Making History Come to Life

Levin, H (2003). Making History Come to Life Learning & Leading with Technology, Vol 31 Number 3

The article "Making History Come Alive" outlines the process by which students use digital media to create greater significance surrounding the events they study in their history classes with the hopes of then making their projects accessible to others. By allowing students to connect to content outside of the classroom they are afforded the opportunity make real connections between ideas and contribute to a common information source by submitting their work online.

As an educator I would hope to be able to utilize a similar program in which students could take charge of their own learning experience by playing an active role in the process of gathering data, conducting interviews, and creating a medium by which their peers could view and critique it. The article outlines the requirements for a successful project and notes that "first and foremost is to choose an initial topic that you and others will be passionate about" (Levin 26). A possible topic that I may choose, and would be appropriate for the area, could be the experience of living in a border community, which would be an experience all students could relate to regardless of their gender, race, or class status. I would encourage the students to go out into the community and conduct interviews with people such as migrant workers, border patrol officers, local business owners, coyotes, the minutemen, etc. in order to obtain multiple perspectives on the issue. I may also have a border patrol officer come and speak to the class along with perhaps an activist for immigrant rights in order to equally represent each side of a heated issue. Granted, the students would have to be a little bit older in order for this process to be feasible and appropriate.

Students would be required to submit their interview questions before conducting the interview in order to ensure their effectiveness and appropriate intent. They would then be set free to document the interviews both on film and possible on a recorder. After the students had interviewed two or three people I would ask them to put together a small (very simple) documentary style film which would, at the most, require them to transcribe the interview and edit the footage so that it transitioned smoothly between the 2-3 interviews, nothing too fancy. The intent of the film would be to express their own point of view regarding the matter through use of camera and editing techniques (which could even include narration).

The article claims that Apple’s Quick Time Pro allows students to create more short film clips, however I am more familiar with Apple’s iMovie and thus I would feel more comfortable using that program. Students would upload their film onto the computer at which point they would begin the editing process by cropping certain segments of the footage in order to create an overall professional feel and express their vision through use of editing effects.

Once students have completed their finished product I would have a “film festival” in which we would view all of the movies and discuss them afterwards in order to solidify any thoughts or concepts surrounding the movies and the topic. I would also encourage the students to reflect on the process and how it either clarified certain concepts for them or perhaps how it made the information in class more applicable, etc.

I would hope that through this process of extending the learning outside of the classroom that students would be able to make a more direct connection between their world and the one they study in school, hopefully proving they are synonymous. The material could be tied to a social studies or even to an economics class or California History unit. By witnessing first hand the accounts of various members of the border community the students could build relationships and connections that would allow for emotional involvement in the project, which would ultimately improve the quality and power of their intended message.

Digital Storytelling

  

Bull, G. &  Kajder, S. (2004). Digital Storytelling in the Language Arts Classroom. Learning & Leading with
 Technology    Volume 32   Number 4

 The article titled “Digital Storytelling in the Language Arts Classroom”
outlines what Joe Lambert refers to as the “seven elements of effective
digital stories” that are used in creating comprehensive story lines using
digital media with the hopes of making the information applicable to the
projects that the readers, such as myself, have undertaken.

 The first element that the article covers is point of view, which attempts
to make a clear distinction between scholarly writing and digital
storytelling by emphasizing the desire for the latter to draw the readers
in as they identify with the personal and emotional feel of the piece.
Thus, writers are encouraged to speak in first person as they recount
their own experiences and attempt to incorporate their own points of view.
For the digital story project that I am currently working on I will use
point of view by incorporating my own sense of humor and personal beliefs
into the short story in order to give the audience a strong sense of who I
am as a person and make the overall feel of the project more personable
and familiar.

 The second element of effective digital storytelling is a dramatic
question which involves leading up to a point of climax in which the
reader is fully engaged as they prepare and search for the moment in which
the dramatic question is answered.  In the case of my story I will attempt
to have the audience wondering whether or not the main character will
finish his task in time and whether or not he’ll make the same mistake as
before.  I’m hoping to accomplish this by utilizing dramatic effects
during the filming process such as quickly alternating between frames in
order to emphasize comparison and build suspense between two
interdependent actions.  For example, there is a scene in which the main
character must decide whether or not he’s going to do the extra homework
he has been assigned or instead go surfing and avoid responsibility.  In
order to create the dramatic question I plan on alternating back and forth
between shots of a stack of homework and a surfboard which is meant to
indicate that an important decision is being made that will affect the
outcome of the story.

The third element of digital storytelling is emotional content in which
viewers can identify with the characters and storyline on a very human
level by associating certain actions and outcomes with the physical
reactions through which these emotions are manifested.  Throughout my
story there are instances in which the audience should identify with the
pain, frustration, and sense of accomplishment that he characters feel as
they attempt to complete their task.  However, I’ve also framed these
emotions within a humorous context so that the overall effect produced by
the film is light-hearted.  I do not want to scare students into making
good decisions; rather, I want to show them the real benefits of being
conscious of one’s own actions.

 The fourth element of digital storytelling is economy.  This term refers
to the limiting requirements that storytellers often face in their effort
to write a comprehensive short story with a given amount of time and
resources.  The purpose of this is to ensure that those perfectionists out
there eventually come up with a finished product as well as is meant to
help as it “sharpens the focus of the story, requiring the writer to
decide what is essential to the story” (Bull 48) so as to better
communicate the message of the story.  In regards to my own story, the
fact that there are due dates and revision processes required for the
finished product exemplifies the element of economy incorporated into the
project.  Ultimately I will have to decide what material will be cut out
of the initial storyboard so that I can meet the time requirements for the
film.  This process goes hand-in-hand with pacing, which is the fifth
element of storytelling.  Pacing requires storytellers to find a balance
between a stable and varying speed at which events in the film unfold.
The goal is to avoid monotony while also retaining most of the original
storyboard so that the audience is not bored by the film nor do they
become confused as large gaps in the story make it difficult to maintain
connections between the concepts and ideas that form an overall
comprehension of the intended message.  I will attempt to maintain this
balance by varying the pace of the movie yet avoiding scenes that deviate
from the intended plot.

 The sixth element of storytelling is the gift of your voice, which
emphasizes the use of dramatic intonation and personal mannerisms in
storytelling so that the attention of the audiences is captured and
viewers continue to pursue the moment in which the dramatic question is
answered.  Although my story is not narrated, I feel that the personal use
of voice by the actors will sufficiently capture the effect of stringing
the audience along with dramatic intonation, pitch, and inflection, all of
which will also identify and reinforce the intended emotion of the scene.
For example, when the main character is frustrated about having to do more
work he will speak as though he is upset, confused, and anxious all while
incorporating accompanying gestures that accentuate the intended feel of
the scene.

 The seventh, and final, element of effective digital storytelling is
soundtrack, which performs a very similar function to the use of voice in
gestures in that it is meant to underline and accentuate the various
emotions expressed throughout the film.  I have yet to compose a
soundtrack for my short film, however I plan on using short sound bites
that reflect the pace of the movie and the emotional happenings within
each scene.  For example, the scene in which one of the main characters is
rushing to class in order to submit her project on time and right ahead of
her there is a banana peel on the ground may require a faster paced sound
bite accentuated by an anxious feeling in order to fully illustrate the
significance of the scene.

 I feel that confident that by incorporating these seven elements of
digital storytelling into my short film the finished project will be
comprehensible and will allow the audience to identify with, and learn
from, the intended message of the story.

Digital Video Goes to School

Hoffenberg and Handler (2001). Digital Video Goes to School Learning & Leading with Technology, Vol 29 Num 2

Teachers are constantly searching for new mediums to use in their classroom in order to excite students and motivate them to explore new ways of approaching the subject matter. By incorporating digital media into the curriculum teachers allow students to adopt a more hands-on approach to not only learning the material, but also to how that material is presented to their peers. One form of digital media that is becoming ever popular in schools is that of the digital camera. As students are encouraged to take-on the movie making process they learn how to investigate, edit information, and become more familiar with the use of certain forms of technology which helps them to build a knowledge base centered on future applications of information. As these technological resources become more available to students it is vital for instructors to consider and promote their use.

1) Some of the specific skills that students develop during the process of making a video are:

a. Technical skills involving the use of cameras, computers, and editing programs.

b. Visual literacy skills

c. Higher level thinking skills – students must synthesize information so that it supports the point they are trying to make as it pertains to the subject matter. (Hoffenberg)

2) Some of the formats that are commonly used by students in classroom projects include:

a. Video newscasts- allow students to simulate a news report in order to present their material.

b. Documentaries- students give in-depth analysis and background on their topic.

c. Infomercials- students can present their topic through use of a quick and humorous advertisement.

d. Video clips for a webpage for multimedia presentation- students adopt a more professional approach to communicating the information by use of advanced skills. (Hoffenberg 11).

3) Many of these formats incorporate curriculum characteristics such as:

a. Emotion/Memorable Experiences-Immigration project from LA school.

b. Heritage or Culture- Documentary style project

c. Change over time- Transformation of Monarch Butterfly from Texas school.

d. A process/phenomenon in nature- Weather report or step by step process.

e. A process slowed frame by frame in order to better understand it- Plant growth, Solar orbit, etc.
(Hoffenberg 11-12)

4) The guidelines for the use of digital video are meant to ensure that students get the most out of using visual media as a way of communicating information. Keeping this goal in mind, teachers should first plan the curriculum by considering topics that are most relevant or interesting to the students. After the students have chosen their topics, the lesson should allow for a quick tutorial on movie making that teaches students how to use the technology as well as how to effectively communicate their information by considering “the audience and purpose and spend[ing] time planning and storyboarding” (Hoffenberg 14). Students must also “consider the relationship between visual communication and the content as they organize their work” (Hoffenberg 15) so that the content is relevant and engaging and incorporates auditory cues and shot that influence certain emotions in the viewer so as to reinforce a critical point. After the planning stage is complete, students can begin to shoot footage and experiment with ideas, keeping in mind that flexibility is key to polishing the concepts they came up with in the planning phase of the project. Once the footage has been shot, students will then edit the material while keeping in mind how the audience is going to interpret the information based on how it is presented. It would prove helpful to also give a quick tutorial on the editing process and expose students to various editing programs that will make the job easier yet engaging.

In Search of Appropriate Usage Guidelines

Volume 29, Issue 2, Page 50 by Mary McNabb. Journal date: 2001.

Two issues that are raised in text center on the appropriateness of technology in regards to it being a necessity for children in a modern day, complex society as well as the amount of exposure children have to it on a daily basis and what effects it has on their physical and social/mental health. Research says that although the use of technology can be beneficial for children, it can also take away from “physical and social activities that aide healthy child development” (McNabb 52), especially when technology completely replaces social and physical activity at which point children may suffer from depression and/or physical health problems. On the other hand, it has been recognized that familiarity with various forms of technology is becoming an absolute necessity for children as they are be expected to utilize it in everyday life in order to be successful in our modern day society and thus their exposure to it is critical in ensuring their ability to perform these functions. In response to these impending health threats, the author suggests limiting the amount of time that children spend using certain forms of mass media (internet, television, movies, etc.) not only so that they are allocated proper time for social interaction, but also so that certain physical health problems can be avoided (straining of the eyes, weight gain, etc.) Also, content should be evaluated thoroughly so that students are not exposed to what is deemed inappropriate by most social standards. In an effort to ensure the appropriateness of content, the Children’s Internet Protection Act took effect in 2001 and served as a way to enforce the proper use of technology even though many consider it to be ineffective as well as a violation of the First Amendment. The act mandates that “’public libraries receiving e-rate discounts or funds under the Library Services Technology Act implement and enforce technology protection measures to block obscenity, child pornography and material harmful to minors’” (Johnson, 2001 p.2). As a future educator it is necessary to be familiar with this piece of legislation in order to structure curriculum that not only involves appropriate technology but also appropriate web pages, videos, music samples, etc. so as to properly address the developmental level at which the student may be. Thus, what is deemed appropriate for one student may not be so for another student depending on their level of social and psychological maturation. As instructors recognize the varying degree of their students’ developmental levels they can proceed by creating a curriculum that is sensitive to these different stages of growth and learning.

Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software by W. McKenzie, W. Published in 2003. Learning &

There are many considerations that are necessary to be made when determining the quality and appropriateness of software in the classroom, most of which should be taken from a student’s perspective. The article mentions the theories of Gardner’s MI and Bloom’s Taxonomy in a effort to emphasize the importance of evaluating software in its ability to address all levels, modes, and styles of learning so that all students are provided with the opportunities to learn in a way that is conducive to their learning style. Thus, when evaluating software the following criteria should be considered: Contains exercises that promote higher order thinking, allows multiple intelligences and styles of learning to be effectively addressed, parallels with the curriculum, there are visual, kinesthetic, and auditory stimuli within the programs, contains multiple strategies for navigating through program, etc. Although the program is ultimately for the students’ use it is of equal importance that the program also accommodates instructors with easy manuals, lesson plans, and alternative lessons that cater to multiple intelligences or disabilities within the classroom.

In my opinion, the aspect of software that should be evaluated with the utmost consideration would be the effectiveness of its ability to address the learning styles of all students (Gardner’s MI and Bloom’s Taxonomy) and their levels of thinking because in theory the rest can be created or structured by the teacher whereas if the program fails to adequately challenge students by offering them multiple means to the same end, the instructor has little, if any, use for the program and can create their own lesson plan that will do a better job. The emphasis here is multiple perspectives, and when they are not considered then students are forced to create an understanding of curriculum rather than use their natural ability to comprehend and structure the concepts taught to them. Thus, programs should include auditory, visual, and even kinesthetic modalities for their users so as to allow all learners to benefit from the tasks set forth within it.

Software is able to address multiple forms of intelligence by asking that students solve problems, assess their work, and create their own process that simulates a certain problem that can be solved using multiple approaches. In solving problems students use their strengths to find a multitude of solutions to any given problem or task (so long as the program allows for it). The assessment of programs, problems, and their own work gives students the chance to use communication as a means of determining their own level of understanding (metacognition) as they utilize interpersonal and intrapersonal skills. Simulation requires that all forms of intelligence are utilized as learners become creators and use their own abilities to create problems to which there exist multiple solutions. Simulation also allows students demonstrate the level of mastery of material that allows them to “teach” the material to other classmates.

The website “Multiple Intelligences” speaks on the importance of utilizing natural ability in regards to schooling and working not only for children and adolescents but also for grown adults. The site claims that just as students learn better when they use their inherent ability to approach certain tasks, adults too perform better in the workplace and feel as though their work is more meaningful or rewarding if they are able to perform tasks that require the use of their natural abilities. The author of the site claims that “the theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools,” and the same goes for work environments.

http://www.thomasarmstrong.com/multiple_intelligences.htm

A site that I found to be interesting in regards to multiple intelligences is “Humor and Multiple Intelligences” which stresses the importance of humor and how it relates to psychological, social and physical well being and development as well as how it can be incorporated into the daily lesson plans so that it addresses all eight forms of intelligence. Linguistic intelligence would allow for jokes and anecdotes, math can become less stressful for students if the word problems involve funny stories, asking students to act out certain situations or concepts allows for kinesthetic humor, and so on. I found this to be interesting because I wondered how a good sense of humor would be classified within the eight intelligences being that is seems to be an inborn skill that some people possess in that they naturally see things in an absurd, funny, or witty way.

http://www.newhorizons.org/strategies/mi/dickinson_humor_mi.htm

WebQuest: Treasure Hunts for Better Reading

Richards, P., & Royer, R. (2005, November).

Treasure hunts for better reading. Learning and Leading with Technology, Vol 33 No 3.

http://www.iste.org/Template.cfm?Section=November13&Template=/MembersOnly.cfm&ContentFileID=2083.

Model Overview

The four main sections of the revised Treasure Hunt model aim to more effectively focus the assignment toward a “big question” goal that ties all of the information together as well as address the various levels of questioning that students should be comfortable with. The new model goes as follows:

Understanding Statement: The Understanding Statement is meant to introduce the topic to students as well as should be the overall understanding that they take away from the assignment. The statement is typically 1-2 sentences long and should reflect the purpose of the assignment.

Introduction: The following section is the introductory paragraph which naturally grabs the attention of the student. An effective introduction will not only inspire the student to engage themselves in the assignment but also provide them with precise yet thorough instructions on how to complete the task at hand.

Questions: In previous design models for treasure hunts the questions had typically lacked the challenging aspect that students not only need but crave. Hence, the new model utilizes a variety of question formats so as to address all of the levels of higher order thinking that students must use to make connections in the text/media and solve complex problems. The questions should worded by targeting the reader’s instructional reading level in order to ensure comprehension and avoid misinterpretation of the text. The levels of questioning range from finding concrete facts in the text to drawing conclusions based on background knowledge and critical thought procedures.

Putting it all together: The last section of the model attempts to combine all of the information and insight that the students have gathered throughout their exploration of the material with the hopes of creating the “bigger picture”. The most effective way to assess this comprehension is to assign one last task that requires the students to apply what they have learned in order to generate a solution.

The instructor must guide students through all parts of the hunt, however more so before and after the assignment so as to avoid confusion as well as to solidify the newly discovered concepts in the students’ minds. During the hunt it is more beneficial for the eager learners to be given a little freedom to explore and generate their own opinions based on their findings. This is not to say, however, that students should not be encouraged to discuss their findings with each other. In fact, discussion will reinforce the validity of claims they make and will improve their overall understanding of the material as they summarize and use multiple strategies to come up with solutions.

Levels of Questioning

As mentioned before, the questions in the hunt act as a guide by which students will not only better understand the material but better understand their own thought process by utilizing different levels of critical thought.

Right There

The first type of question is a right there question which requires that the student finds the answer within the text. A right there question is meant to serve as a basic tool for text comprehension in which answers are literal and do not require critical thinking, only identifying. An example might be: Based on the reading, determine what types of foods Native Americans included in their diet.

Putting it Together

The second level of questioning is termed putting it together and requires a little more effort on the student’s part as they must consider multiple examples from the text when developing an answer. Thus, the task still requires literal information yet insists that students use more than just one example from the text in order to create a coherent answer. An example might be: Write a short summary of the events leading up to the Civil War in the United States.

Author and Me

The third level of questioning is author and me which asks that students combine their understanding of the information in the text with their own background knowledge and experiences in order to formulate a thoughtful response. Thus, students must infer their answers being that they cannot be found directly in the text. Answers are also typically more opinionated. An example might be: After learning about the events leading up to the Civil War, what would you have done if you were Abraham Lincoln?

On My Own

The highest level of questioning is on my own reasoning in which students use the information in the text in order to generate opinions, generalizations, and draw conclusions based on their schematic reasoning and previous knowledge. This level of thinking requires analysis, foresight, and consideration of multiple perspectives and possibilities. An example might be: Determine whether or not Abraham Lincoln’s decision to emancipate slaves was for moral, political, or economic reasons and how this proclamation played a key role in the struggle for equal rights.

Webquests in the Middle Schools

I found a scholarly article that discussed the benefits of Webquest in middle schools due it having a structure that requires students to “consider and apply concepts in various subjects to their everyday lives” (Watson) which ultimately assigns their learning a great value. As students become engaged in the process they are interested and thus motivated to learn and complete the assigned tasks; not to mention the Webquest structure allows students to “bridge the gap between school and ‘real world’ experiences” (Watson) so as to reinforce the relevancy of their knowledge and its application. The article also mentioned that Webquests can range from short to long term depending on whether or not they are to be used for a daily lesson or for guiding an entire unit over a span of a few weeks. Both uses allow students to develop their ability to use the internet for research purposes which Webquest advocates by allowing students to utilize various levels of research tools. The final benefit noted in favor of Webquest was that collaborative efforts promote a learning that allows students to create their own interpretations and understanding of the material which allows for “an ever-expanding range of educational possibilities for our students” (Watson) as their newfound knowledge is constantly being restructured and reinforced.

Citation

Watson, K. L. (1999). Webquests in the Middle School [Electronic version]. Meridian,

2(2). from Google.

Project-Based Learning

Visualize, Visualize, Visualize: Designing Projects for Higher-Order Thinking
By Pearl Chen and Dianne McGrath


McGrath, D., & Chen, P. (2004). Visualize, Visualize, Visualize [Electronic version]. Learning and Leading with Technology, 32(4), 54-57. from www.iste.org


1) By combining some of my experiences in the classroom with the information that the authors of the article have expressed I believe that some ideas for promoting PBL within curriculum would heavily emphasize previewing, viewing, and reviewing hands-on assignments in order to reinforce higher-order thinking and comprehension. Before beginning the lesson it would be effective for teachers to first create a visual model of how the assignment should be completed, whether by demonstration or on an overhead projector, etc., while scaffolding and guiding students toward those correct answers yet still allowing for students to do their own inquiry. At the same time the instructor may ask that the students note their previous knowledge of the subject or concept and then compare that to their findings in order to understand where they lacked a correct understanding. This idea of previewing gives extra attention to those students who have difficulty visualizing a certain process as well as allows them to reflect on the their prior and existing knowledge in order to fill in gaps in their comprehension. Students can also interpret the information they learned by using graphing software so as to organize and possibly present data. At this point students should be working collaboratively and possibly taking on certain group roles or responsibilities for the material so as to promote discussion of ideas as a way of addressing foreign knowledge difficulties that may exist. When the assignment is finished students should spend time reflecting on what they have learned as well as should receive further scaffolding from the instructor in that reflection.

2) Essentially Project-Based Learning focuses on allowing students to learn through active engagement in hands-on projects that provide opportunities for learners to work collaboratively as they use inquiry and reflection to solve problems and improve their schematic reasoning. In a classroom PBL may translate into placing less emphasis on individual, textbook-based learning and instead focus more on allowing students to work together in groups in order to learn through action and reenactment. An example of PBL would be assigning students who are studying geometry a project focused on architecture in which they must build a model structure out of popsicle-sticks while at the same time keeping track of measurements and equations used to create this stable model that can support a certain amount of weight. They could also incorporate the use of technology by recording data and researching information on the art of architecture (the instructor may ask that the model be a representation of a certain style of architecture about which the students can present). This project would require students to work collaboratively and reflectively in order to complete the assignment while applying geometrical concepts to real-world situations, thus making it relative to their own lives.

3) Higher-Order Thinking requires students to hypothesize, synthesize, create rules, and utilize previous knowledge in order to make connections between concepts or processes in an attempt to solve problems and construct a personal understanding of the material as opposed to simply reciting information or completing a worksheet assignment. An example of higher-order thinking would be instead of reading about classifications of sea creatures, students could learn about classification systems by forming groups and grouping toy models of sea creatures by whichever characteristic they so choose and then allowing other groups to determine which characteristic was considered when making the classification (i.e. size, color, what they eat, etc.) This activity allows students to take an active part in learning about classification systems by applying it to a hands-on activity and working collaboratively.

4) Why Do Project-Based Learning?(2001) Retrieved September 6, 2006, from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html.

The article titled “Why Do Project-Based Learning” discussed the benefits of placing the focus more on students than on teachers in regards to learning. By allowing students to be involved in their own learning they are able to better recognize their own learning style and use it to more effectively arrive at solutions. The article also gives a quick run-down of The Challenge 2000 Multimedia Project and the features of it that are promoted in PBL such as: collaboration, student direction, use of multimedia, and real world connection.

Why Is PBL Important?(2005) Retrieved September 6, 2006, from
http://www.edutopia.org/modules/PBL/whypbl.php

The article Why Is PBL Important? discusses the reasons as to why project-based learning more adequately prepares individuals for the real world by promoting teamwork, the use of technology, and the desire to solve complex problems. The article also makes a case for easier evaluation of student progress with documentation of independent work as well as by group observation which allows to the teacher to better understand the child as a person and thus can predict learning strategies. On a final note, the article claims that because students are taught to think independently and to use inquiry that they will ultimately become lifelong learners with a desire to continue learning outside of the classroom.