Mid-Term Reflections...

This course thus far has been a great introduction to educational technology, I have gotten a chance to learn about some new technology tools – Wordle, Blogster and get actual experience with things I have heard of but never used much –blogging, wikis and Photostory. I like hearing and reading about everyone’s perspective depending on what their area of specialization is. I enjoyed learning Photoshop the most and am thinking of some more projects I can use it for. I also liked the digital story lesson and watching everyone’s different interpretation of the Robert Frost poem.
I think the most challenging part, aside from understanding copyright laws, is coming up with creative ideas for the projects. There have been moments when I have felt pretty creatively challenged, and that can be frustrating. Not being in the school system yet, and this being my first semester, I do not always really know how these technology tools would be applied, it is still a bit abstract for me. I do find it useful to always try to connect the technologies and lessons to content standards – to start thinking like a teacher. For the remainder of the semester, I am looking forward to learning about podcasting the most; this will be new for me. Also, perfecting the website and making things look the way I want takes more time than I would have thought; I want to spend time to make it JUST RIGHT.

Robert Frost Digital Story

In class, Olivia and I created this digital story based on Robert Frost's "Stopping By Woods on a Snowy Evening" using PhotoStory.  We found photos online that represented the words in the poem.  We then added the narration of the poem to the photos one by one, and finally we chose some background music. 
I found the project fun, the step-by-step process of PhotoStory pretty easy. I am looking forward to creating my own story and getting more creative.

Inquiry-Based Learning

Inquiry-based learning means active involvement in learning – not just memorization of facts or information.  In inquiry-based learning, students are engaged in activities that help them ask questions, experiment, solve problems and come to conclusions independently and in groups.  I am not teaching yet, so I have not used inquiry-based learning as a teacher.  I have used inquiry-based learning as a student, though I didn’t know the name for it!  Although most of my previous college courses were lecture based, some of the smaller classes I have had there was some inquiry-based learning: experiments, group discussions and projects. 

Inquiry-based learning would frequently be used in my student-centered Library Media Center.  Whether students were learning the library curriculum or lessons in collaboration with a fellow teacher, they would be encouraged to ask questions and explore.  Technology tools, such as web resources and electronic databases are tools students will use for their inquiry in the library media center.  Technology also offers new opportunities for students to create “products” from inquiry-based lesson and projects: digital stories, blogs, etc.  Putting an emphasis on this kind of learning would ensure students develop critical thinking skills; these skills will transcend the classroom and library. From the AASL standards for 21st century learners: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in real life.

What are the implications of copyright issues for educators?

Learning and understanding copyright law can be a quite challenging. Copyright laws are evolving and questions that arise regarding fair use are subject to different interpretations.  Educators are fortunate because "fair use" of copyrighted materials applies to educational use. Fair use is not "the right to steal" but provides four standards for determination of the use of copyrighted material without permission. Teachers and other educators must understand and apply theses standards to ensure they are being compliant.
It is also a good idea for teachers to seek out and use material from the public domain, that is material that does not have copyright, whenever possible. Another implication of copyright is the use of educational software; educators must use software in accordance with its licensing agreement.
Teachers should also be aware of the limits on the amount of copyrighted multimedia material that can be used in educational projects. Educators need to be familiar with copyright laws and should also be prepared for any potential questions that students may ask. It is the responsibility of educators to keep informed about copyright and realize the impact of the copyright on education.

"eTips and UDL"

The "value added" for the uses of technology we have been discussing in class this semester include communicating about individual experiences and learning and publishing information for an audience, like done with blogging. Also creating visual representations, giving students’ the ability to show others about what they have learned in a variety of formats. So far this semester we have seen the potential for using wikis, Wordle, Picnik, Photoshop, or Tableau Vivant to enhance lessons.

The uses of technology go hand in hand with the UDL principles - creating educational goals, methods, materials, and assessments that work for everyone. The UDL guidelines assist in creating curricula that meet the needs of every type of learner. Integrating technology provides ways to enhance the curricula and to individualizing instruction or making it more responsive to student’s interests and learning styles.

Photoshop

I created this picture using Photoshop:

I combined three of my pictures to create this boys in the woods picture. The "magic wand" was the perfect tool to take Hank out of a picture from the beach and Duke off the couch. I used the clone tool to extend the trees to cover up the vehicles that were in the original picture.  Finally I used the "artistic dry brush filter" which adds a painting look to the picture  - which also helps cover up the imperfections.

Photoshop can be fun to use - but can also be a challenge to learn.  There are so many tools and options offered by Photoshop, I spent tons of time experimenting.  I think it would be most useful for older students; for younger students a teacher could create something on there own to generate interest in a particular lesson.

There are many creative ways to use Photoshop in lesson plans: students can use Photoshop to create visual representations of novels or poems, create posters on a variety of topics or even put themselves in historical photos or paintings.