Evaluation matrix – Movie Maker

Evaluation Matrix

Name of teaching resource

Windows Movie Maker

Weblink

Free download to a computer at the following link:

http://www.windows-movie-maker.us/?gclid=CLmowOfj_sQCFU0HvAod-aoALg

Who should this digital teaching resource be used with?

Students’ in year five to seven would be most suited to use Movie Maker. It could be used with lower grades however it may require greater tuition and instruction.

Teachers’ could also use Movie Maker as a digital teaching tool.

How should it be used?

Movie Maker gives students a creative tool to showcase a research assignment. As (Albany.edu, 2012) explains that “students are able to demonstrate their knowledge in a subject area in a fun and creative way”. Movie Maker could be used in the Media Arts of the Australian Curriculum by using this technology to make presentations to shape points of view (ACARA, n.d.).

Which subject or learning area would it be most appropriate to use in?

The science and arts, in particular media arts, subjects in the Australian Curriculum would be most appropriate area for using Movie Maker.

Identify the strengths of this teaching resource

“Research has shown students are more likely to be engaged in meaningful learning when they are able produce and share their own learning artifacts” (Albany.edu, 2012). Movie Maker provides an opportunity for the student to present their material in a creative engaging way. It is free and easy to use for both students and teachers. Your presentation is able to be shared through the majority of social media forums.

Identify any weaknesses of this teaching resource

It is difficult to identify a weakness with Movie Maker, although I had some minor challenges with cropping music to suit the timing of the images or video.

Explain any ideas you may have for further use of this teaching resource

The teacher may use this software to do visual presentations for events such as sports days or camps. Movie Maker is also a versatile product that could be adapted to any form of presentation which may aid those students who are shy or have difficulty with oral presentations.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Arts/Media Arts. Retrieved from http://www.australiancurriculum.edu.au/the-arts/media-arts/curriculum/f-10?layout=1#level5-6

Albany.edu. (2012). Movie Maker as an instructional tool – Unit 1. Retrieved from http://tccl.rit.albany.edu/knilt/index.php/Movie_Maker_as_an_Instructional_Tool_Unit_1

Advertisements

Movie Maker – a digital teaching resource

windows-movie-maker-2012-08-535x535

Movie Maker is a video editing software which allows students’ to present their images and video and allows them to add voice overs, music and more.

Here is an example I have created to demonstrate how a student may use Movie Maker to complete a year 6 project for this science strand.

movie8

Add images, text, a voice over and music.

movie3

movie2

Add transitions and special effects for a professional video.

movie5

movie6

Find more information at http://www.windows-movie-maker.us/?gclid=CPGH58XP_sQCFUcJvAodYoAACA

References

Australian Curriculum, Assessment and Reporting Authority. (n.d). Science [image]. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level6

Softonic.com. (2015). Windows Movie Maker [image]. Retrieved from http://screenshots.en.sftcdn.net/en/scrn/3350000/3350289/windows-movie-maker-2012-08-535×535.png

Evaluation matrix – VideoScribe

Evaluation Matrix

Name of teaching resource

VideoScribe

Weblink

http://www.videoscribe.co/

Who should this digital teaching resource be used with?

VideoScribe would be best suited for students’ to use from grade five to seven or by teachers as a digital teaching tool contributing to their technological pedagogical content knowledge by combining technology, pedagogy and content (Howell, 2012, p.30).

How should it be used?

VideoScribe is an engaging alternative to common forms of presenting research or students’ project work.

Which subject or learning area would it be most appropriate to use in?

The science strand in the Australian curriculum would be the most appropriate subject for students’ to use Videoscribe. This would be appropriate for science understanding, science as a human endeavour and science inquiry skills (ACARA, n.d.), however it could be adapted for use in any subject.

Identify the strengths of this teaching resource

Bhaskar (2013) and Saxena (2013) suggests that software such as VideoScribe enhances students’ creativity when producing their presentation. This creates an opportunity for the student to learn about the topic and gain new skills in using technology. It is easy to use for students’ and teachers’.

Identify any weaknesses of this teaching resource

VideoScribe is not a free program. When doing the voice over it has to be done in one continuous recording, unlike Powerpoint which can be done on a slide by slide basis.

Explain any ideas you may have for further use of this teaching resource

A teacher I could use this software to introduce new topics or do any form of presentation.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d). Science. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level6

Bhaskar, S. (2013, July 6). How can technology make a classroom engaging? Retrieved from http://edtechreview.in/trends-insights/insights/418-how-technology-makes-a-classroom-engaging

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South Melbourne Victoria. Oxford University Press.

Saxena, S. (2013, November 14). How can technology enhance student creativity? Retrieved from http://edtechreview.in/trends-insights/insights/750-how-can-technology-enhance-student-creativity

VideoScribe – a digital teaching resource

scribe9VideoScribe is a fun and engaging program that students’ may use to present their work through various subjects within the Australian curriculum.

Here is an example I have created to demonstrate how a student may use VideoScribe to complete a year 6 science project for the science strand below.

scribe7

Firstly choose your images from the selected categories or import from the internet or saved images.scribe6

The student can start creating and editing their information.

scribe1

The student can add narration or music to their presentation.

scribe2

Preview the presentation and save or share it.

scribe3

Find more information at http://www.videoscribe.co/

References

Australian Curriculum, Assessment and Reporting Authority. (n.d). Science [image]. Retrieved from http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level6

VideoScribe. (2014). VideoScribe [image]. Retrieved from http://www.videoscribe.co/

Digital fluency for teachers. Is it important?

51214-Primary-school-student-with-ipad2-51214Is teachers’ digital fluency simply using technology to teach or is it the ability to actually teach the students on how to use it? I think that both aspects are as important as one another, however it will be dependent on the grade level of the student. As a primary school teacher you may be required to teach anywhere from reception to year seven which will have vast differences in how digital technology is taught or used. I believe technology does not need to be taught as a stand-alone subject as it can be beneficial to use in other subjects in the curriculum.

Do teacher’s skills need to be advanced enough to cater for experienced users of technology or can it be as Howell (2012, p. 134) suggests, be more collaborative and peer-supported learning. White (2015) suggests that teachers may have had a pedagogy for many years, however, this is no longer sufficient in a digital world. I believe that digital fluency to me is about life-long learning and adapting my teaching accordingly by continually being abreast of new technology.

stud

White (2015) states that whilst traditional skills are still important, a range of new skills are also required in this digital age, however I believe that any technology that the teacher uses must have purpose. I believe there is no point using technology for the sake of it if there is no educational benefit. Careful selection of the digital technologies is vital as Howell (2012, p.135) suggests the activities must be closely tied to the curriculum with clearly established learning outcomes. Students will seek technology and it is a teacher’s responsibility to be digitally fluent in providing this as long as it supports educational outcomes.

How digitally fluent are you? Take this test.

References

Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity.  Melbourne, Australia: Oxford University Press.

Smith, G. (2008). Teacher cartoon [image]. Retrieved from http://www.techedknow.com/wp-content/uploads/2008/04/cartoon.jpg

White, G. (2013, November 26). Digital fluency for the digital age. Retrieved from http://rd.acer.edu.au/article/digital-fluency-for-the-digital-age

Wikispaces.com.(2015). Incorporating iPads into classrooms [image]. Retrieved from http://edl325s2012.wikispaces.com/Class+2_Team+3

Participation and the digital divide. Teachers’ role in bridging the gap.

The oxford dictionary (oxforddictionaries.com) describes the digital divide as “the gulf between those who have ready access to computers and the internet and those who do not”. It is evident that Australia has low-socio economic areas and students’ in these areas may not have access to digital technology due the costs of computers and internet. 07202011_rich_poor_baby_articleAs a teacher should I be asking who has access to technology at home or is that irrelevant if I can test their skills in the classroom? I think children are inquisitive and if technology is used and taught from reception, children would build confidence in using it regardless of status.

In saying that, is the issue of the students not having access and using digital technologies or is it that the divide actually may be the issue of the teacher? Price (n.d.) concluded that in an evaluation completed by the National Science Foundation that the widest divide was that between classrooms, as some teachers use technology and some do not.

Read more on “How to bridge the digital divide in your school” @ http://www.lehigh.edu/~inexlife/papers/principal.pdf

Technology-will-not-replace-teachers

I found this quote to be insightful as well as validating the importance to me as a future educator to develop my own digital competencies.

Howell (2012, p. 55) discusses that parent’s want the school to bridge the digital divide between what they can afford at home and what they would like their children to have capabilities in. Does this mean that as a teacher I am to emphasis technology in a variety of aspects of teaching? I feel that it is teachers’ responsibility to provide students with an education rich in digital technologies. Whilst the digital divide may always exist for socio economic reasons the one thing I can change is my capabilities in using digital technologies in the classroom.

Williams came to the same conclusion in the below presentation.

References

Howell, J. (2012) Teaching with ICT: Digital pedagogies for collaboration and creativity.  Melbourne, Australia: Oxford University Press.

Kirsch, J. (2012). Technology will not replace teachers [image]. Retrieved from http://1.bp.blogspot.com/-jfAEl9k3ibM/UIRftpfAgvI/AAAAAAAAAIY/MmRSfbG_lV4/s1600/Technology%2520Replacing%2520Teachers.png

The12imam.com. (2015). Rich or poor child [image]. Retrieved from http://www.the12imam.com/en/wp-content/uploads/2015/01/72C5D4C9-B067-42B8-BDE0-F6047AFBBA6407202011_rich_poor_baby_article.jpg

Williams, K. (2011). Bridging the digital divide: How schools can prepare students to be good digital citizens in low socio economic areas. Retrieved from http://www.slideshare.net/williamslibrary/bridging-the-digital-divide-how-schools-can-prepare-students-to-be-good-digital-citizens-in-low-socio-economic-areas-7733844