Category Archives: 1.2 Using

Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.

EdTech 543: Curation in Action!

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Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore curation by:

  • Developing a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality & value of an education-related curated topic with our PLN.
  • Using a curation tool like Scoopit, Educlipper, LessonPaths, PearlTrees, Livebinders, etc. curate a topic (with 25 resources) of our choice, applicable to our content areas and/or grade level.
  •  Post it on any platform (Facebook, Blog post) so both us & our mini-PLN group can give feedback to one another using the criteria we developed.
  • Self-assess the value of our own curation using all of our group’s curation criteria in our assessment (& post the results in the comments section where we posted our link to the Curated Topic)
  • Assess our group members curation’s using the same checklist & ensuring that we again, use all of our group’s curation criteria in our assessment, noting what was especially noteworthy & also what needs further development/tweaking. 

Artifact 1: Curated Content

The Classroom Redesign: Flexible Seating  

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Artifact 2: Self-Assessment using Curation Criteria

Reflection:

The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the content curation I needed to select and use technological resources and processes by conducting research on curation and applying it to curate. I did this to learn how to and provide information for others on how to effectively support student learning and to enhance our pedagogies.

AECT Standard 4.3 Reflection on Practice: In order to create my content curation I needed to  analyze and interpret the curation criteria data that my PLN compiled and ensure that my content curation reflected the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance my own & others professional growth.

References/Resources: 

ScoopIt

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EdTech 543: Curation

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Artifact Introduction:

During our fourth week in our Social Networking class, we were asked to explore curation by:

  • Decide upon & develop a curation criteria with our mini PLN group.
  • Decide as a group which collaborative online tool to use to complete this list of criteria & a format to use
  • Reviewing the readings and resources about curation.
  • Based on the readings, develop a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality and value of an education-related curated topic.
  • Ensure our checklist of criteria includes an APA formatted in-text references and a reference list of the sources that influenced and informed that list.
  • Post a link to our group’s checklist on the class Facebook.
  • Reflect on the process of creating the checklist and working as a group in the comments section of the Facebook checklist post and blog entry.

Artifact: 

Reflection:

The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the curation criteria artifact I needed to demonstrate the ability to select and use technological resources and processes by conducting research on curation and the criteria to most effectively support student learning and to enhance my pedagogy.

AECT Standard 4.1 Collaborative Practice: In order to create the curation criteria artifact I needed to collaborate with my peers in my PLN and utilize information and ideas from subject matter experts. I did this to develop criteria for curation that will later have a  positive impact on learners.

References/Resources: also included in artifact

Birt, N. (2016, May 3). Why You Should Invest In Content Curation – ScribbleLive. Retrieved from http://www.scribblelive.com/blog/2016/05/03/invest-content-curation/

Dork, Marian. (2011, May). The information flaneur: A fresh look at information seeking. Retrieved from http://mariandoerk.de/informationflaneur/

Bhargava, Roberto. (2016). The 5 models of content curation. Retrieved from http://www.rohitbhargava.com/2011/03/the-5-models-of-content-curation.html

Dougherty, J. (2015). 8 best practices for content curation. Retrieved from http://www.cision.com/us/2015/03/8-best-practices-for-content-curation/

Hoffman, V. (2015, July 6). 5 Tips for More Efficient & Effective Content Curation. Retrieved from https://hub.uberflip.com/blog/content-curaton-tips

Kanter, B. (2011, October 4). Content curation primer [web log post]. Retrieved from http://www.bethkanter.org/content-curation-101/

Lauby, Sharlyn. (2014, June 26). Informal and social learning through curation. Retrieved from https://www.hrbartender.com/2014/training/informal-social-learning-curation/

Oxnevad, S. (2012, August 16). 3 free tools to curate content. Retrieved from http://gettingsmart.com/2012/08/3-free-cool-tools-curate-content/.

Popova, M. (n.d.). CURATOR’S CODE. Retrieved from http://www.curatorscode.org/

Rosenbaum, S. (2010, May 3). Why content curation is here to stay. Retrieved from http://mashable.com/2010/05/03/content-curation-creation/#O2I_xRM6VaqN.

Stringfellow, A. (2016, April 14). 31 content marketing experts share their #1 tips and best practices for effective content curation. Retrieved from http://www.docurated.com/all-things-productivity/content-marketing-experts-share-their-1-tips-and-best-practices-for-effective-content-curation/

Weisgerber, C., & Butler, S. (2012, March 5). Re-envisioning Modern Pedagogy: Educators as Curators. Retrieved from http://www.slideshare.net/corinnew/reenvisioning-modern-pedagogy-educators-as-curators-11879841

White, N. (2012, July 7). Understanding content curation [web log post]. Retrieved from http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/

Zhong, C., Shah, S., Sundaravadivelan, K., & Sastry, N. (2013, July). Sharing the Loves: Understanding the How and Why of Online Content Curation. In ICWSM.

 

Final Reflection-EdTech 541

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Artifact Introduction: During our twelfth & final week in Integrating Technology into the Classroom Curriculum, we were to reflect on the entire course including our learning, professional growth, project creation, and connection to the AECT standards. The coursework that I completed is in a portfolio site created specifically for this course, found here. We also were asked to provide a self-assessment on our blogging throughout the course therefore, there are two artifacts for this blog post.

Artifact #1 Reflection: 

This course has taught me how to integrate technology into my classroom curriculum not only with ease but how to do so in effective and innovative manners. Perhaps one of the biggest takeaways from this course is that integrating technology isn’t as simple as is often interpreted, it is not simply putting a child in front of the computer playing a game (although it can be!), there is much more and it requires a lot of thought and planning. As Robyler says, “It requires a complex combination of what teachers know about the content they teach and how they decide to teach that content.” (Robyler, 2016) It requires that educators combine our content knowledge, pedagogical knowledge and technological knowledge or the  “TPACK” as Roblyer calls this combination, to integrate technology to create an enhanced learning experience for our students. I have also learned how to navigate and utilize many different sites and tools to enhance my own classroom curriculum. One of my favorite projects was the instructional software lesson because the journey to create it was so enjoyable. I was fascinated by the various types of instructional software and the various advantages for each of them-I refer back to this information regularly.

This awareness of various types of tools and technologies and how they have a direct impact on my teaching and student learning is where I have most grown as a professional throughout the semester in this course. I find myself always evaluating my lessons and ensuring that they are integrating technology whenever possible to help my students be prepared for the 21st century but also that I am integrating technology in the most effective manner to reach the goals I have for my students. This has been one of the biggest changes in my thoughts about my pedagogy, I have always had a drive to help my students reach their goals and the ones I have set for them but now I see the immense role that technology plays in this process. Not only is using technology effectively a goal I have for the students, but technology is a key component in these goals because it allows for differentiation. Students can use technology to learn and to grow as learners and creators. Before taking this course, I knew that technology in the classroom, was important but I was still hesitant to employ it regularly in my classroom because I was afraid of the outcomes, this course has changed my perspective to now thinking that the good will always outweigh the bad in effective technology integration. In each project I created in this course and continue to create to use in the classroom, the theory I learned in this class, as mentioned above, has guided me. It is the theory and concepts behind technology integration that helps to create an effective lesson with technology incorporated. In this course the AECT standards were a guiding light, ensuring that I became demonstrated mastery of various standards in my research, practice, and project creation. The specific AECT standards that were met are referenced below.

References:

Roblyer, M.D., (2016). Integrating Educational Technology into Teaching. (7th ed.). Boston: Pearson.

Artifact #2 Self-Assessment: 

As per the blog grading rubric, I would grade myself as follows:

Content: 70/70
The content on my blog is insightful with rich detail and full of thought and synthesis. There are many connections to real-life situations in my classroom and experience in education.
Reading/Resources: 20/20
My blog entries included references to the course text and regularly to other outside sources provided in the references or that I found on my own to support my blog content.  APA format was always used to reference my sources.
Timeliness: 20/20
Most of my blog posts were done early to allow for others to comment, and all were completed and posted by the due date.
Responses to other students: 30/30
I always responded to at least two other student blogs, at times more, referencing this on each modules blog discussion. My responses were detailed and spoke directly about the content of the students post or contained questions to encourage and enhance the dialogue.
Overall Grade:  140/140

 

AECT Standard Connection:  The coursework I completed in this course can be found on my Weebly site here. What you will find demonstrates mastery of the following standards:

  • AECT Standard 1-Content Knowledge:
    • 1.2 Using: Throughout this course, I demonstrated the ability to select and use technological resources and processes to support student learning and to enhance my pedagogy. I had to select the appropriate resources and tools when creating the various lesson plans I created in such a way that would enhance student learning and help further develop my pedagogy.
    • 1.3 Assessing/Evaluating: Throughout this course, I demonstrated the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. Selecting and evaluating technologies was a great part of my blog reflections when I focused on relative advantages of different support tools as well as a lot of the readings I conducted to prepare for my lesson/project creation.
  • AECT Standard 2-Content Pedagogy:
    • 2.1 Creating: Throughout this course, I applied content pedagogy to create appropriate applications of processes and technologies to improve my student’s learning and performance outcomes.I developed as a reflective practitioner by reading the course text, reflecting via writing, engaging in dialogue with my classmates, and applying what I learned in my projects.
    • 2.2 Using: Throughout this course, I implemented appropriate educational technologies in my projects and lesson plans and processes that I use in my classroom based on my appropriate content pedagogy that was enhanced in this course.
  • AECT Standard 5-Research:
    • 5.2 Method: Throughout this course, I applied research methodologies to solve problems with technology that I encountered in the classroom or that I encountered when creating lessons/projects and this enhanced my learning and teaching practice.
    • 5.3 Assessing/Evaluating: Throughout this course, I applied  formal inquiry strategies to assess and evaluate various processes and resources when creating the projects/lessons. This helped me to explore, evaluate, synthesize, and apply methods of inquiry to enhance my learning and improve my performance.

Project #5 Worked Example Screencast

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Artifact Introduction: During our seventh & final week in multimedia class, we were to explore the segmentation principle and worked examples to teach complicated concepts using multimedia. For this project, I created a worked example for my students on multiplying using the area model method. Students are first introduced to multiplying more than one digit by one digit in fourth grade and the first method we use is the Area Model method. The Area Model method is not something most of the parents are familiar with (since this was not a commonly used method in the past) therefore, having this video to help illustrate the concept will be wonderful for them to have access to. I used paint to illustrate my work and Camtasia to record and record narration. I have a touchscreen laptop so using Paint made it so that I could easily write on the screen and make the numbers clear and easy to see. I loved how easy Camtasia was to use and how it allowed me to cut pieces of my video just like in Audacity. I also loved the option of highlighting the cursor this allowed me to communicate with the audience effectively. Converting the Camtasia video into a format the could be uploaded to YouTube took an extremely long time, therefore that was my only drawback.

Reflection of Learning/Standard Connection: Clark and Mayer (2011), demonstrate that segmenting complex material into shorter conceptual elements that can be processed by the learner before connecting with previous ideas and practicing is very effective. This is something that is regularly done in the education world and something that I consistently do in my classroom. I had never created a worked sample before therefore keeping this idea in mind when creating the video was important to ensure that I provided time for the student to pause and process and encouraged them to do it on their own as well.  In order for this worked sample to be effective, I needed to withdraw the scaffolding provided in the beginning and allow the learners to work on their own. If a student is more advanced the scaffolding can impede their learning therefore allowing students to stop viewing or pause and rewind allows them to take control of their learning.

  • AECT Standard 1.2 Using: For this project I decided to use Paint & Camtasia (& all of the effects they offer) to create a worked example screencast that enhances my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a tutorial (worked example screencast) for my students which facilitated the employment of the segmentation and many other multimedia principles.
  • AECT Standard 3.2 Using: While creating this worked example screencast I had to keep the narration and principles of multimedia in mind. In this way I ensured my presentation was effective by making sure that I was speaking clearly and slowly and that what the learner saw helped enhance their understanding of the concept.

Artifact: Narration available here: Worked Example Narration

Graphic Representation of Educational Technology

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Artifact Introduction: During our sixth week in Introduction to Educational Technology, we were to revisit the definition of Educational Technology in Educational Technology: A Definition with Commentary & reflect on the current definition of Educational Technology. Once we felt like we had conceptualized what elements Educational Technology encompasses we were to create an original graphic, using the program of our choice, to demonstrate our understanding of the definition. Before creating my graphic, I explored several different programs to see which I felt most comfortable with. It was fascinating (and a bit overwhelming) to see all of the different options available. I decided upon using a program I had never explored in the past called Piktochart. It was a very user-friendly program that had enough tools to make my graphic interesting but not too much as to overwhelm me with options.

Reflection of Learning/Standard Connection: Educational Technology as defined by The Association of Educational Communications & Technology (as seen in Educational Technology: A Definition with Commentary) is: “…the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (Mishra, 2009, p.1) In my graphic, I have a ladder leading to a lightbulb with a fast-forwarding symbol inside because educational technology enables growth (ladder) and leads to learning (lightbulb) and improving that learning (fast-forwarding symbol). In the ladder rungs are various technological means (mouse, cellular device, sharing, computer screen, & internet) because these items facilitate that growth. In the spaces between the rungs are various representations (watering can, paintbrush, magnifying glass, balance, link, globe)of the things that are achieved throughout the growth process like continuous growth, creativity, exploration, ethical awareness), & worldwide interconnectivity. On the outside of the ladder, are arrows that represent that educational technology is a never-ending process, the more that is explored, the more of a need with have for continuous growth. A small wrench and a hammer are by the words “Educational Technology” which reminds us that the definition is always being built upon and therefore forever changing.

  • AECT Standard 1.2 Using: Upon creating this graphic I demonstrated the ability to select and use technological resources and processes to enhance my pedagogy of education.

Artifact:  Educational Technology Definition Representation Link

Educational Technology Definition

Resources:

Mishra, S. (2009), Educational technology: A definition with commentary – By Alan Januszewski & Michael Molenda. British Journal of Educational Technology, 40: 187. doi: 10.1111/j.1467-8535.2008.00925_4.x

Digital Story-“Where I’m From” Poem

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Artifact Introduction: During our sixth week in multimedia class, we were to explore the world of Digital Storytelling. Initially, we learned about and analyzed elements that make for a good digital story. Then we reviewed various digital stories to familiarize ourselves with this new tool. We were to use all of the information we learned about Digital Stories and apply the Personalization Principle along with all of the other Multimedia Principles to create a Digital Story of our own. I decided to create a Digital Story to introduce a unit on poetry that I do with my fourth-grade students. In this unit, my students write a bilingual poem detailing who they are because of where they are from. Adding the element of creating a Digital Story as the final publishing of their writing, will motivate my students by giving them a medium to share their hard work.

Reflection of Learning/Standard Connection: To create this Digital Story I used Windows Movie Maker and Audacity. It was helpful to have the visuals and audio on two separate programs and then merge them together on Movie Maker. While writing the script for my story I kept in mind what I want my students to convey in their poem. I want them to really focus on setting a tone for their poem and providing sufficient information to allow their audience to really connect and understand who they are. Clark and Mayer (2011), state that the Personalization Principle helps the listener understand and identify with the material presented because of the less formal language. This is because, less formal language reduces the cognitive load for the listener and thus increases engagement. Therefore, I chose my wording and images carefully but made them both simple enough to connect with my students as the personalization principle reminds us to do. When choosing images I wanted them to help communicate the ideas that were being expressed and help the students (including those with limited Spanish vocabulary) really understand the poem. I learned so much about creating stories during this project and it is a tool that I will definitely use to help my students engage with the lesson and share their own work.

  • AECT Standard 1.2 Using: For this digital story creation I had to use Audacity & Windows Movie Maker (& all of the effects they offer) to create a digital story that enhances my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a digital story for my students which facilitated the employment of the personalization and many other multimedia principles.
  • AECT Standard 3.2 Using: While creating this digital story I had to keep the narration and principles of multimedia in mind. In this way I ensured my presentation was effective by making sure that I was speaking clearly and slowly and that images helped enhance the story.

Artifact: Narration & Photo Credits available here: Digital Story Narration

Tech Trends: Motivating students to gain ownership of their learning with Podcasts

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Artifact Introduction: During our fourth week in Introduction to Educational Technology, we were to explore The Horizon Report which is a report that is released every year that releases the newest technologies and their application and influence in educational settings.This report addresses the following questions: “What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions?” (Johnson, Adams Becker, Estrada, & Freeman, 2015). After reviewing this report, we were to select one of the mentioned tools or trends, analyze it’s effectiveness in our classrooms by conducting research and then create a tool or artifact to describe or give an example of this tool’s possibilities in our classroom or school.

I was motivated by the section of Rethinking How School’s Work and the article titled How to motivate students to gain ownership of their learning by Angela Watson. In this article, Angela talks about increasing student engagement, responsibility, and critical thinking all by simply changing the way we think about educators, to more  of a facilitator role. All of this can be done when we give student’s the reigns on their own learning.

I had already been exploring the idea of podcasts in the classroom  and developed a podcast idea of my own where students listened in for homework, to increase their Spanish comprehension. However, after reading this article and conducting additional research on this concept, I had an even better idea. Having the students create the episodes for the podcast series, handing them the reigns for their learning, giving them the responsibility of teaching their classmates and allowing them to think critically to develop an episode. It was fabulous!

Therefore, I decided to create a mini episode where I “sell” this idea to the other dual language teachers at my school, because I believe all of the students (from the youngest to the oldest) can utilize this tool to increase their speaking ability, listening comprehension, and confidence in the target language.  This idea could even grow to become a school-wide podcast where students record weekly or monthly podcasts that we post on the school website, it has so much potential!

Reflection of Learning/Standard Connection: The modality principle states that individuals learn better when listening to audio narration rather than on-screen text. In this podcast idea, students will be listening to their classmates speaking in Spanish and not seeing any text at all. The redundancy principle states that having both on-screen text and narration is redundant and impedes learning.  (Clark & Mayer, 2011) Therefore, creating a Podcast is ideal for this situation because there is no redundancy. While creating the podcast, it is important to teach students to keep the narration in mind to ensure that they make a plan, speaking clearly and slowly.

  • AECT Standard 1.2 Using: For this podcast creation I had to use Audacity (& all of the effects it offers) to create a podcast that enhanced my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a podcast for my fellow teachers which facilitated the employment of the modality and redundancy principles in presentations.
  • AECT Standard 3.2 Using: While creating this podcast I had to keep the narration in mind to ensure that I was speaking clearly and slowly.
  • AECT Standard 4.3 Reflection on Practice: For this assignment I had to analyze various artifacts and trends. After choosing my trend, I conducted research in order to reflect on the development and implementation of this technology within my classroom. This entire process helped me grow as an educator.

Artifact: Tech Trends Podcast & Episode #1 Que Dice Podcast (Sample)

References: 

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf

Watson, Angela (2015, January). How to motivate students to gain ownership of their learning. Retrieved from http://thecornerstoneforteachers.com/2015/01/how-to-empower-students-to-take-ownership-of-their-learning.html

¿Qué Dice? Podcast

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Artifact Introduction: During our fourth week in multimedia class, we were to gain familiarity with Audacity, an audio recording, and editing program and explore different podcasts. We recorded a test recording to make sure our audio sounded okay and to get feedback from our peers. We also critiqued a podcast of our choice based on, interest, quality, format, speaker voice, and music. Keeping these ideas in mind, we were asked to create the first episode to our very own podcast. I chose to create a podcast series titled “¿Qué Dice?” that I will use as Spanish homework for this year. As a side note, I teach in a 4th grade dual language class where most of the students are learning Spanish and struggle with the language because they don’t have enough experience with it inside and outside of the classroom. For this reason, I am constantly looking for ways to make Spanish fun for them and keep them engaged and learning.

I fell in love with my idea of having a podcast for listening comprehension homework. I think the students are going to love it as well! The idea of this podcast will be for students to listen to my recording of instructions in the target language, SPANISH, to create some sort of an artifact (illustration, slideshow, model, etc.) and then turn it in the following week. Each week will be a new podcast with the task to create a new artifact. This will help students focus on listening comprehension in a fun activity and will give them the opportunity to hear Spanish outside of the classroom and do something with it.

For this beginning episode, I introduce what ¿Qué Dice? will be all about and give students instructions on how to access, be successful with and turn in the assignment for this podcast. Next, I do a short and sweet first assignment to give students an idea of what to expect in the future. For this first assignment, students listen to my instructions, completely in Spanish and create a monster. I give them instructions on how to draw the monster first (quantity of arms, the shape of the body, etc.) and then tell them how to color and cut it out.  I close the podcast in English to remind them that they can listen to the recording as often as they want and the due date.

Reflection of Learning/Standard Connection: The modality principle states that individuals learn better when listening to audio narration rather than on-screen text. In this podcast, the students will be listening to me speaking in Spanish and not seeing any text at all. The redundancy principle states that having both on-screen text and narration is redundant and impedes learning.  (Clark & Mayer, 2011) Therefore, creating a Podcast is ideal for this situation because there is no redundancy. While creating the podcast I kept the narration in mind to ensure that I was speaking clearly and pausing in order to allow students to follow along, especially during the Spanish instructions.

  • AECT Standard 1.2 Using: For this podcast creation I had to use Audacity (& all of the effects it offers) to create a podcast that enhanced my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a podcast which facilitated the employment of the modality and redundancy principles in presentations.
  • AECT Standard 3.2 Using: While creating this podcast I had to keep the narration in mind to ensure that I was speaking clearly and pausing in order to allow students to follow along, especially during the Spanish instructions.

Artifact: ¿Qué dice? Podcast-Episode #1 & Podcast Narration: “¿Qué Dice?”

RSS in Education

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Artifact Introduction: During our third week in Introduction to Educational Technology, we were introduced to RSS & the benefits and uses in the education profession. We subscribed to different feeds that we were interested in and also to our classmate’s learning logs. Afterward, we reviewed how to make a lesson plan and develop objectives. Our project was to then use all of the information we learned and reviewed to create a lesson plan for our classroom’s that incorporates RSS. I decided to create a lesson plan to have my students use RSS to subscribe and keep up with their classmate’s blogs in order to provide an efficient way to provide feedback and critique one another.

Reflection of Learning: I enjoyed this lesson very much because once I began exploring Feedly and learned how to use RSS to bring information to me instead of looking for information, I felt that I had access to a wealth of knowledge that I had never felt before. I found myself using Feedly so much throughout this week to plan and obtain ideas for my lesson because I had so much information, that I was interested in, at my fingerprints.  What was difficult was trying to go through the mental process of simplifying and explaining RSS to my students. I realized after trying to put it into words, that this was much better learned through experiencing it first hand, just like I had done. Therefore, I included time in my lesson plan for the students to use Feedly to explore their classmates blogs. If I had more time I would like to develop this lesson into a unit to specify what my students will be blogging about on a monthly basis. Currently, we do monthly projects, but I would really like to make them all technology related so they can be put into their blogs. Therefore, I plan on developing some new projects to further extend this plan. Using Feedly as the feed reader to access RSS is something I am definitely going to incorporate into my classroom this coming school year.

Artifact: RSS in the 4th Grade Classroom

Project #1: Static Multimedia Instruction

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Artifact Introduction: For our first project in my multimedia class, we were to create a static multimedia tutorial. This project is a tutorial that uses various medias, in this case, graphics and texts that are static or immobile. I decided to create a Google Drive Tutorial for my fourth-grade students to use at the beginning of the school year.

Learning Objective: After viewing the tutorial, students will be able to access Google Drive and create folders within it.

Design Notes: First, I decided to create a Google Drive tutorial because this is something that students introduced to in fourth grade at my school and have struggled with in the past. Having a tutorial will guide them whenever they need it, even if I am not available to help. To create this tutorial I used the program Clarify-it. This program is very user-friendly, allowing users to insert screenshots, images, text, and an assortment of other shapes & then manipulate all of these, to create a valuable, personalized, document. I then went through the process of accessing and creating folders in Google Drive myself taking screenshots after each step. This experience was very eye-opening because I realized that there were so many steps that students have to follow, and when unfamiliar with these steps, a lot of guidance is needed. After ordering the screenshots and cropping the ones that did not require a full screen, I organized the document by numbering and titling each screenshot. I wrote text to go along with the screen shots ensuring that it was short, concise, yet clear enough for fourth graders to follow. I placed the text in green boxes that are easy to see, with red arrows to clearly point to what the text is referring to. Finally, I went through the tutorial several times making minor changes to ensure that it followed the multimedia and contingency principles we have learned.

Principles: This project demonstrates the multimedia and contiguity principles. The multimedia principle asks graphics to be relevant to the instructional purpose. This principle also states that “visuals, as well as words [need to be] planned together” (Clark and Mayer, 2011, p.71). This ensures that learners are leveraging dual channels to engage in active learning by connecting new information to prior knowledge. The contiguity principle goes further to ask for both the graphics and text to be organized in such a way that they are within close to one another, which eliminates the need for the learner to waste cognitive processing. In this project, both principles are demonstrated with graphics and text planned together and nearby one another. Overall, this was a well-designed tutorial on how to access and create folders within Google Drive demonstrating the multimedia & contiguity principles.

Project: Google Drive Tutorial