Preparing a video project for the topic, "How does technology change the world?"
The author for the purpose of the video is my 7-year-old first grade son. The dramatic question will be how technology has changed his world, by making comparison and contrast between how information was delivered in the past and how it is being developed in the present. We will also include some of his and his brother’s toys that utilize simple technology.
Emotional content, the serious issue is how does he think technology will shape his future.
The Gift of your Voice – the story is personalized because it is being told from my son’s point of view. I think that through utilizing his voice, rather than my own viewpoint, it offers a fresh perspective told from an actual elementary student.
The Power of the Soundtrack – I will utilize some of their toys as audio clips in the video and perhaps some original music.
Economy - the video will be about a minute long, just enough to give some information without dragging the viewer down.
Pacing – I hope to use some stop action animation along with the narration in hopes of giving variety to the pace.
Tuesday, March 24, 2009
Sunday, February 22, 2009
Digital storytelling, in my opinion, is amazing. I saw a VoiceThread that utilized a map of the world and everyone who commented was able to circle their location. How cool is that? I think that the challenge for elementary school teachers is to keep kids interested in what they are learning, and what are they interested the most in? Technology of course!
Let them study technology in its every implication. How does texting work? IM? How were computers invented? All these things can be found in videos on the web or virtual magazines or other Internet-based research.
The possibilities to utilize technologies such as VoiceThread, SlideShare and SlideCasts are endless. These presentations students create can transcend all the TEKS, including language arts, social studies, sciene and technology. Students can create VoiceThread presentations to help each other with mathematical formulas, explain theories and present their creative work. I would love to see students come up with videos and be able to post them and share with each other.
In regards to my unit plan, the usefulness lies in the name. The unit is all about technology, and what better way to explore the topic than with the use of technology! Not only can they use their imaginations to answer the unit questions, they can use technology to share that information with their peers.
Let them study technology in its every implication. How does texting work? IM? How were computers invented? All these things can be found in videos on the web or virtual magazines or other Internet-based research.
The possibilities to utilize technologies such as VoiceThread, SlideShare and SlideCasts are endless. These presentations students create can transcend all the TEKS, including language arts, social studies, sciene and technology. Students can create VoiceThread presentations to help each other with mathematical formulas, explain theories and present their creative work. I would love to see students come up with videos and be able to post them and share with each other.
In regards to my unit plan, the usefulness lies in the name. The unit is all about technology, and what better way to explore the topic than with the use of technology! Not only can they use their imaginations to answer the unit questions, they can use technology to share that information with their peers.
A VoiceThread Technology-integrated plan
In your own words, define "technology."
"...a VoiceThread technology-integrated plan"
Associated TEKS
TEKS: §126.3. Technology Applications, Grades 3-5.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
The Learner will use PowerPoint and VoiceThread to create a presentation on how technology has affected his or her life.
The Learner will participate with electronic communities and take virtual field trip to research various types of technology to compose its personal meaning.
Timeline for completion:
Week one - introduction to the essential question and general research
Week two- introduction to the unit questions and more specific research. At this point students will form partnerships or teams to complete the assignment. Each collaborative group will create blog to journal their research.
Week three - students begin to synthesize information and plan on their method of transmission.
Week four - students will begin to create production - film videos, write scripts, take photos, create powerpoints, etc.
Week five - students will schedule presentations in class. Last blog posting will reflect on knowledge learned and experience gained. Students will also use a rubric provided by the instructor to critique each other's projects.
As I explore the topic of "How Does Technology Change the World?" I have to say the Internet is the ultimate resource for this topic. All aspects, including blogging, e-mail, video clips, webpages, scholarly journals and more will contain all the information my students need to explore answers to the essential question. As I dig deeper and deeper for more information, it makes me excited to think that I will actually be teaching this unit some day. I can't wait to hear how my students will answer this question and what information they will uncover through use of the web.
How Does Technology Change the World?...
How Does Technology Change the World? - Works Cited
Information gathered from:
Technology and Altruism
“Technology is building bridges between people on opposite sides of the globe, but it is also building ever stronger walls between neighbors. Some people are surrounding themselves with modern technology while paying little attention to the needs of others.” This site has information that really ties back to my essential question, “How does technology change the world?” in a philosophical way, rather than the practical application. Could lead to great student discussion.
The Institute
http://www.ieee.org/portal/site
A non-profit organization, IEEE is the world's leading professional association for the advancement of technology. The IEEE name was originally an acronym for the Institute of Electrical and Electronics Engineers, Inc. It contains scholarly articles on the implications of technology on our world. It also has links to other resources that will enable students to research technological topics and advancements.
Society for the Social Implications of Technology
According to the website, the scope of the society includes such issues as environmental, health and safety implications of technology; engineering ethics and professional responsibility; history of electrotechnology; technical expertise and public policy; peace technology; and social issues related to energy, information technology and telecommunications. I think it is a perfect resource for students researching the essential question in my unit.
IEEE Technology and Society Magazine
http://ieeessit.org/technology_and_society/
This website contains the journal for the Society for the Social Implications of Technology, again another excellent resource for students to research the essential question.
Society for Philosophy and Technology
Founded in 1976, the Society for Philosophy and Technology is an independent international organization that encourages, supports and facilitates philosophically significant considerations of technology. I was so excited to find this site, because it ties in so perfectly with my unit.
Video sources:
ChannelIntel
http://www.youtube.com/user/channelintel
ChannelIntel is where the Intel Corporation shares stories from research to new products, education and social responsibility plus event happenings from around the world.
Nottingham Science
http://www.youtube.com/user/nottinghamscience
What is a scientist's life really like? See behind-the-scenes footage and other material from scientists working across a range of interesting subjects, including physics, chemistry, biology and engineering.
Monday, February 9, 2009
Using blogs in the classroom
This is an aspect of technology that I am particulary excited about. Using blogs in the classroom in place of the traditional writing journal is a great way to fulfill several aspects of the TEKS. Not only will students be writing, their work is being published at the same time (both of which are facets of the TEKS.) Then, they will be incorporating technology into the mix, which is another facet of the TEKS. Let them read and comment on each other's blogs, and there you have a virtual writer's workshop! I love the concept of it, it's so amazing.
Now, they can share their work with friends and relatives all over the world, and receive encouragement from their extended network. I think that they would get very excited and really want to write. We all know kids love to be on the computer, but they may not like to write. This is a great incentive to get them writing and creating! I know some critics say we need to work on handwriting, but there is a place for that in the classroom as well. The important thing is to get them to love writing and blogging is a great platform.
For more info on using blogs in the classroom, check out: http://davidwarlick.com/2cents/
Now, they can share their work with friends and relatives all over the world, and receive encouragement from their extended network. I think that they would get very excited and really want to write. We all know kids love to be on the computer, but they may not like to write. This is a great incentive to get them writing and creating! I know some critics say we need to work on handwriting, but there is a place for that in the classroom as well. The important thing is to get them to love writing and blogging is a great platform.
For more info on using blogs in the classroom, check out: http://davidwarlick.com/2cents/
Introduction to my unit
This is my blog relating to "Technology-Changing the World." It is based on my essential question, "How is technology changing the world?" that will be posed to my students in a unit-based lesson. I think it lends itself well to both inquiry and project-based learning.
Inquiry based in the aspect that the area of technology is very interesting to students today. How does an iPod work? What is a gigabyte? They all love text messaging, what is the technology behind it? Technology lends itself to so many questions that students can work together and use the all-powerful Internet to answer.
It is project-based in the aspect that kids can use technology such as PowerPoint or other multimedia presentations to share the information that they have researched in their inquiry-based learning with their classmates. Who knows, the next Steve Jobs or Bill Gates might be in our classrooms if we just expand their minds!
Essential question: How is technology changing the world? I feel this meets the criteria of
an essential question because it is broad and invites the perspectives of others to be
included to create a greater understanding, as per the information that was contained on
the Intel Education website.
Unit questions:
1. In your own words, define technology.
2. Describe how technology has been used in the fields of science, medicine, and
communication.
3. Distinguish what technological innovation is the most important.
I feel these questions meet the criteria posted on the Intel website, in that they relate
back to the Essential Question, but they narrow the topic down and incorporate Bloom’s
Taxonomy to challenge students to formulate their answers.
TEKS: §126.3. Technology Applications, Grades 3-5.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
Inquiry based in the aspect that the area of technology is very interesting to students today. How does an iPod work? What is a gigabyte? They all love text messaging, what is the technology behind it? Technology lends itself to so many questions that students can work together and use the all-powerful Internet to answer.
It is project-based in the aspect that kids can use technology such as PowerPoint or other multimedia presentations to share the information that they have researched in their inquiry-based learning with their classmates. Who knows, the next Steve Jobs or Bill Gates might be in our classrooms if we just expand their minds!
Essential question: How is technology changing the world? I feel this meets the criteria of
an essential question because it is broad and invites the perspectives of others to be
included to create a greater understanding, as per the information that was contained on
the Intel Education website.
Unit questions:
1. In your own words, define technology.
2. Describe how technology has been used in the fields of science, medicine, and
communication.
3. Distinguish what technological innovation is the most important.
I feel these questions meet the criteria posted on the Intel website, in that they relate
back to the Essential Question, but they narrow the topic down and incorporate Bloom’s
Taxonomy to challenge students to formulate their answers.
TEKS: §126.3. Technology Applications, Grades 3-5.
(6) Information acquisition. The student evaluates the acquired electronic information.
The student is expected to:
(A) apply critical analysis to resolve information conflicts and validate information;
(B) determine the success of strategies used to acquire electronic information; and
(C) determine the usefulness and appropriateness of digital information.
(7) Solving problems. The student uses appropriate computer-based productivity tools to
create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning
experiences;
(B) use appropriate software to express ideas and solve problems including the use of
word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
(8) Solving problems. The student uses research skills and electronic communication,
with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or
mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to
manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of
media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy,
monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
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