* How would you approach another project of this type differently given what you’ve learned here?
This is really hard to say because my students are now in the process of creating their projects and we don't have a final result yet. However, I am very happy with the way that the project has gone up to this point and I don't believe I'd change a thing. The student-lead brainstorm went exceptionally well and the storyboarding has been going fantastic. I'm currently in the process of meeting with the groups to revise their scripts/storyboards and they seem to be understanding my expectations for their projects.
* What are the lessons learned that others might benefit from knowing about?
The success of this project is really dependent on pre-planning. I would recommend the following:
- Making sure you have enough cameras
- Practicing for yourself with the cameras and video editing software
- Creating worksheets to help guide the students through the storyboarding process
- Providing LOTS of examples of good and bad tutorial videos (when they see what you expect, they have a better idea of what they should be working towards)
- Be patient and allow the project to unfold over a few weeks(this isn't something that can be rushed)
* In what ways will you endeavor to do the same project again, and what will you change or not do?
In the future, I would like to have students create tutorials for specific patterns and more advanced processes. It serves as a fantastic learning experience for them. They pay extra close attention to the steps when THEY are the teacher, as opposed to when I am teaching to them. I could have them work individually so that a greater variety of tutorials are created, but I like the fact they are working with a partner because they are bouncing ideas of each other very well. As of right now, I wouldn't change anything about the implementation of the project. (This could change once the videos are recorded and in the editing stages.)
Thursday, April 29, 2010
Sunday, April 18, 2010
TechQuest Project Implementation
March 2010: Students choose which sewing process they will create a video tutorial for...
Here are some sample Sewing Tutorials from the TechQuest Project:
Tuesday, April 13, 2010
CEP 800 Lesson Plan Reflection - Final Project
Lesson Plan Reflection – Karen Milczynski
A brief description of your lesson plan:
The lesson I completed was: “How to fill out a job application.” With today’s highly competitive job market, young adults are expected to know how to fill out a job application independently. Because of the various job application formats, this can be very confusing especially for young adults. The new technology I implemented throughout this lesson was the use of a Smart Board.
Students were shown a brief Power Point presentation which went through the steps involved in obtaining and filling out a job application. Next, we filled out a couple sample job applications using the Smart Board. The job applications were projected and student volunteers came up to the board and filled it in with the appropriate information. Classmates assisted volunteer students if the student needed help or if he/she was filling something in incorrectly. Students were assessed at the end of the presentation and various mini-activities were completed throughout the lesson. (*Note: I did not make any changes to my lesson plan that was submitted in Module 5.)
A brief narrative of your implementation of the lesson:
I implemented my lesson plan with: 12TH grade students in my Independent Living course. Before the day of the lesson, I was able to obtain a Smart Board to get acquainted with the basic features. This was my first time using a Smart Board in the classroom. I was really looking forward to testing it on this particular lesson because I have quite a few students that require special accommodations and others that tend to grasp information quickly.
The lesson was implemented by showing a Power Point presentation first and then completing blank job application templates on the Smart Board. The main focus of the Power Point presentation is to go over the basic ideas and dos/don’ts involved when filling out a job application. Throughout the presentation I circled and underlined important items on the Smart Board. Next, I presented and discussed the importance of acting professionally when filling out a job application and making sure to leave a good first impression. Throughout the entire Power Point, I stopped to write examples on the Smart Board whenever applicable (e.g. Social Security number, abbreviations, etc.) As a class, we discussed various topics and compiled lists on several slides as well. Next, we filled out a couple sample job applications using the Smart Board. As each section was filled in, students were able to ask questions and provide hypothetical situations they were unsure of. Immediate feedback was given throughout the activity. Finally a sample paper job application was given to each student to practice what they had learned. Students were told that this document would be graded as a Quiz score and to fill it out as though they were applying to an actual job posting.
Question Set One
What was learned? What were the learning goals of this instructional experience? What were the underlying assumptions (explicit and implicit) about the nature of knowledge?
Upon concluding the job applications lesson, the students should have a clear idea of what is expected of them when filling out a job application. In addition, they should have a firm grasp on the many formats of job applications that exist and how to effectively complete a variety of them. Students should understand and demonstrate how to appropriately fill out the more consistent fields such as: contact information, social security number, salary, work experience, etc. Additionally, they should be aware of what to write when something doesn’t apply to them. All of the aforementioned objectives are covered and various examples are provided throughout the PowerPoint presentation and the Smart Board job application activities. Many of my students are currently in the process of applying for summer jobs so they are able to relate the information learned to something that directly affects t hem. One theory related to this type of scaffolding is Cognitive Constructivism. This is when a learner’s understanding depends on what they already know about a given topic. Because many of the students have never had jobs before, they know very little information about job applications; however, they do know a basic framework that gives them something to build off of. This allows them to explore the new content they learn and to restructure their current thoughts and ideas regarding the topic.
What are the affordances for how knowledge/information is being represented? What are the constraints?
By utilizing the Smart Board, I was able to provide scaffolding for the students with special needs to ensure they understood the material at each step of the learning process. After learning the material, it was extremely beneficial for the students to practice what they learned as a whole class. By using the Smart Board, the students were able to collaboratively work together to complete the job application as an entire class. They had my guidance; however, they were able to assist one another as well. I found that the students tend to learn better this way because they take on the role of “teacher” when they correct their own mistakes. Finally, when they have practiced the job applications enough, I provided them with an actual job application on paper. This allowed them to apply the knowledge they have obtained to their specific qualifications.
One of the biggest obstacles in this lesson was the classroom setup with relation to the Smart Board. Because the projector is mounted on a cart and is projected from the center of the room, it hinders the view of some students. Additionally, when the students approach the Smart Board to write, they had to get used to standing at an angle so they could see the job application fields. Otherwise, their shadows blocked the projected job application form. Additionally, I found that the Smart Board wasn’t the easiest thing for the student to write with. Many of the students were trying so carefully to write neatly, but the Smart Board wasn’t responding to their writing because they were pressing too hard, writing on an angle or writing too fast. I hadn’t considered these issues during my trial run of the technology because when I practiced the lesson I didn’t have these issues.
How does learning take place? What elements of constructivism did you observe? What elements of behaviorism did you observe? Were any other learning theories present?
Throughout the job application unit (and the following units on Resume Writing, Job Interviewing, etc.) students will be using styles of learning that revolve around the multiple intelligences. Students are able to draw, speak, listen, write and make connections with their real life experiences. Many of my students are currently in the process of applying for summer jobs so they are able to relate the information learned to something that directly affects t hem. One theory related to this type of scaffolding is Cognitive Constructivism. This is when a learner’s understanding depends on what they already know about a given topic. Because many of the students have never had jobs before, they know very little information about job applications; however, they do know a basic framework that gives them something to build off of. This allows them to explore the new content they learn and to restructure their current thoughts and ideas regarding the topic.
Was your lesson intended to supplement or supplant existing curriculum? Or, was it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?
This lesson was intended to enhance the learning of the Job Application unit within our curriculum.
How are important differences among learners taken into account?
The main teaching strategies throughout this unit will be to guide students in their learning and allow them to collaboratively assist each other. As I present the introductory information, students that learn best through class discussion (auditory learners) are able to reflect and inquire about the topics presented in the PowerPoint (visual learners.) The scaffolding that I provide for the students allows them to gradually complete the tasks throughout the process and eventually they are able to work on their own in the end. The entire job application unit is presented in this manner where there is guided instruction and modeling. Throughout the job application unit (and the following units on Resume Writing, Job Interviewing, etc.) students will be using styles of learning that revolve around the multiple intelligences. Students are able to draw, speak, listen, write and make connections with their real life experiences.
What do teachers and learners need to know in order for your lesson to be a success? What demands are placed on teachers and other "users"? What knowledge is assumed?
In order for this lesson to be a success, teachers must know the basic functions of the Smart Board. They also should be able to provide a variety of examples (of job applications) for the students to experiment with. If possible, the room should be rearranged to accommodate for the Smart Board so that students can write without a shadow blocking the spaces. As for the user, there isn’t a lot of assumed knowledge because the majority of the information is provided in the introductory Power Point presentation.
How did you assess what students were doing and what they were learning from this activity? How did you hold them accountable for the work they did?
Upon concluding the job applications lesson, the students should have a clear idea of what is expected of them when filling out a job application. To assess their knowledge and ability to apply this information, students worked independently to complete a sample job application on paper. At this point in the lesson, students had viewed the PowerPoint presentation, completed multiple job application samples collaboratively with their classmates on the Smart Board, and discussed any questions they had about specific examples that were provided. Students were told to fill out the job application as though they were applying for a job that I would be selecting the candidate. They were told to write as neatly as possible and if they made any errors, a new application was given to them (since this was what we discussed in the PowerPoint notes.) As much as I hate to waste paper, it sent home the message that messy job applications are not acceptable. This also made them pay close attention to detail. I collected the paper job application that each student individually completed and evaluated them on an individual basis.
Prior to the job application “quiz,” students were consistently assessed throughout the PowerPoint presentation discussions and through use of the Smart Board. It was clear to me as to which areas of the job applications students needed more reinforcement on by how they performed when filling out the applications on the Smart Board. (The work experience section seemed to cause the most problems mostly because of their lack of experience and uncertainty about what to write.)
Question Set Two
What role does technology play in your lesson? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The Smart Board and PowerPoint presentation fit with my pedagogical strategies and theories about learning very well. The ability to provide scaffolding occurs through the use of PowerPoint to provide information and then the Smart Board to practice what we have learned. This entire unit could be taught without the use of technology; however, I don’t believe it would be as engaging for the students. In the past, I have presented the PowerPoint presentation and given students a paper job application to fill out immediately after. Next, we went over the job applications in groups and compiled lists on dry erase boards stating any questions that students had when filling them out. Next, we discussed these questions as a class. One of the biggest problems with that was the lack of feedback and understanding for all students. For one, some of the students had the same question but did not truly listen to each others questions so the information had to be repeated over and over. Using the Smart Board allows immediate feedback to be given to all students at the same time. It also allows for questions to be asked and for numerous sample job applications to be practiced and explored (an excellent time saver.) Many students really enjoyed this aspect because as they pointed out to me, so many job applications have very different formats. No two job applications are entirely alike.
What did you expect your students to make of their use of technology in your lesson? How did they react when using the technologies? What questions did students have, and how did you respond to them?
I hoped my students would be excited to utilize the technology since it would allow them to get up and move around. It also provided a more “live” feel to the Power Point presentation. They are mostly used to seeing Power Point slides without much interaction, so this was different for them. Their response for the most part was positive except for the few physical challenges we had with the equipment setup. Some students were very discouraged at their inability to write neatly so I just showed them how the board responds differently by taking the pen and showing them. I also told the students up front that we were going to be tying something new so they were aware from the beginning.
How would you describe how students were making sense of the content with the technology?
Overall, I think the students could see why we were using the Smart Board to fill in a job application since I explained to them that it would be very difficult for me to draw a job application on our dry erase board and then attempt to fill in the fields. In addition, I think that the students were more drawn to the Power Point since I was able to draw directly on the board to highlight important information for them.
A brief description of your lesson plan:
The lesson I completed was: “How to fill out a job application.” With today’s highly competitive job market, young adults are expected to know how to fill out a job application independently. Because of the various job application formats, this can be very confusing especially for young adults. The new technology I implemented throughout this lesson was the use of a Smart Board.
Students were shown a brief Power Point presentation which went through the steps involved in obtaining and filling out a job application. Next, we filled out a couple sample job applications using the Smart Board. The job applications were projected and student volunteers came up to the board and filled it in with the appropriate information. Classmates assisted volunteer students if the student needed help or if he/she was filling something in incorrectly. Students were assessed at the end of the presentation and various mini-activities were completed throughout the lesson. (*Note: I did not make any changes to my lesson plan that was submitted in Module 5.)
A brief narrative of your implementation of the lesson:
I implemented my lesson plan with: 12TH grade students in my Independent Living course. Before the day of the lesson, I was able to obtain a Smart Board to get acquainted with the basic features. This was my first time using a Smart Board in the classroom. I was really looking forward to testing it on this particular lesson because I have quite a few students that require special accommodations and others that tend to grasp information quickly.
The lesson was implemented by showing a Power Point presentation first and then completing blank job application templates on the Smart Board. The main focus of the Power Point presentation is to go over the basic ideas and dos/don’ts involved when filling out a job application. Throughout the presentation I circled and underlined important items on the Smart Board. Next, I presented and discussed the importance of acting professionally when filling out a job application and making sure to leave a good first impression. Throughout the entire Power Point, I stopped to write examples on the Smart Board whenever applicable (e.g. Social Security number, abbreviations, etc.) As a class, we discussed various topics and compiled lists on several slides as well. Next, we filled out a couple sample job applications using the Smart Board. As each section was filled in, students were able to ask questions and provide hypothetical situations they were unsure of. Immediate feedback was given throughout the activity. Finally a sample paper job application was given to each student to practice what they had learned. Students were told that this document would be graded as a Quiz score and to fill it out as though they were applying to an actual job posting.
Question Set One
What was learned? What were the learning goals of this instructional experience? What were the underlying assumptions (explicit and implicit) about the nature of knowledge?
Upon concluding the job applications lesson, the students should have a clear idea of what is expected of them when filling out a job application. In addition, they should have a firm grasp on the many formats of job applications that exist and how to effectively complete a variety of them. Students should understand and demonstrate how to appropriately fill out the more consistent fields such as: contact information, social security number, salary, work experience, etc. Additionally, they should be aware of what to write when something doesn’t apply to them. All of the aforementioned objectives are covered and various examples are provided throughout the PowerPoint presentation and the Smart Board job application activities. Many of my students are currently in the process of applying for summer jobs so they are able to relate the information learned to something that directly affects t hem. One theory related to this type of scaffolding is Cognitive Constructivism. This is when a learner’s understanding depends on what they already know about a given topic. Because many of the students have never had jobs before, they know very little information about job applications; however, they do know a basic framework that gives them something to build off of. This allows them to explore the new content they learn and to restructure their current thoughts and ideas regarding the topic.
What are the affordances for how knowledge/information is being represented? What are the constraints?
By utilizing the Smart Board, I was able to provide scaffolding for the students with special needs to ensure they understood the material at each step of the learning process. After learning the material, it was extremely beneficial for the students to practice what they learned as a whole class. By using the Smart Board, the students were able to collaboratively work together to complete the job application as an entire class. They had my guidance; however, they were able to assist one another as well. I found that the students tend to learn better this way because they take on the role of “teacher” when they correct their own mistakes. Finally, when they have practiced the job applications enough, I provided them with an actual job application on paper. This allowed them to apply the knowledge they have obtained to their specific qualifications.
One of the biggest obstacles in this lesson was the classroom setup with relation to the Smart Board. Because the projector is mounted on a cart and is projected from the center of the room, it hinders the view of some students. Additionally, when the students approach the Smart Board to write, they had to get used to standing at an angle so they could see the job application fields. Otherwise, their shadows blocked the projected job application form. Additionally, I found that the Smart Board wasn’t the easiest thing for the student to write with. Many of the students were trying so carefully to write neatly, but the Smart Board wasn’t responding to their writing because they were pressing too hard, writing on an angle or writing too fast. I hadn’t considered these issues during my trial run of the technology because when I practiced the lesson I didn’t have these issues.
How does learning take place? What elements of constructivism did you observe? What elements of behaviorism did you observe? Were any other learning theories present?
Throughout the job application unit (and the following units on Resume Writing, Job Interviewing, etc.) students will be using styles of learning that revolve around the multiple intelligences. Students are able to draw, speak, listen, write and make connections with their real life experiences. Many of my students are currently in the process of applying for summer jobs so they are able to relate the information learned to something that directly affects t hem. One theory related to this type of scaffolding is Cognitive Constructivism. This is when a learner’s understanding depends on what they already know about a given topic. Because many of the students have never had jobs before, they know very little information about job applications; however, they do know a basic framework that gives them something to build off of. This allows them to explore the new content they learn and to restructure their current thoughts and ideas regarding the topic.
Was your lesson intended to supplement or supplant existing curriculum? Or, was it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?
This lesson was intended to enhance the learning of the Job Application unit within our curriculum.
How are important differences among learners taken into account?
The main teaching strategies throughout this unit will be to guide students in their learning and allow them to collaboratively assist each other. As I present the introductory information, students that learn best through class discussion (auditory learners) are able to reflect and inquire about the topics presented in the PowerPoint (visual learners.) The scaffolding that I provide for the students allows them to gradually complete the tasks throughout the process and eventually they are able to work on their own in the end. The entire job application unit is presented in this manner where there is guided instruction and modeling. Throughout the job application unit (and the following units on Resume Writing, Job Interviewing, etc.) students will be using styles of learning that revolve around the multiple intelligences. Students are able to draw, speak, listen, write and make connections with their real life experiences.
What do teachers and learners need to know in order for your lesson to be a success? What demands are placed on teachers and other "users"? What knowledge is assumed?
In order for this lesson to be a success, teachers must know the basic functions of the Smart Board. They also should be able to provide a variety of examples (of job applications) for the students to experiment with. If possible, the room should be rearranged to accommodate for the Smart Board so that students can write without a shadow blocking the spaces. As for the user, there isn’t a lot of assumed knowledge because the majority of the information is provided in the introductory Power Point presentation.
How did you assess what students were doing and what they were learning from this activity? How did you hold them accountable for the work they did?
Upon concluding the job applications lesson, the students should have a clear idea of what is expected of them when filling out a job application. To assess their knowledge and ability to apply this information, students worked independently to complete a sample job application on paper. At this point in the lesson, students had viewed the PowerPoint presentation, completed multiple job application samples collaboratively with their classmates on the Smart Board, and discussed any questions they had about specific examples that were provided. Students were told to fill out the job application as though they were applying for a job that I would be selecting the candidate. They were told to write as neatly as possible and if they made any errors, a new application was given to them (since this was what we discussed in the PowerPoint notes.) As much as I hate to waste paper, it sent home the message that messy job applications are not acceptable. This also made them pay close attention to detail. I collected the paper job application that each student individually completed and evaluated them on an individual basis.
Prior to the job application “quiz,” students were consistently assessed throughout the PowerPoint presentation discussions and through use of the Smart Board. It was clear to me as to which areas of the job applications students needed more reinforcement on by how they performed when filling out the applications on the Smart Board. (The work experience section seemed to cause the most problems mostly because of their lack of experience and uncertainty about what to write.)
Question Set Two
What role does technology play in your lesson? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The Smart Board and PowerPoint presentation fit with my pedagogical strategies and theories about learning very well. The ability to provide scaffolding occurs through the use of PowerPoint to provide information and then the Smart Board to practice what we have learned. This entire unit could be taught without the use of technology; however, I don’t believe it would be as engaging for the students. In the past, I have presented the PowerPoint presentation and given students a paper job application to fill out immediately after. Next, we went over the job applications in groups and compiled lists on dry erase boards stating any questions that students had when filling them out. Next, we discussed these questions as a class. One of the biggest problems with that was the lack of feedback and understanding for all students. For one, some of the students had the same question but did not truly listen to each others questions so the information had to be repeated over and over. Using the Smart Board allows immediate feedback to be given to all students at the same time. It also allows for questions to be asked and for numerous sample job applications to be practiced and explored (an excellent time saver.) Many students really enjoyed this aspect because as they pointed out to me, so many job applications have very different formats. No two job applications are entirely alike.
What did you expect your students to make of their use of technology in your lesson? How did they react when using the technologies? What questions did students have, and how did you respond to them?
I hoped my students would be excited to utilize the technology since it would allow them to get up and move around. It also provided a more “live” feel to the Power Point presentation. They are mostly used to seeing Power Point slides without much interaction, so this was different for them. Their response for the most part was positive except for the few physical challenges we had with the equipment setup. Some students were very discouraged at their inability to write neatly so I just showed them how the board responds differently by taking the pen and showing them. I also told the students up front that we were going to be tying something new so they were aware from the beginning.
How would you describe how students were making sense of the content with the technology?
Overall, I think the students could see why we were using the Smart Board to fill in a job application since I explained to them that it would be very difficult for me to draw a job application on our dry erase board and then attempt to fill in the fields. In addition, I think that the students were more drawn to the Power Point since I was able to draw directly on the board to highlight important information for them.
Sunday, April 11, 2010
Internet Research for TechQuest Project
The results of my search:
Over the past few days I was able to find a variety of resources to use throughout my TechQuest project. Although this was very time consuming, it was very beneficial as it helped me to consider the specifics of my project and how I will go about implementing it. I found several articles/journals that discuss the use of digital/student-produced videos as well as various lesson plans on story boarding and recording audio. In addition, I found many premade sewing tutorial videos that I hope to show as samples. In the end, I'd like these student produced videos to be clear, concise and creative, so I feel it's important to show the students some good examples as well as poor examples. I still feel the need to find more examples for them, but I think I have a good start.
What I learned from performing this search:
I used a variety of search engines for my research but found the most luck with Google Scholar and Yahoo. Searching was time consuming mostly because of the inevitable sidetracks. I would find one piece of information that I thought was valuable but I still needed to return to my previous page to explore other suggestions. Most times, I'd end up surfing away from the first set of results and would sorta get lost at times. :) I guess it's better to have too much information then not enough, right? Reading through some of the articles made me realize the amount of preplanning that I will need to do for my students to really understand my expectations and to inspire them to produce something unique. I've learned over the years that implementing a new project or technology automatically means that you'll experience bumps and obstacles along the way, but you've got to start somewhere so it's worth it. I'm pretty sure this project will likely be tweaked a lot along the way but I think the end results will be very beneficial for my students and for future classes I teach.
Articles/Journals I found:
Kearney M. and Schuck S. (2003). Focus on pedagogy:
The use of digital video and iMovie in K-12 schools, University of Technology, Sydney.
http://www.auc.edu.au/conf/conf03/papers/AUC_DV2003_Kearney.pdf
Borowicz S. and Miller S. (2005). City Voices City Visions: Digital Video as Literacy /Learning Supertool in Urban Classrooms, in Urban Education with an Attitude, Finn M., Johnson L., and Lewis R., (87-108.)
http://books.google.com/books?hl=en&lr=&id=gXy7_bwR26EC&oi=fnd&pg=PA87&dq=City+Voices+City+Visions:+Digital+Video+as+Literacy+/Learning+&ots=PZsBDhcTQd&sig=Mp4obmxH5j6TGIhLCRIex1WGcpM#v=onepage&q=City%20Voices%20City%20Visions%3A%20Digital%20Video%20as%20Literacy%20%2FLearning&f=false
Dustman P., Drapeau A., Gosin M., and Harthun M. (2003). Participatory Action Research: Creating an effective prevention curriculum for adolescents in the Southwestern US, in Health Education Research, Oxford University Press, Vol. 18, No. 3, 363-379. http://her.oxfordjournals.org/cgi/content/abstract/18/3/363
Case P. and Hino J. (2010). A Powerful Teaching Tool: Self-Produced Videos. Journal of Extension, 48 (1), 1TOT3.
http://www.joe.org/joe/2010february/pdf/JOE_v48_1tt3.pdf
Gardner, D. (1995). Student-produced video documentary provides a real reason for using the target language. Language Learning Journal, 12(1), 54-56. http://journals.sfu.ca/tesl/index.php/tesl/article/view/929/0
Additional Resources:
How to alter a T shirt into a halter dress
http://www.youtube.com/user/ThreadBanger#p/a/u/2/jvscSSWeZmk
Storyboarding
http://www.techsmith.com/community/education/inspired/Student_Research/
Video Production for Kids
http://kidsvid.4teachers.org/
How to make a how-to video
http://www.videojug.com/webvideo/how-to-make-a-how-to-video
How to sew on a button
http://www.videojug.com/film/how-to-sew-on-a-button
How to turn up trousers (aka hem pants)
http://www.videojug.com/film/how-to-turn-up-trousers
How to thread your needle
http://www.videojug.com/webvideo/how-to-thread-your-needle
How to make a summer suit and a circle skirt
http://www.youtube.com/user/ThreadBanger#p/a/15A108BB1B75EB97/5/CQ05GbEs2Po
How to sew a zipper
http://www.youtube.com/user/ThreadBanger?blend=2&ob=1#p/search/0/0zuOFD9izBw
How to sew totes from recycled materials
http://www.youtube.com/user/ThreadBanger?blend=2&ob=1#p/search/4/NxfWj8fN79o
Audacity Tutorial
http://voicethread.com/#q+tutorial.b45347.i237627
Crafted Online
http://voicethread.com/#q+tutorial.b89030.i452503
Over the past few days I was able to find a variety of resources to use throughout my TechQuest project. Although this was very time consuming, it was very beneficial as it helped me to consider the specifics of my project and how I will go about implementing it. I found several articles/journals that discuss the use of digital/student-produced videos as well as various lesson plans on story boarding and recording audio. In addition, I found many premade sewing tutorial videos that I hope to show as samples. In the end, I'd like these student produced videos to be clear, concise and creative, so I feel it's important to show the students some good examples as well as poor examples. I still feel the need to find more examples for them, but I think I have a good start.
What I learned from performing this search:
I used a variety of search engines for my research but found the most luck with Google Scholar and Yahoo. Searching was time consuming mostly because of the inevitable sidetracks. I would find one piece of information that I thought was valuable but I still needed to return to my previous page to explore other suggestions. Most times, I'd end up surfing away from the first set of results and would sorta get lost at times. :) I guess it's better to have too much information then not enough, right? Reading through some of the articles made me realize the amount of preplanning that I will need to do for my students to really understand my expectations and to inspire them to produce something unique. I've learned over the years that implementing a new project or technology automatically means that you'll experience bumps and obstacles along the way, but you've got to start somewhere so it's worth it. I'm pretty sure this project will likely be tweaked a lot along the way but I think the end results will be very beneficial for my students and for future classes I teach.
Articles/Journals I found:
Kearney M. and Schuck S. (2003). Focus on pedagogy:
The use of digital video and iMovie in K-12 schools, University of Technology, Sydney.
http://www.auc.edu.au/conf/conf03/papers/AUC_DV2003_Kearney.pdf
Borowicz S. and Miller S. (2005). City Voices City Visions: Digital Video as Literacy /Learning Supertool in Urban Classrooms, in Urban Education with an Attitude, Finn M., Johnson L., and Lewis R., (87-108.)
http://books.google.com/books?hl=en&lr=&id=gXy7_bwR26EC&oi=fnd&pg=PA87&dq=City+Voices+City+Visions:+Digital+Video+as+Literacy+/Learning+&ots=PZsBDhcTQd&sig=Mp4obmxH5j6TGIhLCRIex1WGcpM#v=onepage&q=City%20Voices%20City%20Visions%3A%20Digital%20Video%20as%20Literacy%20%2FLearning&f=false
Dustman P., Drapeau A., Gosin M., and Harthun M. (2003). Participatory Action Research: Creating an effective prevention curriculum for adolescents in the Southwestern US, in Health Education Research, Oxford University Press, Vol. 18, No. 3, 363-379. http://her.oxfordjournals.org/cgi/content/abstract/18/3/363
Case P. and Hino J. (2010). A Powerful Teaching Tool: Self-Produced Videos. Journal of Extension, 48 (1), 1TOT3.
http://www.joe.org/joe/2010february/pdf/JOE_v48_1tt3.pdf
Gardner, D. (1995). Student-produced video documentary provides a real reason for using the target language. Language Learning Journal, 12(1), 54-56. http://journals.sfu.ca/tesl/index.php/tesl/article/view/929/0
Additional Resources:
How to alter a T shirt into a halter dress
http://www.youtube.com/user/ThreadBanger#p/a/u/2/jvscSSWeZmk
Storyboarding
http://www.techsmith.com/community/education/inspired/Student_Research/
Video Production for Kids
http://kidsvid.4teachers.org/
How to make a how-to video
http://www.videojug.com/webvideo/how-to-make-a-how-to-video
How to sew on a button
http://www.videojug.com/film/how-to-sew-on-a-button
How to turn up trousers (aka hem pants)
http://www.videojug.com/film/how-to-turn-up-trousers
How to thread your needle
http://www.videojug.com/webvideo/how-to-thread-your-needle
How to make a summer suit and a circle skirt
http://www.youtube.com/user/ThreadBanger#p/a/15A108BB1B75EB97/5/CQ05GbEs2Po
How to sew a zipper
http://www.youtube.com/user/ThreadBanger?blend=2&ob=1#p/search/0/0zuOFD9izBw
How to sew totes from recycled materials
http://www.youtube.com/user/ThreadBanger?blend=2&ob=1#p/search/4/NxfWj8fN79o
Audacity Tutorial
http://voicethread.com/#q+tutorial.b45347.i237627
Crafted Online
http://voicethread.com/#q+tutorial.b89030.i452503
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