Video Project - Visual Poetry

Visual Poetry Project: http://www.youtube.com/watch?v=N2APpMpexeE

Web Conferences

Web Conference Reflections

Tuesday, December  4

I set aside time tonight to attend this conference, but it never started. I tried several times throughtout the evening and double checked the schedule thinking maybe I read it incorrectly…. Hummmmm???

Saturday, December 8

As my four kiddos tune into Saturday morning cartoons, I set up to attend this conference.  Yea! It starts on time.  I find out soon after starting, when someone else asks, that I was not the only one that tried to attend the Tuesday evening conference on Dec. 4.  Dr. Abernathy said she forgot to log on.  I was a bit frustrated, but we all make mistakes.  I knew then that I needed to schedule in more time into this busy time of year to attend or watch another recorded web conference.  I enjoyed the live feedback from hearing from the other attendees.  It is great to see the faces of some of the classmates and the professor.  Hearing or reading their comments about how they communicated with their teams was a good insight to how other teams were collaborating.  I was even able to see and hear from another attendee how she was watching an eagle on the lake. I wondered where she was sitting in the sunshine while I was bundled up from the cold northern that had blown in the night before.  I was glad I attended the conference live since at the end, Dr. Abernathy stated she forgot to record.  The chats do not have all the information, but luckily I was watching and we have plenty of other opportunities to attend another before the end of the course. 

Monday, December 10

I watched this web conference recording after my children went to bed.  I really enjoy the fact that I can still feel connected to the professor even in an online class. The recorded web conferences are a life-saver for me and my hectic life. Tonight Dr. Abernathy went over many aspects of our completed program such as graduation (too far away at the moment to be excited about), ILD, and certification exams.  I am familiar with all the information, but hearing it aloud helps to remind me that I need to schedule my ILD and think about when I will take my certification exams.  I am always glad to hear from the professor even if I am not attending a live conference.  Also after this conference it reminded me to look at my final grades again from the last course in Banner.  I felt ill when I read that I had received a D in my previous course!!!!  As I took a few deep breaths, I emailed both Dr. Abernathy and my IA for clarification.  I had no idea why I had a D posted as my final grade when I had an A in Blackboard (a 100% in fact).  I thought that maybe it had to do with my Tk20 submission, but from what I could tell, I had submitted everything correctly.  When I finally heard back from Dr. Abernathy a few days later and a few emails later, she stated that she had miss keyed my grade and I should have had an A for the course. She was applying for a grade change, but it might take a few weeks to reflect in Banner.  I was quite relieved I had not received a D!  As a teacher, I understand how a simple mistake can happen when typing, but as I have become a student again, I am more aware as I type in my grades although I still have made mistakes.  I am just GLAD that I will have an A on my transcript instead of a D.  Lesson learned…always check and don’t assume. 

Sunday, December 16

I watched this conference recorded.  I was quite confused by the end.  This is the last week of this course which has been very difficult to follow!!!  Blackboard assignments say one thing, announcements say another, weekly overviews read a different way, and often IA need clarification. After the end of this web conference I read the posted week 5 overview.  It said that we needed to post to the discussion board.  In fact during the conference it was suggested to post the discussion board a new feed.  I went to find the discussion board, but it was nowhere to be found.  I thought maybe I was missing something, but after an email to my IA, I was forwarded an email from the professor that stated there was no discussion board for this week.  After the week 4 assignments were null or not needed, I wasn’t wasting time trying to decipher the differences between the overviews and assignments.  I went straight to the IA for clarification.  I can’t help but wonder if I was the only one who felt so lost and frustrated and confused throughout this course.  I enjoyed the content, but the outline was very difficult to follow.  I have not had this difficult a time following the course content since I began my graduate studies in June.  I have been trying to embrace change (being flexible) and also trying to sympathize with the IA and professor when technology is undependable and changes have to be made, but as a student who depends on consistency, it is very difficult.  This course has definitely made me more aware of how necessary it is (especially with adults) to be consistent and prepared with my students.  

Video Pod-casting - Camtasia

Here is my first attempt at video pod-casting for a video editing software called Camtasia Studio.

Script for Personal Digital Story

For the Week 1 Assignment of EDLD 5263 - Multimedia Video Technology class, we were assigned to create a Personal Digital Story. 

After looking over the list of resources on http://cooltoolsforschools.wikispaces.com I found a video tool called Stupeflix.  I was able to create my video with music and captions. I then completed my personal digital story with Movie Maker.  With this program I was able to add my narration and transfer it to YouTube very easily.  I really enjoyed this assignment as it caused me to reflect on my own life and record my reflection with visuals and audio. 



Here is my script and a link to my video:

“What do you want to be when you grow up, Debbie?” I remember hearing these words from my grandfather. There are still days I do not know who what want to be when I grow up.  I work as hard as I can and be as positive as I can to do a job well done.  Sometimes I wonder Do I make an impression?  Do I inspire? 

Inspiration is what drew me to teaching.  What a wonderful gift!  I realize I can give the gift of inspiration to others individals so they can succeed.  I try my best to do this every day.

Recently I was nominated for the prestigious Jack Harvey Academy of Exemplary Teachers Fellowship Award. Although I was not chosen as the winner, I was awarded with a gift.  A simple silver bracelet adorned with sparling gems and engraved with descriptive words. 

So, do I inspire others?  Do I make a difference?  How will I be remembered? Each of the nominees received a bracelet, and I know this bracelet was chosen specifically for me.  The words engraved read: loving, devoted, hero, caring, unconditional love.

For the last 10 years I have devoted my life as a wife, teacher, and now mother of four young children.  It has been a balancing act to juggle all the responsibilities, but I owe credit to my parents, who taught me how to build a loving home, my husband, who has supported me whole-heartedly from day one, my past teachers, who have inspired me to be a great teacher, our family and friends who is there for us whenever we need them, and my children, who have made me a mother.   

I cannot be described as loving . mother . generous . devoted . hero . kind . friend . mom . caring . cherished .  or unconditional love without those who make me who I am.  Without my children, husband, family, friends, and students I could not inspire others and that is my true passion in life – to make a difference in someone else’s life. 

 

 

EDLD 5362 - Week 5 - Muenster ISD Technology Plan

Muenster ISD Technology Plan Overview

This week in EDLD 5362 Information Management Systems course we were asked to create an overview of our districts current technology plan.  As a teacher at Muenster ISD and member of the Muenster ISD's Technology Planning Committee, I have had a part in creating and implementing this plan.  This video presentation explains the goals and objectives of Muenster ISD and how they reflect those of the NEPT and LRPT. 

Teaching with Technology - Week 5 - WoooHooo!

Well, I have finished another course, and…..  I would have to say this course has been a welcomed challenge!

Being that taking graduate school classes, teaching full time, and keeping a home with four children in order (or organized chaos) has been a challenge over the last five weeks, I have to say I have learned so much and enjoyed doing it.  I am still working on the balancing act and time management skills.  I knew going into this program, I would have to embrace spreading myself thin.  Even though I put in multiple hours each week, I feel much more satisfied and organized than I did before I began taking these classes.  Now that the school year has begun, I find myself motivated to inspire students and teachers to use technology in new ways.  I have implemented multiple learning experiences with my students and other teachers in just the last few weeks.  I never imagined these courses would have such a direct impact on my everyday teaching and planning. 

Here are some examples of how this class has impacted my classroom/school:

-          I now have a class wiki built into my webpage where students are posting their products.

-          My students have created Vokis using the Web 2.0 tool, www.voki.com and sharing them with other students and me.

-          Other teachers at my school are using some of my suggested Web 2.0 tools such as: Wordle, Vokis, and QR code generators to develop a product that was once done on paper or without technology tools. 

-           Our team American Revolution project is being implemented in our 5^th grade Social Studies classroom.

-          I am more confident to try a new tool and search out a new way to create student products so I can motivate learning and assess in a new format. 

Overall, while I am gaining new skills, I am also becoming a more confident educator and leader.  I am excited to wrap this course up, but motivated to learn more in my next course. -- Bring on EDLD 5362, Information Systems Management!

Teaching with Technology - Week 4 Reflection

This week I finally feel comfortable with the collaborative online group work.  This has been a new experience for me learning to use the Web 2.0 tools to communicate with other group members.  I think my discussion board post for this week reflects my feelings about the process I have experienced in this class. 

“When I started this class, I said to myself, “How will I work in a group without ever meeting face to face?  I have never worked in an online group before!”  I have now come to truly love the online collaboration opportunity.  Because of this experience I have embraced the prospect of using technology to collaborate down the road with other educators and with my students, as ‘technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face’ (Pitler, 2005, p. 140).  Since this class began, I have acquired new tools to enhance the online collaborative learning experience.” 

As much as I find myself putting off the collaborative learning opportunities in my classroom, I know that as the video (Project Learning: An Overview ) this week explained, students today need more opportunities for collaborative learning.  I am promising myself to incorporate more collaborative opportunities using technology for the students in my classroom. Just like I was uncomfortable with the online learning in the beginning, with a little practice, anyone can succeed at a new task.  

Edutopia.org (nd). Project Learning: An Overview. Retrieved from http://www.edutopia.org/project-based-learning-overview

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 139-154.

Teaching with Technology - Week 3 - eBook Builder

eBook Reflection

 

I began the eBook creation on the CAST UDL Book Builder with great ideas and hopes for an easy form for my students to create an eBook. This was a project I was looking forward to creating this year with my students. As I navigated through the website, I was a bit disappointed. I was hoping for a more user-friendly interface, but found it difficult to navigate and time consuming. There were more options than I felt necessary for the project I had in mind, such as the coaches and the student comment section. The idea and options are great, but I am afraid there are too many for my fifth grade student level. They would be overwhelmed. I do think it was easy to share with others and use the link for website submission. I think the options for teaching with technology to meet student needs are available with this eBook creator, but for my students I would use iPad apps like Little Story Maker or My Story.

URL to my eBook - http://bookbuilder.cast.org/view.php?op=share&book=a7532217e599a3c9c18b5f6b851b8e7e&sid=9571

URL to team reflection - https://sites.google.com/site/edtech5364/group-reflections/week-3-reflection

Teaching with Technology - Universal Design for Learning Lesson & Reflection

As teachers, we plan lessons every day to meet the needs of our students.  Because not all students learn on the same, the Universal Design for Learning Lesson Plan forces teachers to plan for all student needs.  As educators, we must guide students to find their challenge and achieve it.  This should be without frustration and struggle.  Students that meet their goals and show improvement gain a better understanding and are more motivated to learn more.  With today’s technology opportunities, students have a variety of ways to achieve their goals without the frustration that may have once been a part of education. CAST has developed tools to aide these students succeed.  Students with disabilities can now progress and be successful in the classroom where as before, it was more of a challenge.  Using the available technology to assist students fully is still a process that needs improvement in many schools.  Teachers and administrators will have to be patient and allow time for planning and implementing these tools.  All students deserve to learn without frustration.  We, as educators, are the first step to getting them to that point.    

Universal Design for Learning

Lesson Overview

Title:	American Revolution Biographies Video
Author:	Debra Sicking
Subject:	Social Studies
Grade Level(s):	5th
Duration:	2 class periods
Subject Area:	American Revolution
Unit Description:	In the unit, students will gain an understanding of important history related to the Revolutionary War. Students will understand important events surrounding the war, the issues both side were fighting for, the development and content of the Declaration of Independence, and important people. Students will participate in technology-based team projects in the development of a comprehensive class website about the war.
Lesson Description for Day:	For this part of the unit, students will learn how to gather information on a preselected American Revolution Major Person and organize the biographical information in a video slide show using the Animoto App on iPad’s. The students will use the available applications on the iPad including camera and Safari to gather photos and information that relate to the biography of their selected person. The slide shows will be shared with their classmates on our class website about the war.
State Standards (Texas):	TEKS: Social Studies, Grade 5 (2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and (3) History. The student understands the events that led from the Articles of Confederation to the creation of the U.S. Constitution and the government it established. The student is expected to: (B) identify the contributions of individuals, including James Madison, and others such as George Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution. (24) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) incorporate main and supporting ideas in verbal and written communication; (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (E) use standard grammar, spelling, sentence structure, and punctuation. (26) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity d. Exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies

 

Goals

Unit Goals:

Students will participate in technology-based activities to develop a deep understanding of the Revolutionary War. Students will collaborate in the development of a comprehensive and dynamic class website about important aspects of this period in history. Students will use digital cameras, digital tools, and web-based applications in order to discover and create products that enhance their understanding of this period of history.

Lesson Goals:

The student will: Apply knowledge of the iPad to search information from a list of preselected Internet resources. Gather and evaluate the researched biographical information to answer the teacher guided questions on the American Revolution Major Person. Create and share a video slide show using the Animoto app (options include: photos, text, music, and video clips), gathered Internet information and photos, and photos taken with the iPad camera to illustrate the importance of the selected person to the American Revolution. Apply knowledge of correct citations from the gathered resources and insert into the video slide show. Apply knowledege of Animoto video slideshow submission to the class website.

 

Methods

Anticipatory Set:	The teacher will: show an example Animoto video on Paul Revere (an American Revolutionist). begin a teacher led discussion of who Paul Revere was and what part he played in the American Revolution Review major events of the previously discussed American Revolution to access the students’ prior knowledge. (Recognition Networks)
Introduce and Model New Knowledge:	The teacher will: guide the students to understand how they can answer questions on their own person of study. Questions to ask and answer as a class about Paul Revere:   What makes this person special or interesting (to the American Revolution)? What kind of effect did he or she have on the world (during the American Revolution)? Would the world be better or worse if this person hadn't lived? How and why?   demonstrate how to search the selected Internet resources (biographical website links and Facts on File Databases) for biographical information on the people of study. demonstrate how to cite resources from the biographical search.   (Recognition Networks & Strategic Networks)
Provide Guided Practice:	The teacher will   provide an example Animoto slide show video on the class website for reference. provide a link the tutorials on the Animoto website for creating a video slide show. demonstrate how to save and add information onto the Animoto video slide show using the iPad apps (Animoto, Safari, and camera). demonstrate how to add the Animoto link onto the class website. provide a screen cast on the class website demonstrating the steps to create an Animoto video slide show. This will provide: audio for the blind student. visual for the deaf student. tutorial reference for the student that needs to revisit the steps when the teacher is not available for questions.   (Recognition Networks & Strategic Networks)
Provide Independent Practice:	The student will work with a partner using the iPads to research the teacher selected American Revolution Major Person using the Safari app and assigned Internet resources (biographical website links and Facts on File Databases). The student will then answer the provided questions by using photographs, text, or video clips related to the person of study. Students may also use the iPad’s camera app to take photographs of related material and/or videos. The gathered information will be uploaded into the Animoto app to be organized into the video slide show and set to music using the app features. The teacher and technology specialist are available to assist students as needed for support. (Strategic Networks & Affective Networks)

 

Assessment

Formative/Ongoing Assessment:	The students will be assessed by teacher observation: Are they working collaboratively and appropriately with their peers? Are they using the available technology? Are they demonstrating an understand the lesson goals and working toward the final product?
Summative/End Of Lesson Assessment:	The student will be assessed by the final product: Did the student create a unique video slide show using Animoto? Are the questions answered about the person of study? Did the student share the video slide show by uploading it to the class website?

 

Materials

iPads

iPad Apps: Animoto, Safari, camera

Internet access

iPad connectible projector

List of teacher provided Internet resources (biographical website & Facts on File Database)

Assessment Rubric

Tutorial links (Animoto screen cast, sample Animoto video slide show on Paul Revere, links to Animoto tutorials on www.animoto.com)

Accommodations and Supports for Diverse Learners

Gifted and talented: Gifted and talented students will be required to complete the assignment applying their knowledge to create a unique video slide show. These students may also be asked to assist other students. Online users: Those students, whom are familiar with working individually online, may form groups of two to collaborate and complete the assignment. They may use Web 2.0 tools to accomplish this such as web conferencing, Google Docs, and wiki websites. Disabled: Students with disabilities will use the student’s IEP accommodations and modifications to complete the assignment. These accommodations and modifications may include: extra time on assignments, a student aide, and specialized instruction, materials and tools. Blind: Blind students will be paired with another student that is able to assist them with clear explanations. The online resources such as the screen cast will be available for the blind student listen to for reinforcement. Hearing impaired: Hearing impaired students will be seated near the teacher. The teacher will use any assisting technology such as a microphone to aide the student. Visual online tutorials will be available for reinforcement. Multiple achievement levels: Students of multiple achievement levels will be required to complete the assignment. The teacher and technology specialist will be available to answer questions as needed. Reinforcement tutorials will be available on the class website for additional viewing.