I enjoyed the great introduction to storyboarding, video production and the worth of using video media in the classroom. I've done some similar planning using storyboards to create presentations. I was lucky to take a course with the Duarte Institute, the presentation designers who created the Ted format. I found it very enriching. The training was 5 hours; at the end of the session, the presenter had us guess how many slides he had used. Most guessed 150ish, but he had used 500+. Amazing how the images just painted a story that made the content much more relatable.
I plan to use iMovie, mainly because I'm familiar with it, and have done many projects quickly. I may also use garageband, or another DAW to edit sound, but iMovie has a pretty good audio editor as well. I plan to intermix freesource video with Prezi segments. I don't plan to be on video, but will do voice overs through the presentation. The hardest part will be timing everything. I was thinking about mimicing 90 second segments on news tv shows I enjoy, I'm thinking about the short segments on Vice News, I like how they intermix, content and pictures.
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I plan to do a lot with my use of forms in my capstone project. The survey will be completed in Gforms. From here I plan to use Flubaroo to auto grade the survey responses. This will export the data into an excel sheet for easy access. From here I want to be able to send the responses and "correct answers" (suggestions) via email, I chose to explore autoCrat for this function. Finally, I will use formLimiter to turn the survey off at a certain time. This will allow me to update the form at set times, keeping the data collection coherent.
I did a Beta test out of this plan, and found that Flubaroo has the function to auto-correct, AND send an email to recipients. I explored this option, and found that AutoCrat is a better option for auto-sending emails. Autocrat allows for formed emails, allowing me to send more of a standard email, rather than Flubaroo's basic response. I will likely go with AutoCrat. formLimiter was also easy to set up and performed the function I expected. I'd say the hardest part of this assignment had to do with setting up the auto-grading option in Flubaroo. I wanted to have the individuals select all that apply, followed by suggestions on the options that they didn't select. I have to use the program in a different way to accomplish this. Overall, I'm becoming more fluent in the language of Add-ons. Looking forward to seeing it come together for the capstone. I had the goal to keep my logo very simple. I understand that there have been some suggestions to include some impression of technology into the logo, but I do not think that's necessary from a design perspective. The prototype that I'm creating will use all the TPACK guidelines, but the site is not explicitly about technology use. I actually think this is the goal of the over all program, to integrate technology into lessons and presentations seamlessly, with out the need to announce it as something new or different.
The title and function of the site is called: SEL 123. It will serve as a resource for teachers to integrate Social Emotional Learning (SEL) tools and activities seamlessly into their instruction. Draft Logos: I had the goal to keep my logo very simple. I understand that there have been some suggestions to include some impression of technology into the logo, but I do not think that's necessary from a design perspective. The prototype that I'm creating will use all the TPACK guidelines, but the site is not explicitly about technology use. I actually think this is the goal of the over all program, to integrate technology into lessons and presentations seamlessly, with out the need to announce it as something new or different.
The title and function of the site is called: SEL 123. It will serve as a resource for teachers to integrate Social Emotional Learning (SEL) tools and activities seamlessly into their instruction. Draft Logos: I currently do not teach in a school, but chose to assess the goals for technology growth from Sacramento City Unified School District. I've worked alongside this district in the past year through my non-profit work, but have never looked at their technology vision until now. This statement was taken from the SCUSD website:
Over the next three years the District will guide teachers in making a transition from using technology for skill acquisition to one in which the technology provides increased functional improvement in the classroom, allowing the student to use the technology to define and re-define the instructional tasks in the technology-embedded learning environment. The SCUSD goals for growth do appear to have the SAMR model in mind, transitioning from lower level, skills acquisition, to a more integrated, functional improvement in the classroom. This goal is shaped around improving function, which is a key element in the classroom to save time. An example of this is the use of Gforms to administer and auto-correct check for understanding tasks. This provides better function in the classroom, as the teachers energy is used most effectively. The second part of the statement really speaks to the full potential of the SAMR model, even using the term, re-define, denoting the highest goals of the SAMR model to innovate in pace with technology growth. SCUSD's concept of the embedded learning environment, also speaks to adherence to the TPACK model, where technology is embedded and ubiquitous with pedagogy and content knowledge. TPACK also comes up as the district seeks to, guide teachers in making a transition. TPACK requires that the teacher be the center architect of technology integration; without the combination of pedagogy, content knowledge, AND technology, learning is not guaranteed. Simply giving the teachers new programs to pass on to students is not the answer, especially with the technology skill set of some teachers. PD is essential, the district seems to understand this, I believe they are on track to meet their goals. SCUSD meets the same goals as my capstone, though it addresses different content, the integration of technology is done in an informed and tactful manner. I've expanded my use of gforms from the insights from this program. Prior to the program, I would use the forms for simple tasks, mostly surveys. The add-ons and different tools that allow for auto-grading and auto-sending of emails has been a huge advance. I really see how this type of tech streamlines the teaching experience. I'm always looking for ways to reduce my logistical management time, tools like gforms an make this possible. I find the gforms very intuitive, there are also many easily accessed you tube video tutorials available. This is my go to way to learn anything! I've heard of someone actually built a house just from you tube tutorials!!
As mentioned there are you tube videos, but sometimes they are for older versions of gforms. I experienced a challenge when I was trying to connect my gform to my google sheets doc. I was using the directions from the outdated video, which kept me from seeing the google sheets icon at the top for the gform. Once I figured that out it was easy sailing. I really like that google keeps everything online, making it easy to distribute and store all data from gforms. I really like the article about TIFF teaching, putting an auto-graded assessment in between the independent flipped exploration and time with the teacher. I really like how the teacher used this tool to CFU, and modify instruction based on discovered needs. This kind of data driven teaching really appeals to me, and I hope many more teachers can access these tools. As mentioned, I've been enjoying the design aspects that are included in the program. This focus has expanded my design skills, as an artist and musician, creativity has always been a part of my life. Thinking about education from a design perspective has made teaching more exciting, as it is all a creative process within the medium of the mind. I know that this domain has been developed by the program. My other interest in education is around Social Emotional Learning (SEL), this domain is less of a focus within the program, but I've adapted to search for instructional models and design concepts that bring SEL into everyday instruction, i.e. how does the flipped learning model support students' SEL?
I think that best way to support and be supported by my cohort is to exchange peer review of our capstone projects; a beta testing phase so to speak. Most of the teachers work and live in Napa, so I do not expect to meet face to face, but offering and receiving comments around my prototype would be highly valuable. I will work to support the cohort by offering resources to my peers when I think it will benefit them. I often do this in the chat box within zoom, if a I have something I can offer to a peer. I will continue to do my best with the Zoom format, but I will admit that the format is a challenge. I sometimes use my Chromebook on Zoom, unfortunately with this version I can only see 3-4 of the cohort at a time. This has made it hard to speak up without overlapping with others. Sometimes this is frustrating, especially knowing how much I enjoyed discussion sections in my in-person classes. Face to face brings so much more information, speaking in zoom, feels very similar to 12 people on the same phone call trying to have a discussion. This has been a hard part of the 2 hours zoom sessions, there isn't much natural flow of actual discussions, mostly it works out to each person sharing their point one at a time, I wonder how we could actually facilitate discussion in the group? Sometimes this happens, but I have never witnessed more than two sequential exchanges. I think the format works well with the group, so I will stick in there (of course). Regardless, I think the cohort is full of skilled educators, I've enjoyed the group for the past year. As a teacher and community advocate, I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environments, and how overcoming the achievement gap can transform our society. I'm committed to social justice, seen through my 10 years in education, and nonprofit director roles.
I was drawn to the Innovative Learning program at TUC because of it's focus on design. As Daniel Pink points out, design is a skill set that is invaluable in every work place, including education. As teachers we are designing the experience for our students. As a right/left brain type, the program has been engaging and expanding. The teachers' creed, is also a guiding light for my teaching. In Loco Parentis, or in place of the parent, sets the stage for teachers to be more than instructors, for me this is the fun part of teaching, being the mentor and role model is essential for students without a stable home life. I've witnessed on countless instances, students waking up to their potential when their teacher believes in them. I try to engage my students with In Loco Parentis in mind, it's what makes a good teacher great. My TPACK journey has been eye opening. Honestly, before entering this program, the idea of grading and refining technology use wasn't clear, it seemed like some tools work, other didn't, but really looking at the combination of pedagogy, content knowledge and technology, creates the venn diagram that solves that puzzle. I've also learned a lot about tech tools that are effective vs. superficial. The SAMR model points out that DOK is expanded when technology is more that a mere substitution for analogy tools. These tools and the engagement from the cohort has made me a better teacher without a doubt. |
AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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