a teacher should be very structured in her explanation in order to avoid chaos.  In order to introduce the topic, the teacher could show a video like the one Dr. O'bannon shared.  Finally, the teacher should teach correct usage of a wiki in order to avoid inappropriate editing and posting.  Essentially, by educating, facilitating, guiding, and closely monitoring students, a teacher can successfully incorporate wikis into the classroom.  

Introduction/ Expectations for the Course

Hi! My name is Catherine Vaughn.
I am originally from Memphis, TN; however, I have lived in Knoxville the past three years studying Psychology and Elementary Education at UT.  This spring I will graduate with a BA in Psychology and begin working towards attaining my MS in Elementary Teaching.  I am looking forward to beginning my internship in the fall at an Urban Multicultural in Knox County. I have always wanted to be a teacher; however, two summers ago while simultaneously working at St. Mary's Pursuits and volunteering at Refugee Empowerment Program, I became interested in teaching in an Urban Multicultural setting. These camps were ten minutes down the road from each other; yet, the gap between each group's opportunity for success was vast. I noticed a huge discrepancy between the girls at St. Mary's who had means to an excellent education and the refugee children at REP who barely spoke English. As a teacher, I want to close this gap by ensuring that students in Urban and Multicultural schools receive a quality education.

I am thankful for the opportunity to learn how to use new technology tools, such as wikis, blogs, and iMovie.  Although I have a general understanding of these tools, I am by no means an expert.  Knowing how to include technology in the classroom is not only necessary to be an effective teacher, but also provides alternate ways of presenting material to students.  Using technology allows the teacher to better relate to students and increases student interaction.  By the end of this course, I anticipate having a greater understanding of how to integrate technology in an elementary classroom.  Through this blog, I will document and reflect on how I can use the tools discussed in class in my classroom.