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Friday, August 20, 2010
Video Reflection
The process of making our "Revolutionizing Education Through Technology" video was very helpful but kind of stressful. I first imagined that it would take much less time to make a video, like 5 min to make a 1 min video. Turns out to be more like an hour for a minute. At least...
I was able to gain a decent proficiency within the span of 3 days (kind of like 0-45 in 10 seconds). I don't know all the tricks, but I was lucky enough to create our video on my computer, so I became fluent in importing, cropping, splitting, voicing over, and adding music clips to our video shots. It was also great to develop my Jing skills during that time, necessary for my video. I liken this project to my podcast, which forced me to apply what I've learned and add my own two cents by troubleshooting. These kinds of hands-on experiences were the best part of this class, and they have given me tools that I will remember long after this class is over.
For me, this was the most inspirational project of the class - it required us to synthesize our classroom and tech knowledge into one coherent set of beliefs, share that with our peers, and collaborate to publish a meaningful representation of those beliefs. The group part turned out to be a blessing for us because long hours of staring at a screen were interrupted with uncontrollable laughter. Although I had some "backseat typers" at times (particularly when it was time for second lunch), this proved to motivate our communication skills to better the whole group's effort to be efficient with our time. All in all, I appreciated the project very much, and envision myself encouraging this kind of project in my classroom (when possible).
I was able to gain a decent proficiency within the span of 3 days (kind of like 0-45 in 10 seconds). I don't know all the tricks, but I was lucky enough to create our video on my computer, so I became fluent in importing, cropping, splitting, voicing over, and adding music clips to our video shots. It was also great to develop my Jing skills during that time, necessary for my video. I liken this project to my podcast, which forced me to apply what I've learned and add my own two cents by troubleshooting. These kinds of hands-on experiences were the best part of this class, and they have given me tools that I will remember long after this class is over.
For me, this was the most inspirational project of the class - it required us to synthesize our classroom and tech knowledge into one coherent set of beliefs, share that with our peers, and collaborate to publish a meaningful representation of those beliefs. The group part turned out to be a blessing for us because long hours of staring at a screen were interrupted with uncontrollable laughter. Although I had some "backseat typers" at times (particularly when it was time for second lunch), this proved to motivate our communication skills to better the whole group's effort to be efficient with our time. All in all, I appreciated the project very much, and envision myself encouraging this kind of project in my classroom (when possible).
Thursday, August 19, 2010
iMovie in the 21st Century Classroom
iMovie is a great tool to utilize in the classroom. Much in the same way that students could express themselves creatively with digital storytelling, iMovie presents itself as a user-friendly way to use video in order to publish your work. I can attest to this because my group was able to create a 7 minute video within the span of 3 days - not what I would have expected to be able to do 3 days ago. There are 10,000 options to customize your own story in iMovie, including uploading a digital story you've already made (which is true in our case). Importing and cropping audio and video files, as well as inserting text is easy as 1,2,3.
The M.A.T. program thus far has emphasized the importance of our interest when it comes to learning. For me, I find the outdoors incredibly interesting, particularly the uses of plants. Though I would be a 20th Century educator (sage on the stage) to suggest that my students should feel the same. For me, I realize and want to encourage a diversity in the classroom - in terms of demographic, skill set, knowledge base, but also interest. If a student in my bio class is interested in massage, then I want him/her to relate that to fascia energy transmission or muscular anatomy. If another is curious about food, then I'd ask for an edible botany project. Whatever it is that interests them, I will find an analogy that has to do with life (bio), and I'm here to help them learn in whatever way suits them. For many students, a visual component is necessary (including me).
I want my students to excel in what makes them excited, and then have the tools to share with their colleagues (myself included) what they've learned. iMovie is one of these tools, one that opens new horizons for students, and I will suggest it where ever possible. Some uses of iMovie would be to publish student research projects (individual or group), make a mid-year class video, or even create a tutorial of what my class was like for the next years prospective students interested in my Environmental Science/Bio/AP Bio class. iMovie has unlimited potential, like the minds of students, and I will encourage both to realize that potential.
The M.A.T. program thus far has emphasized the importance of our interest when it comes to learning. For me, I find the outdoors incredibly interesting, particularly the uses of plants. Though I would be a 20th Century educator (sage on the stage) to suggest that my students should feel the same. For me, I realize and want to encourage a diversity in the classroom - in terms of demographic, skill set, knowledge base, but also interest. If a student in my bio class is interested in massage, then I want him/her to relate that to fascia energy transmission or muscular anatomy. If another is curious about food, then I'd ask for an edible botany project. Whatever it is that interests them, I will find an analogy that has to do with life (bio), and I'm here to help them learn in whatever way suits them. For many students, a visual component is necessary (including me).
I want my students to excel in what makes them excited, and then have the tools to share with their colleagues (myself included) what they've learned. iMovie is one of these tools, one that opens new horizons for students, and I will suggest it where ever possible. Some uses of iMovie would be to publish student research projects (individual or group), make a mid-year class video, or even create a tutorial of what my class was like for the next years prospective students interested in my Environmental Science/Bio/AP Bio class. iMovie has unlimited potential, like the minds of students, and I will encourage both to realize that potential.
Podcast Usage
I would allow students to explore their ideas, and publish their work with podcasts. They could encourage some linguistic or musically inclined students (from Gardiner’s MI’s) to publish their ideas - either by adding some rhythms or hearing what their sentences sound like.
I really suggest linking onto the “really BAD example” of a podcast from New Zealand -it’s really funny, and shows one way that students can use this in an environmental science class (as well as how NOT to use it...)
I really suggest linking onto the “really BAD example” of a podcast from New Zealand -it’s really funny, and shows one way that students can use this in an environmental science class (as well as how NOT to use it...)
Wednesday, August 18, 2010
Alcohol Fuel Re-discovery
I want all of you to check out this link and tell me what you think on your blog...
scottish whiskey fuel
scottish whiskey fuel
Where do we look for Genus names?
Don't we have to find the genus name for the Asteraceae plant we identified today? I forgot the link that he gave us to look that up...
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