Keynote '06 not '08

David...

I'm running 06...my friend has 08 and says it's a lot better, but I couldn't tell you in what ways right now. That's too bad about your friends difficulties with his - I can't recall having one problem and I have one presentation that runs a 20 minute video. Hmmmmm, strange. Do you like PowerPoint better than Keynote?

an aid, not focal point

Great article with with some fantastic points. PP definitely should be treated as an aid and not the focal point. In fact, I look back at my university career and (still going) and the most enjoyable and informative lectures didn't have a prof with a PP presentation....they were just great speakers. Like all of the technology we've been talking about, we shouldn't let it be bigger than the content. Good pedagogical practices and superior curriculum content should always be the priority.

Alternate Presentation Software

I have not used Power Point in a few years now, so as an alternative I have found the recent software by Apple (KeyNote) to be amazingly good to work with a very flexible! The only limit is your creativity. I have created games such "Family Feud", "Jeopardy", etc. I'm also now working on an "Oscar Awards" like presentation for our school's student video awards. So, like the Oscars, I have short video clips of the nominees appearing in each corner, stopping at a still when it's complete. Then, when the winner is announced, that video image jumps forward and takes up the entire screen. Anyway, hard to explain here, but it is a great piece of software.

The other one that I use with students is "First Class". It  is simple to use, but a bit limited. It works the same way web page construction does. The advantage is that all students have access to it, it is simple so it is easy to teach. I recommend teachers look at it and encourage students to use it for presentations.

Technology & the Visual Learner

Technology and the Visual Learner

With the advent of digital imagery, an entire new world of methods and ideas has opened up to teachers. Before, I think we knew that an image and the old adage that “a picture is worth a thousand words” was true, and I know we tried to involve images for all learners, not only those tending to be visual. And now, there are no excuses and no limitations to involving all and making our lessons and the process of learning more interesting and valuable, not only to our students, but to us as well. The following are but a few ideas that I have garnered from the readings, group discussions and interactions with my colleagues at school. I believe each can be used simply and inexpensively, and I think, very successfully.

Physical Education

When I taught phys-ed a few years ago, I remember searching and searching the Internet for images of athletes demonstrating proper technique for fitness stations. Basically what I had to do was describe and demonstrate proper positions at each station, then leave written instructions with my stick people figure diagrams for the following days when my demonstrations were long gone from the students’ minds.  Late last week I went into our gym where our current gym teacher is working on Fitness Stations. She doesn’t have anything posted on the walls and so I suggested to her the idea to allow some reluctant participants to use the school camera and recruit the more athletic students to model proper and safe positioning for each station. I think it is working very well so far. As an unanticipated benefit, the “reluctant participants” are now having to think athletically, and what’s correct in terms of positioning, safety and fitness. And so, I think they are being exposed to information that they most likely would have ignored, and who knows, maybe they will even try out some of the stations! The benefits to the participating students is obvious in that they will have visual instructions and be able to get the most out of each station and stay safe while doing so. For the teacher, she can be comfortable in knowing that students have the resources available – she has helped improve the safety level of her gym.

History

One area where I have trouble is helping students relate to historical events and help them see how they affect today. While I live in Burlington, I teach in Milton and it is apparently the fastest growing place in Canada (grew 70% last year). Houses are going up incredibly fast, streets are being widened and new ones built. There used to be a column in one of the newspapers called “The Way We Were” by Mike Filey. Although the articles were good, what I always enjoyed the most was the accompanying images taken in the exact location, but taken sometimes up to 100 years apart. So with that inspiration, I took a couple of pictures last year and recorded the location I was standing. What I would like to do as an introduction to history is have students take their own pictures around town using my coordinates. What I wish I would have done now is search for some pictures from years ago then take my images now and then the student images. I think it would have had more impact.

As further incentive for history, I believe a good exercise would be to have students “Place Themselves in History”. Using Photoshop, students will place an image of themselves into an important point in history, for example, driving the last spike in the CPR. I believe that this would make the event more personal and meaningful, and thus give the students more interest in writing about the event or era. Students could write a reflection about what it was like to “be there” or write about events that preceded that photograph or even a “what happened next?”.  The camera and its images have been invaluable in recording history. I can now see its enormous value in teaching history.

 

Language

The digital camera offers numerous incentives and ideas in teaching English. We often ask students to design a new book cover. A twist on that of course could be to use the camera to gather images to design that cover. Again, students could be asked to make themselves the main character to be included on the cover. They could also take an old story and give it a modern look by being forced to take local (school area) pictures. I again believe this would make the reading more relevant to them.

Often I find students don’t see how they relate to a story. Again, by involving photos that they take, that are part of their environment, would be an excellent way to show the “relate” part of the reflection writing when reviewing a novel.

I mentioned before  that I have students making movies right now. What I will have them do is take a series of still images (I’ve been doing it for them up to now) and have them use them to compose a movie poster (again using Photoshop) promoting their video. This would incorporate persuasive writing and make them think about plot point and climax, etc. Also, students will be required to select one photo and use it as their central point in the writing of their reflection piece on the making of their video.

I liked one of the ideas I saw in the readings "Similes and Metaphors" exercise in which students create a list of things like “school is like…” and then take images to go along with their writing. It would also be worthwhile for students to create a pictorial essay with a teacher guided question such as: “What is power?”. Reponses could come back as muscles, engines, the principal, etc. Students would then use their pictorial essay as the basis for an essay on that theme. Again, I believe the photos would be the motivator.

Math

Although I don’t teach math anymore, I found students always had problems remembering formulas. A good idea would be to have a student be responsible for taking a picture of the board at the end of the period, and post it onto the teacher’s web site. This would provide an ideal resource and trigger memories from the lecture. As a side benefit, the homework/reminder board could be photographed so students and their parents could have immediate access to class activities.

A more specific use of the camera in math would be for geometry.

Students would be divided into small groups and assigned one or more geometry terms. They would define the terms and then use the camera to take photos of objects around the school that illustrate their definitions. Students could create a booklet using iPhoto. The book would combine their definitions with their photo examples. Each student could create their own book or contribute pages to one classroom reference book..

Art

There could be obvious uses of a digital camera to any art program, but I think that what would be most effective would be allowing students to create a portfolio of their paintings, sculptures, and other art work. These images could have multiple uses. Teachers could use them as a reference for evaluation or as examples for future students. Students of course have a keepsake and also something to show parents. Also, these images could be placed on the class/school website.

General

I have found that a good general use for the digital camera is for placing a name to a face. I have 120 students, so at the beginning (and even now) it helps immensely. I have each student create a nameplate on 8.5 x 11 inch paper and then hold it chest high while another student takes their mug shot. These photos are used to learn names and I have also placed them into a seating plan for supply teachers. I have had great notes left by supply teachers telling me how wonderfully helpful it is. I also use these images for an end of the year video. It’s amazing how much the students change in those few months. I will also take a end of year mug shot and have them play on after another. The end of year shot will be of each making a funny face, so they will see a shot of a serious, start of the year student, then a silly end of the year student right after. It is very effective and always a big hit.

Conclusion

Almost every person has access to a digital camera of some kind. That access to them and their relative ease of use makes their value in the classroom as a motivator and recorder limitless. 

Wallpaper use

I got this idea passed along to me a couple of years ago. With regards to your bio poems and the "nice stationary" to write them on, I go to some local places that sell wallpaper and ask them for any outdated sample books. They usually always have at least one, and inside is a cornucopia of colourful paper. The paper is wallpaper so it's nice and heavy and the designs are  different so some students can select a dog theme  or one with stripes or dots or whatever - there are endless possibilities.  I have the students write or print (by hand) their poem - it makes it even more personal. Then, when I have them all, I put them up on the wall - they make an awesome looking quilt!

There are tons of uses for these wallpaper sample books. I know this has little to do with technology, but the visual element  is there for sure.

History visual

Liked the site.

I think I'm going to adapt one of their ideas   and have my students place themselves (a pic of themselves) in a particular place in history (we're right now doing settling of the west) and then write about their experience from that point in history and about what they are doing in the image they've selected. For example, a student could get a pic of themselves and place it on the image of the Last Spike, then write to a relative about what it was like driving in the last spike and perhaps a little background info and what that last spike might mean to Canada in the "future".

I think I'll use Photoshop Elements to do this.

I think the assignment will encourage students to properly research, and provide a visual incentive and accommodation. Those visual learners will gain a lot by browsing pics and reading about them as they go along.

write a reflection

Well both of you have inspired me - I've been taking still shots of my 4 classes creating video's (it takes them 4 weeks) because they are not in contact with each other or the other classes and I like them to see what the others are doing....I post the pics on a wall, and it's the most popular spot in the school. Many groups have gotten new ideas from them. Anyway, what I'm thinking now is that I'll have each group responsible for taking the shots and use them as a promotion for their movie.....and also have them select ONE and write a reflection piece on it.

Thanks again!

Lost without a digital camera!

Just an idea you may like that I've done for the last few years and links on to David's school using PowerPoint for the grade eights at the end of the year.....

Anyway, I teach 4 of our 5 grade eight classes and at the start of each year I take a "mugshot" of each student...yes, they PRINT their name on a piece of paper and hold it up in front of them. I take a head and shoulder shot.  I use these images for three purposes: First, I do the end of the year slideshow too, only I use iPhoto. Second, I print a contact sheet of these pictures (I fit 1 class on 2 pages - iPhoto will do this for you) so that I can take them home and start to learn 130 names. Third, I include these sheets in a binder for supply teachers so that the students can't change names on them. Supply teachers LOVE this! I can even drag and drop these pics into a seating plan. Very cool.

Anyway, the students enjoy getting their picture taken, and I allow them to make one funny face along with one serious one....the funny ones are used for the end of the year show.

We are also working on a video project right now. I go around and take sill pics of them working in costume, etc. and post them so that other classes can see how their peers are doing....and so they get a little fame as well.

I'd be lost without a digital camera!

Digital Story Telling - a unit

The longstanding tradition of storytelling is enhanced by adding an electronic flavor to what we now call digital storytelling. What student (or educator for that matter) would not be motivated to telling a story – THEIR story – with the enhancements of graphics, video, sound effects and more. If approached properly, educators can bring curriculum alive, engage every student and end up with projects that are meaningful not only in terms of their educational value, but also can unleash a creative storm and touch the heart of an individual. Digital storytelling, when combined with personal experience, will create a powerful learning experience for all.

Most important in planning any unit is to ask, “what is being taught?”. The answer should always include the fact that technology is secondary to the story and to the writing.

The Story Idea

While technology will be the hook and part motivator, the other motivating factor must be a topic of interest to, in this case, the grade 8 student. For this project, students will be asked to write a biography about themselves. Students should feel committed to this topic as they know the subject matter better than anyone else.

Community Building

Having the students write about themselves requires a certain amount of trust. Building this within the classroom will benefit all, and flow over into other areas of subject matter and other areas of school life. Building their stories will require each student to make mini presentations to allow for positive and supportive feedback from their classmates.

Sharing personal details about oneself requires many risks, and these risks must be properly modeled by the teacher to be truly effective. Therefore, it would be immensely beneficial for the teacher to work through the process with the students, or, failing that, present hi/her own, completed biography as an inspiration and guide. 

Ideally, this type of project would be introduced near the start of the school year. This timing would allow an appropriate early introduction of the students to each other and also set proper expectations for a positive class environment.

Writing Before Anything

As often expressed, technology should be an incentive and a tool to learning, thus in this case the writing process of this assignment is critical. A structured story with a beginning middle and end and appropriately in the form of a three-act play would work effectively and challenge the students to write a narrative. Students must be taught the structure first, with Act One ending with a problem and the main character (themselves) making a decision to solve that problem, etc. Next, students should begin to brainstorm ideas. The teacher again could help here by providing prompts such as:

·      What is the most fun you’ve ever had?

·      What can you tell us about your family?

·      What are your favorite things to do? Least favorite?

·      What sports/hobbies do you enjoy and why?

·      What is it about you that no one knows?

Students will then be asked to orally share their answers to these prompts with a partner. The partner should be encouraged to ask questions to clarify thus helping the student relate more to his/her audience. Partners will then introduce each other to the class telling a couple of interesting facts about each other (one minute maximum). This class introduction phase will help clarify ideas, gauge audience reaction and provide even more ideas from other presentations.

Students will now be ready to move on to writing a rough draft, revising it, have it peer edited, then revise it a final time. Along the way, students should be encouraged to start gathering media for their podcast. Again, at this point, students and teacher should present examples of media they intend to use. Students should be guided again by prompts:

·      What do your mom and dad sound like? Can you record their voice?

·      What would you look like from your dog’s perspective?

·      Has your cottage always looked like that or do you have older pictures of it?

·      Where is your favorite place located on a map?

This gathering and presenting of images and sound along with the accompanying prompts should stimulate other ideas for their story.

Getting The Story Digitized

After the students have written their story, they should start converting their text to video or digital. In the right-hand column of their story, they should dot-jot how each major section would look or sound. From there, they would create a script then a storyboard from that script. After that, a list of all media required would be created.

Using iMovie, student would simply import scanned images or photos and sounds that they’d gathered. They would then record narration. Keeping the classroom or lab quiet at this time would be a challenge, however, students should be motivated by their own experience and requirement for equal consideration.

Details/Timing/Etc.

In total, this project should take students working one 50 minute period per day, four to five days per week, approximately one to one and a half months to complete. Technically, an ideal situation would be to have a computer lab at the class’ disposal each day, although it would only really be required for the later half of the project. Extreme discipline and cooperation would be required during the recording stage so as not to interfere with each other’s recording. At this point students would need to take turns recording, perhaps going one-half at a time.   Either GarageBand or iMovie would be an ideal software choice. Students would require lessons in software use and some experimentation time, but this should be minimal.

Conclusion

This is an assignment that is personal and therefore provides great motivation for students to write. It extends that motivation with a technological and fun conclusion. Although at first glance it seems to be highly individual and personal, the project requires a considerable amount of pair and group work time. Because of this, the activity lends itself to be incredibly useful in building respect, cooperation and esteem among students.

 

Mark Maunder

 

 

Digital Storytelling

Shane...

An amazing find by you!

Don't know if you've tried, but I clicked on the icon "Digital Storytelling: Examining the process With Middle School Students" and this takes you to a step-by-step project with samples and examples, lessons and assessments. I haven't gotten through it all yet, but so far it's terrific. Again, thanks for the find.

The link: http://projects.educ.iastate.edu/~ds/Behmer/

A story about their "safe place"

http://www.infotoday.com/MMSchools/jan02/banaszewski.htm

 

Using the link David provided, I waded my way through numerous links/sites and found a great example of getting reluctant writers involved through both the medium and the activity. I feel in the "new media" world we sometimes substitute good, solid lessons/activities/assignments for a "cool" way of doing something. We obviously need to do both and not lose sight of the end goal. I loved the example on this particular page of a teacher with a solid methodology and using technology a a carrot or celebration rather than a substitute. He did some pre assessment, and then took the students step by step through the writing process until finally each was ready to produce a digitized story.

Students were to write a story about their "safe place". He involved pre-writing activities, brainstorming, peer  conferencing, etc., etc. In the end, he finds the value in the written piece in community building, as each student gets to know more about the other through the sharing of thoughts and feelings of what makes each feel safe. And, as he says, "Nothing compares to the power of the student's spoken word".

"Back in the day", I remember doing a readers' theatre activity with a class of 20 boys and eight girls..... really reluctant readers. Unaware of the term "podcast" back then, I suggested that we convert each groups' work into a "radio play". I found them to be entirely motivated in the reading, then the writing (converting written word to spoken word - script) and then of course the production. A very successful project, even with poor equipment.

FirstClass

For those with access to FirstClass, there's a dead simple PowerPoint-like option. Go "File/New Presentation", and start creating. It's kind of like HyperStudio too. I know we use it at our school and so students have access to it at home and can collaborate with classmates. Our school does not have access to PowerPoint, so this is a great alternative! They're all using the same software and can use it at school or home. Mom and dad are able to see what their child is doing and how they're working with other students. I really like it.

Why Podcast?

Good article...

The best point I thought it brought up was "Students need to become media literate citizens and consumers". I think the real world experiences we provide are vital and obviously this form of communication will be even more prevalent when our students are out in the working world.

Digital vs Analog - Edited vs Original

Wow, that was really interesting reading about the differences in Digital vs Analog. I mean I knew the replication part, but the "how its done/made" was fascinating for a curious person like me!!

I've never quite understood the arguments FOR analog...I've always thought it was like arguing that a newspaper article or book shouldn't be edited - that the "natural / organic" writings and intentions of the author should remain. Anyway, I'm way off topic.

Digital vs Analog - Edited vs Original

Wow, that was really interesting reading about the differences in Digital vs Analog. I mean I knew the replication part, but the "how its done/made" was fascinating for a curious person like me!!

I've never quite understood the arguments FOR analog...I've always thought it was like arguing that a newspaper article or book shouldn't be edited - that the "natural / organic" writings and intentions of the author should remain. Anyway, I'm way off topic.

Simple Definition of a Podcast

Great find Shane....

I particularly liked their simple definition of a Podcast, "The best way to understand podcasting is to imagine a merger between blogging and radio". 

I looked around the site for a bit and was a little frustrated by some broken links, but they were definitely in the minority. I love the way things are categorized and made so that areas of interest are simple to find. One thing that creators of podcasts will need to learn is to properly name their podcast. Me naming mine "Mark's Podcast #1" is useless.

Another thing I'll be thinking of when I get around to having my students do this is the quality of sound. I find a lot of the sound (particularly from the primary grades) features a person talking so low you have to crank up the volume, then another practically blowing my speakers! Also, I'll have to watch the buzzing sounds and background noises that appear often. I think investing in a good quality microphone will be essential!