Example Digital Story

As I previously explained in my last post, my 3rd grade students will be creating a digital story explaining the life accomplishments of a Woman in History. Students will be researching using traditional resources and digital resources on our Wikispace page that contains selected websites. Students will be using Animoto Video to present their story. Students will need to focus on the most important facts that reveal who they are, what did they did, and how they influenced history. 

Click the link to our Digital Story Wikispace Page and preview an example I've created to model my expectations to my students of the Digital Story Project. I decided to use Rosa Parks, a very common Woman in History, which none of my students were assigned to. Please let me know what you think, and what I can improve to make it better. 

Here are some questions that can guide your comments:

If you were a 3rd grade student would you understand my expectations? 

Does it seem inviting or engaging?

How do you feel about the length of the video?

  

Positive and/or Constructive Feedback is Welcome!

Digital Storytelling in Action!

As March is coming to an end, my third-grade class has been studying Women’s History month in our social studies curriculum. As a research-based project I will be having my students create their own digital storytelling presentation on their specific person. Students will be using Animoto video to create and present what information they have gathered and learned. The students should be able to answer the following questions through their presentation: What important details about the person contributes to American history? How has this person influenced others?

Retrieved from: https://vzaar.com/blog/2015/09/29/interview-with-animoto-video-is-seizing-the-day/

Using Animoto students will be able to type details and descriptions followed by images representing importance pieces to their person’s life. Students will need to include a photograph of their person and provide background information to introduce them. Students will also be able to customize their video and add background music that reflects the time studied.  

In addition to traditional resources such as books from the library, some of the web-resources students have been using and will continue to use are as following:

http://www.timeforkids.com/minisite/womens-history-month

http://myhero.com/directory/page.asp?dir=women

http://teacher.scholastic.com/activities/women/index.htm

http://myon.com 

In order to ensure understanding and guide my students with success in their digital storytelling presentations, I will provide an example Animoto video from a 5^th grade honor student. I will discuss the expectations and go over the rubric. I will review and model how to use Animoto and the basic steps in creating their video. 

As students finish their videos, they will present them to the class as part of their project grade. 

Stay tuned, I will be posting some of their creations soon!

Digital Storytelling in the Classroom!

Time Efficient or Time Consumer ?

This week I’ve decided to post a question and give my viewpoint and personal experiences on student response systems in the classroom.

First, for those who have never seen or heard of a response system, it is an interactive remote answering device. There are numerous different types and brands created and used in the classroom. A well-known response system is called, iClicker.

Picture retrieved from: https://octet.oberlin.edu/classroom-response-system-iclicker-now-available-through-blackboard/

Question: Do student response systems provide greater positive or negative effects?

I would have to say I am neutral on this topic. I have had both negative and positive experiences with the use of student response systems. There are several benefits that the response systems provide for the classroom teacher. For instance, the immediate feedback when students respond allows for the teacher to intervene with specific instruction or students. The response system can be used to complete a one question exit slip, or a formative assessment with multiple questions. Another great advantage is the decrease of paper usage. Teachers can depend on the response system to complete quick quizzes and answer questions during a whole group lesson without having to print and make daily copies. During my first experience using the student response system, it provided a sense of privacy for the students. The system automatically assigns the students numbers based on their device number, therefore when they respond students are not able to see who answered what.

On the other hand, I had some negative experiences using responses systems. One major downfall I experienced was the battery and connection issues. While using the devices, the connection of several students would begin to fail. This caused the process to take much longer then intended to, therefore a quick response turned into trouble shooting.  The battery also caused issues many times. Students would complain that their device “died”. It was very important to charge all devices properly before using. Although, it may seem like this shouldn’t be a problem, but with all the other devices, materials and work to organize in a day the student response systems were not on the priority list and tended to be forgotten.

Overall, I’ve had both positive and negative experiences with the use of student response systems. In the school, I am at now, we do not have the technological response systems, but I have incorporated a similar trend called Plickers. This is a similar tool used with a paper copy QR code indicating multiple choice answers. The students hold up the individual square sign with their correct answer facing up. All the teacher needs to do is scan the codes using their ipad/cell phone. Throughout this approach, I haven’t experienced the same effects. However, the major problem has been the time and issues caused when scanning the codes. Sometimes students are blocking the code with their hands, or the scanner isn’t taking up the student answer quickly.

Retrieved from: http://www.whiteboardblog.co.uk/2015/06/plickers-whole-class-assessment-with-a-single-device/

Although, I believe student response systems have helped to provide a new way to access quick responses and feedback, it still is a work in progress. What do you think? If you haven’t use it, would you consider?

To BYOD or not to BYOD?

Let me begin by stating, although I recognize and am aware of the negatives related to BYOD (bring your own device), this post is strictly written to encourage and bring to light the positives in incorporating BYOD in the classroom.

My first interaction with BYOD, was literally my first teaching position coming straight out of college. To say the least, I was not prepared. I began teaching in the middle of the year taking over a 3^rd grade position at a BYOD school. I had heard about the concept prior then beginning my teaching journey, however it was much different to know about it than to teach with it. I was privileged to have a mentor teacher who walked me through all of the current educational apps the third grade team used with the students. However, the students themselves were great with guiding and helping as well. Within a couple of weeks, I was able to familiarize myself and become knowledgeable.

Through this experience, I am able to support my opinion on how BYOD is an effective and beneficial approach to incorporate in our schools. Today’s kids are digital natives. When allowing them to bring in their own personal devices they already know how to manage, it motivates and engages the students. Students can download the apps or programs needed to connect with classroom materials and curriculum and have them at their leisure. Typically, the school or grade level team will establish the program teachers will use to connect students to access the curriculum. This reminded me of college, when taking online courses. The school I taught at, used “Edmodo” as the main program students would connect to. On Edmodo students were able to turn in assignments, post discussion comments, communicate with their peers, complete online quizzes, and more. Every student was required to download Edmodo app for free on their device. Edmodo, is one example of a great source because it does not matter the provider used. One major advice is to research your educational app choices before offering them, making sure it is accessible to all providers. Another program that has become popular is Google Classroom. A few high schools in my county have implemented the use of Google Classroom. These programs do not replace instruction, instead they are decreasing but not eliminating the use of “traditional resources.”

Another great advantage of BYOD is the increasing responsive feedback. Students are able to receive this feedback whether through the teacher or their peers. Programs such as SeeSaw and Class Dojo allow the students to stay connected and be responsible for their learning. Students are able to see how they are doing as well as receive feedback on their current assignments. It is also extremely convenient for the teacher. For example, if you are working with a small group, and the other students are working in peers or independently they can take a picture of their work and upload it on either program (depending which the teacher prefers) and the teacher can provide immediate feedback without having to the leave the small group of students to attend the others at the moment. This is a big help, knowing you can’t be at all places at all times. Another example of immediate feedback, is by taking quizzes and tests on their personal devices. I would use apps such as, Spelling City, Quizlet, Edmodo, and our adopted textbook, Houghton Mifflin Harcourt to assess the students on their devices. When students completed their quizzes or tests the score would immediately appear. Students would be able to see their scores and it provided less paper grading for teachers. Students would bring their device and show the teacher their score.

Last by not least, I would like to leave you with a typical digital day back in my old classroom. How BYOD can truly enhance the learning process and help students emerge into this digital world. I will provide an example of a typical Monday.

Students would come in on Monday and use their device to scan the QR code at the door. The QR code provided them with a reflection question of the week (during the week we would read an article on current news). Students would post their opinion on the Edmodo discussion post. Throughout the week they were required to comment on another classmates post, agreeing or disagreeing. During reading or math, a PowerPoint or Prezi presentation was uploaded on Edmodo and students needed to access and open the presentation on their device to follow along. Students constantly had assignments throughout the day they needed to post on SeeSaw for feedback. This would help with quick evaluation on who needed extra support. Students would still use traditional resources to help support their learning but their assignment post would be on Edmodo or SeeSaw. When students finished an assignment before time, they were encourage to study their spelling or vocabulary words through the use of Spelling City or Quizlet app. Students would also download free educational game apps of their choice (approved by parent and teacher) that would help them in all subjects areas. This eliminated “busy work” when students finish a task earlier than others.

To conclude, BYOD has become popular over the years and implemented into more and more schools. I have personally seen the great effects it can provide for a classroom. Students are engaged and love working on their own personal device. There are always going to be some flaws, however with everything else that has started, we have to first think of all the positive effects and focus on how to improve and make it better. I am currently in a school that does not have BYOD, nor many technologies implemented. I cannot wait until the implementation of all schools using personal or government paid devices becomes the culture of schools.

Here are some examples of educational apps:

SeeSaw, Ebooks, Blogging, Dropbox, Google Drive, Edmodo, Spelling City, Google Classroom, Class Dojo, Prezi, One Note, Quizlet

[BYOD image] Retrieved from http://www.teachmag.com/archives/7706