Glog Poster for TPACK

In case you cannot see the live version of my Glogster poster. You can see it as a static image. To watch the video by John Schwartz click here.

TPACK Glogster

TPACK-Based Lesson Plan

  

Teacher:

Clarissa Maldonado
 

Grade Level:

College Freshmen

Subject Areas:

Diversity, College Experience, Acceptance, Group Work

Overview of Lesson:

Students will create a 30 second video slideshow using Animoto (a cloud-based video creation site) of what Diversity means on their college campus. Students will be required to take photos or short video clips of what Diversity looks like on campus either with their smart-phone or a personal camera. Students will work in pairs to create videos to be shared in class and they will have the opportunity to let their videos be showcased at the annual University Diversity event held during the first week of Fall classes. Students may also use photo editing software such as Photoshop, iPhoto or other applications to enhance photos or video clips. They will also visit and research the various campus resources that help to promote Diversity on campus such as Chicano programs, Black programs, American Indian Program, and the Sexual and Gender and Diversity Resource Center.

Time Required:

2 weeks (including class time and outside of class time) 

Intended Learning Objectives:

• Students will gain a better understanding of what Diversity means by researching the meaning and by exploring their campus environment.

• Students will learn about various campus resources by visiting their offices and/or by visiting their websites.

• Students will learn to use Animoto to create and share videos.

• Students will learn to work collaboratively to accomplish the task.

• Students will gain better presentation skills as well as be able to express their creative freedom to help their classmates understand their understanding of Diversity at their University.

Instructional Strategies: 

• Explaining the purpose of the project and passing out instructions
• Showing examples of what the video will look like
• Showing students an easy way to edit photos using Photoshop or iPhoto
• Explaining the process of creating an Animoto account and how to create a video
• Showing students how to download their videos.

Technology Used: 

• Internet
• Animoto
• Photoshop, iPhoto 
• other photo/video editing software 
• Camera(smartphone pictures are acceptable)

Teacher Preparation:

• Type out instructions of activity and make 20 copies
• Have computer and internet access
• Have projector ready
• Have personal video ready to play
• Have Animoto account open to demonstrate how to create video

 
Student Preparation:

• Need to have a copy of activity instructions and be ready to take notes
• Have computer and internet access 
• Have a camera 
• Create an Animoto account
• Have access to photo editing programs
• Find a partner to work with
• Be ready to present to class in 2 weeks.

Teacher Procedure: 

1. Have computer and projector ready at the beginning of class.

2. Once students are seated, pass out the activity instructions.

3. Have students write down the due date for this project.

4. Have students find a partner to work with.

5. Begin explaining the project by first showing the personal video example which will be their  finished product.

6. Ask students how they define diversity.

7. Tell students to first research diversity.

8. Tell students to visit the campus resource offices and websites which promote diversity such as Chicano, Black, American Indian, Sexual and Gender Diversity Programs. 

9. Show them the Animoto website and explain how to create an account.

10. Explain how to make an Animoto video and how to upload photos or video clips.

11. Show them how to add music and text to their video.

12. Explain that they can be as creative as they want by enhancing or editing their photos by using Photoshop or iPhoto.

13. Show students how to edit a photo using Photoshop and iPhoto, they can use any photo editing programs that they are familiar or comfortable with.

14. Once they finish their 30 second videos, they will download them and save it to a flash drive to be brought to class the day of presentations.

15. Explain to students that they will present their video with their partners, by first introducing themselves, showing the video and then explaining what they learned during this project.

16. Explain that they can choose to showcase their videos during the annual University Diversity event during the first week of classes in the following Fall semester.

Student Procedure: 

1. Once seated in the class, they will receive the printed instructions for their next project.

2. They will listen to the explanation of the Diversity project.

3. Students will write down the due date of the project.

4. They will then find a partner to work with.

5. They will watch the teacher's personal video and take notes if they wish.

6. Students will raise their hand to answer the teacher's question of what Diversity is.

7. Follow along with the teacher's explanation of what they will be doing for the project.

8. Take notes on how to create an Animoto account and how to create a video during the teacher's explanation.

9. Once class is over they may begin their research on the meaning of diversity by using the internet, visiting campus resources and taking photos and/or video clips around campus to demonstrate diversity at their university.

10. They will work with their partners to complete each of these tasks and will create one Animoto account where they will create a 30 second video.

11. Together, students will edit photos, add music and text to the video. 

12. They must be ready to present in 2 weeks and describe what they learned during the project.

13. During their presentation, students will stand with their partner in front of the class and introduce themselves.

14. Students will play the video for the class.

15. Once the video is over they will each explain what it is that they learned about Diversity on campus and how it has affected them personally.

16. If the students would like to showcase their video in the Fall semester they may approach the teacher for more information.

Assessment:

• Students will be graded according to the completion of their video and for presenting by the due date and on their presentation skills.

• Students who do not complete their video by the due date will be deducted one full letter grade for each week that passes.

Rubric for Presentation
Both students made good eye contact with the audience, spoke clearly, and concisely about the subject. Gave a detailed account of what they learned about diversity through this project.	Average eye contact with the audience, speaking was clear enough but lacked in conciseness, and gave enough information about what they learned through this project.	Below average presentation, little to no eye contact and did not speak clearly enough for the audience to hear. Gave a simple explanation of what they learned.
20pts.	10pts.	0pts.

 

 

Rubric for Movie
Creativity was outstanding, and told a story of what diversity is at the campus through imaginative photographs and information gathered from campus resources. Showed a complete understanding of the project.	Average creativity, completed the project in time but did not show the full understanding of the project.	Below average creativity, showed a simple slide-show of photos and simple text.
20pts.	10pts.	0pts.

 

 

Rubric for Peer Evaluation
My partner completed each task assigned, collaborated and communicated effectively to complete each part of the project.	My partner completed minimal tasks, and communicated and collaborated minimally to complete the project.	My partner did not complete all tasks, was not communicative or collaborative. I worked on this project on my own.
20pts.	10pts.	0pts.

 

Web 2.oh!: What is it?

For some, it may seem complicated and for others it's easy to understand and it is arguably something that has transformed the way that we connect to others and how we use the Internet. According to JISC Technology and Standards Watch (2007),"The short answer, for many people, is to make reference to a group of technologies which have become deeply associated with the term: blogs, wikis, podcasts, RSS feeds, etc., which facilitate a more socially connected web where everyone is able to add to and edit the information space. The longer answer is rather more complicated and pulls in economics, technology and new ideas about the connected society" (p. 5). 

Overall, Web 2.0 has revolutionized the way we are able to communicate and network across the globe, from one computer to another. It has made the availability of resources easily accessible and through this has changed Education and what is being done in the classroom.

Web 2.0 Technology Examples 

As mentioned above some of these technologies include wikis, podcasts and even this very blog is included. Below are some specific examples of Web 2.0 technologies along with a brief description of how they can be used, you may recognize most or all of them!

Google Docs (Drive)- Allows for creation of documents such as spreadsheets and word documents and has storage capabilities so you can store documents, images and more in your 'Drive' and will be able to access and share from any computer. Must have a Google account!

Pandora- Is free personalized radio that you access on the web, you can create your own playlists, or look for some that are already created by artist, genre etc. 

Voki- Is an educational tool, and you can create a talking, animated character. Creating a basic account is free and you can personalize your Voki by changing the background, hair and eye color, clothes and you can even give it a voice! Either your own or you can choose from a list. 

Craigslist- Is basically a huge classified ads section of a newspaper, only without the newspaper. this site allows for people to sell just about anything they want over the internet.

YouTube- Is used to share videos over the internet, you can create your own channel and post videos or watch videos for entertainment or education.

WordPress- Is a blog and a content management system which contains a variety of plug-ins for various things, for example to create a response form like a survey.  

 

flickr- Allows for photo sharing and photo managing over the web. You can store all of your photos on this website and even share them with friends and family!

Twitter- A social networking site which allows for people with accounts to send out 140 character long text messages to update all of your followers on what's going on. Information received via Twitter is up-to-date and is preferred by the younger generations as a way to stay 'connected'

 

Reflection on Personal Use of Web 2.0

Let me give you a personal perspective on my own utilization of Web 2.0 technologies. I was born in the 80s and grew up primarily in the 90s when technology wasn't as big a part of education as it is now. As a young child I would always get excited when my class would be walked down to the small computer lab on campus, where we would partner up and insert a cd which would provide us with a lot of fun and interesting information. This was a treat for us all! The good thing about those of us who were born in the 80s, is that we grew up in the middle of a rapidly advancing technology era, so although we may not have grown up with a cell phone in our hands we certainly could adapt quickly to all of the new technology constantly emerging around us. For those of us who work in Education, we can appreciate the importance of technology and its use in the classroom. I use Web 2.0 technologies for personal use and for work as well, I know that social networking is important to get the word out about important events or information and this is where I tend to use social networking the most. As a student, I have also used some Web 2.0 technologies that I only became aware of in my Technology and Pedagogy class and there are so many more resources out there that can be used to share information and connect with others in our area or around the world!

Importance in Education

"There are strong links between Web 2.0 and socio-cultural theories of learning, which see active and authentic learning taking place best where knowledge can be constructed actively by learners who are supported in communal social settings" (Carmichael et al., p. 10). This statement makes a good point about the use of Web 2.0 technologies in education from PK-College. Many students these days already use some of these technologies for personal use, why not integrate them into the classroom? These are tools for teachers and professors to utilize in an effective way in their lessons, whether it's creating a video presentation of learned content or learning how to post a message to a social networking site such as Twitter or Facebook. Using these technologies in the classroom help students to realize that they can connect to others, collaborate and share information, and investigate what is out in the world wide web.

So, those of you who are educators or future educators take a look at the emerging technologies and find a way to incorporate a few of them into your lessons. This will keep you and your students informed as there is an educational reform in the air.


References

Anderson, P. (2007). What is Web 2.0? Ideas, technologies and implications for  

            education. United Kingdom: JISC Technology & Standards Watch.

Carmichael, P., Carr, D., Crook, C., Laurillard, D., Noss, R., & Selwyn, N. (2007).

            Education 2.0? Designing the web for teaching and learning. Teaching and

            Learning Research Programme.