Wicked project Part D: Findings and Implications

Formative: Did the project get implemented as planned?

I do feel that my project did go as planned. I set out a timeline as to how the project would go knowing in my head that things usually take longer than projected and sure enough that happened. Here was my timeline:
-Teach about the fantasy genre during reading and writing workshop (1 week)
-Pre-assessment fantasy writing (1 day but it took 2 days)
-Coming up with idea for story and brainstorm of whole class (1 day)
-Writing of story (1 day but it took 2 days)
-Students editing writing (1 day)
-Storyboarding (1day)
-Students drawing and then I scanning all of work in together (1 day but it took 2 since all the files had to be saved separately)
-Students recording their voices (1 day)
-Students writing their post-assessment fantasy stories (1 day)


Summative: Evidence of success in addressing the problem of practice.

My evidence was based upon writing samples from before the Digital Storytelling was implemented compared to writing samples after the intervention was used to help support clear ideas and organization in writing. My big "ah ha" after reading through all the writing samples that the use of Digital Storytelling helped my higher writers the most. My student that are at or below grade level continued to write with ideas that were not clear and stories that did not have a beginning, middle, and end. This shows me that they are not able to get what they need out of whole class lessons and more individual and small group instruction is needed. However, my higher writers did have a change in their writing after we created a whole class Digital Story. I looked at two student in particular that are good writers but in their pre-assessment one writer did not have a clear ending and just ended it with "they lived happily ever after" and the other writer skipped around in ideas so the organization was not clear. However, after we created the Digital Story together they both choose to write their post-assessment fantasy story based upon the ideas from the whole class one. They both then had clear beginning, middles, and ends and the idea was clear in both writing samples. I even noticed that they wrote longer this time and even spelling was better. I think that since we slowed down the writing process as a class as so much time was taken on each step as a model of how writers should think about each step it benefited the writers in my class that already have a pretty good knowledge base and this extra intervention seemed to then help with them taking their time on each step.

How would you approach another project of this type differently given what you’ve learned here?

If I were to do this project again I would do Digital Storytelling with a small group first. Since I noticed the greatest improvement with my higher writers in a large group format I would then try writing a story with a small group of my middle writers since the format would be smaller and they could then get more individualized instruction than in a larger group. Since I was teaching a fantasy unit my writing instruction was in this genre but I would utilize the project that I did with the students in the writing genre of personal narratives since this is the area where the MEAP and test score shows where the most growth is needed. I would give students a specific topic to write about such as, "A time I collaborated with someone" for their pre-assessment. Then I think in the small group setting of using my middle writers we would take one of the student's samples to create the digital story from, retracing our steps to how you should brainstorm, use a storyboard to plan out the writing, write, edit, revise and finally publish. This way all students would be getting instruction but they could at the same be using Digital Storytelling. After I would give the students the same writing prompt to compare their writing before and after the use of iMovie for a digital story and that way using the same prompt I would have clear evidence of growth. I think that time continues to be the biggest issue as if I were doing this with a small group the rest of the students would have to be independently engaged.


What are the lessons learned that others might benefit from knowing about?

1.) When scanning in files to then be uploaded into iMovie they need to be jpeg files and not pdf files. Each file was saved separately into iPhoto and then inputed into iMovie.
2.) There are tons of possible storyboards available on the Internet and you just need to find what works best for you whether that is printing it out and writing on it or editing it on the computer by typing into it.
3.) Input your images in iMovie first and don't worry about how long each are slotted to the playing time. Record each voice separately and then it shows how long that segment was so then you can click on the clock icon to match the time on the image to the time on the voice recording so they match up.
4.) Plan for more time that you originally think!

In what ways will you endeavor to do the same project again, and what will you change or not do?

I would do this same project again as I saw the motivation of my student for the writing process increase as they are asking me to make another one and students are writing more chapters to the story that we created so then we can create more Digital Stories. As noted above I would do this project with a smaller group since it was overwhelming to have the whole class try to share their ideas so that all voices were heard. I was also the scribe in this process and next time would have the students write for the digital story so they could work on editing their own written work compared to a typed out story. This is a more authentic experience since writing on paper is what they are expected to do on the MEAP. Other than having a small group make a digital story about a personal narrative and using writing compared to tying ideas I would not change much else. I would continue to seek out different storyboards available to see what works best with my students.

Wicked Project Part C: Implementation (podcast)

podcast

Group leadership project part b: Script and Storyboard

Storyboard and script of how to use Jing

For this script and storyboard I worked on the section of creating a screenshot using Jing. First I made a PowerPoint with the images I wanted to use as to how to create a screenshot. I decided to use images from Google maps and took screenshots of the steps of selecting an image, dragging the lines to croup the image, and finally capturing the image so then it can be saved and shared. I added headings and script to each Power Point.
Sara then created a Google Docs page for the whole group to input their images, transition, headings, and script to. I added my information under the screenshot section. Sara and I then worked on organizing the information so there was:
Introduction
Signing up for Jing and downloading it to a computer
Taking a screenshot
Taking a video
Editing a video and screenshot using drawing tools provided by Jing
Sharing images and videos taken from Jing

I added text to the script part. I added text to say where there would be video demonstrations of taking a screenshot and downloading the Jing program.

Final steps . . .
I will be putting the images to be shown in the final presentation in order in a Power Point. I discovered that I images that are in our storyboard are not able to be copied so I am awaiting my group members to email their images to then they can be ordered and organized. I will then add text and transitions to the Power Point and will email the final product to Sara. She will be recording her voice over the presentation using the script we developed by using Screencastomatic. She will also be adding actual demonstrations as noted in our storyboard.

Wicked Project Part C: Implementation (digital story)

This is the digital story that my class created using iWeb.

Mobile Learning

Poll Everywhere

My poll I created for my students on decimals.
I created three questions to gauge their understanding on what is a decimal, how to order and compare then, and how to add them.
I cannot use pool everywhere with my students since they are 4th graders and are not allowed to use cell phones at school. I know that three of my students have cell phones but use them at home. Instead of using poll everywhere with my students I would use it with parents. I could use it at "back to school" night and poll parents with their questions and understanding of the content taught for the year. I could use their feedback on what day they would like homework to come home and how best to communicate with them.
My district has used Poll everywhere with teachers during professional development day and I that was my first interaction with it. I was impressed with the quick feedback of the program and how a graph can be made from the results. You can leave open the poll open for an extended amount of time and even input the data into Power Point to be shared.
Results

MP3 Players
- I connect my I Pod to my audio system so share music for morning meeting and classic music during work time. We used this as rewards and students are always excited to request songs and there seems to be more interest when music is played this way compared to using Pandora.com
-I thought that this article on using MP3 players in the classroom was really interesting, especially the part with audio books. I have a few students that are well below grade level for reading and feel that the use of audio books could be integrated into their modified curriculum. These students are interested into many texts that their grade level peers are reading such as "Diary of a Wimpy Kid" but are too difficult to read alone. They would still be able to converse with their peers about these texts with the use of the audio books on a Kindle, Ipad, Iphone, MP3 player when using Project Gutenberg.

I found that participating in the Classroom 2.0 blog about cell phone use was very enlightening. I had used Poll everywhere before in a district meeting and during this course but was introduced to http://wiffiti.com/ by a post that I read. It seems similar to Poll everywhere but there are some added graphic available such as custom screens and key words to search for.

Group Project A: Brainstorming

What web conferencing tool did your group use?

The web conferencing tool that our group used this time was Adobe connect. We choose this tool since we have had interactions with it during cep classes, including the current one. Our previous web conference session that we interacted in was using Web Huddle which turned out to be frustrating since audio was a problem and there seemed to be a lack of tutorial for helping the questions that we had. One of our group members signed up for the 15 day trail in order to use this technology.

What were the advantages to using the web conferencing tool to discuss this project?

The advantages to using this web conferencing tool were that we had the possibility to all hear each other. It takes much time to type our comments and then to read each member's thoughts and that is what our group experiences previously with Web Huddle. the conversation between members were much more fluid and real since we were able to talk with one another and extend upon one another's thoughts. We also had the possibility of seeing each other using web cameras if we wanted. Two group members began using this and then we decided to share our ideas by talking. A box for typing was available and this was helpful to begin and get our agenda written down. This became helpful again when we were spitting up the work as to which group member would do what. It was interesting to see that when we typed in this side box that we were able to actually type at the same time as others and edit what was already written. We all had these abilities unlike Web Huddle where the moderator was the only individual with such capabilities.


What were the disadvantages to using the web conferencing tool to discuss this project?

The disadvantages of using this program was the audio feedback. Some of us were using built in microphones and there seemed then to be a lot of feedback. Also, the volume for one individual was really low. The audio to me was the most difficult part since there was the feedback, difficultly of consistent volume, and when more than one person talked at a time it almost seemed that each individual's voice would cancel watch other out.

It was simple to record the session but sharing and downloading the file has been difficult. I tried to download it to my Mac computer but it said that the flash player could not open it. So then I downloaded a newer version of Adobe and this still did not allow it to work. When I linked the file to this blog only 17 seconds came up. I am continuing to work this issue of sharing the recorded session.





Items discussed during out Adobe Connect Session:


1. A technology is chosen to be taught (This will be what the tutorial is about)
Our group will be teaching how to use Jing. Jing is a program that you can download from the Internet onto your computer that captures both images and videos from the screen of your computer.

2. A technology is chosen to facilitate the learning (This is the tool used to demonstrate the tutorial. For example, Jing, Slideshare, etc.)
We will be putting our information into a slideshow on PowerPoint that will then be shared using wither Slideshare or Screencastomatic.

3. Technical aspects of how the work will be completed is discussed- A timeline of who will be doing what is created and agreed upon.

Group members and tasks:
- Sara: Introduction and how to download Jing
- Rachel: How to do a screenshot
- Spike: How to record a video
- Bill: How to upload and share the video
- Sara: How to use the additional features (drawing lines, arrows etc.)

Timing:
- Storyboards: to be sent to Bill by June 6.
- PowerPoint presentations: handed in to Rachel by June 15 for editing and final accumulation
- Sara will then be recording her voice over the complete slideshow presentation

Wicked Project Part B: TPACK Application

Technology Pedagogical Knowledge

The use of digital storytelling though the use of iMovie supports the teaching and support of student writing development. Digital storytelling integrates written, oral, visual, and literacy into the use of technology literacy. "Creating digital stories acts as a motivator for students, thus they remain engaged throughout the project (Burn & Reed, 1999). Additionally, digital stories provide an alternative conduit of expression for those students who struggle with writing traditional text" (Ruth Sylvester, Wendy-lou Greenidge page 284). My students have been struggling with writing and making their ideas focused and with a clear organization of beginning, middle and end. With the technology use of a digital story it connects with the world that the students are living in currently since they are enthralled with movies, video games, and the use of the Internet. "Students in contemporary classrooms are the first generation enveloped by sophisticated computers, video games, digital music players, cell phones, and other tools of the digital age. According to the National Center for Educational Statistics (2005) in 2003, 83.5% of students in the United States used computers in school and 67.6% used computers at home" (Ruth Sylvester, Wendy-lou Greenidge page 286-287). Digital storytelling is a motivating tool that helps to slow down the thought process of writing that my students move so quickly through. Students still go through the process of using pencil and paper to create a whole class writing piece on fantasy but then technology motivation comes into play since the writing piece needs to be edited and revised before it can be published using iMovie. Students need to reflect upon if there writing was on topic and if there was a clear beginning, middle, and end. If not, there will be revisions made before editing can be done to select scenes to be illustrated and voices recorded for the final published product. The writing process is still in play the whole time but is slowed down since some time needs to be taken to reflect on the writing piece before it is published. "Struggling writers are seldom strategic writers; however, the components of creating digital story-telling may help them compose more strategically"(Ruth Sylvester, Wendy-lou Greenidge page 291).


Technological Content Knowledge

The use of digital storytelling technology makes my problem of students struggling with writing more intellectually accessible. Students have had interactions with movies, books, and power point presentations that all have beginning, middles, and endings. The use of digital storytelling is another tool to organize thinking with visual, written, and oral representations that also have a beginning, middle and end. Since students have had these previous technology experiences of organizing thinking before publishing (such as using power point for a presentation) I can then scaffold their old knowledge to the new knowledge of iMovie. By students ordering their writing into slides on iMovie this will help with their organization of thinking with writing since a story needs to be in chronological order for it to make sense. Students will have many experiences to reread their writing since groups will be illustrating and recording their voices to the final product. This will allow them to continually reflect upon it to see if the writing is on topic the whole time and make sure that it does not stray from being a fantasy story.
I believe that motivation will also be a huge component in this use of digital storytelling. The technology as a whole is new to the students but the elements within it are not new to my students. They have scanned in their pictures before, typed, and recorded their voices using Voicethread. Putting it all together and sharing it with such a large audience will be new to the students (We are going to share it with families and the district technology page).
"Digital storytelling has the capacity to not only motivate struggling writers as they experience the enjoyment of creating stories enhanced by multimedia, but also to reposition themselves from struggling writers to competent writers" (Ruth Sylvester, Wendy-lou Greenidge page 291).

Pedagogical Content Knowledge

The pedagogical choices are supportive of making the content in my problem more intellectually accessible to my 4th grade students. Knowing my students and their prior knowledge is an important factor to scaffold their development, since I have already exposed them to writing and then typing, recording voices, and adding illustrations by scanning in drawings or adding clip art. These are technology skills that they have been continuing to grow and expand on and using a new technology will support students seeing the transfer that skills are not only used in one medium whether it is with the use of technology or not.
Reflection and feedback will be another important instructional strategy as we will be writing our fantasy story as a whole class. Then we will then reflect upon our writing on to see if the writing is on topic and clearly organized. Students will give me feedback as to whether this is true or if I need to make corrections. In turn I will give them feedback to support any lacking areas when revising. When editing, students will then have to make decisions as to how to divide up the story to then be illustrated and voiced.

"Struggling writers are seldom strategic writers; however, the components of creating digital storytelling may help them compose more strategically. Students’ narrations of their stories reduce overt weaknesses in conventions such as spelling, capitalization, and handwriting. The process of storyboarding facilitates the introduction of events in a logical and orderly sequence thereby illuminating gaps or omissions overlooked in a traditionally composed draft. When these breaks in the flow of the story are realized, the writer can make necessary revisions in the draft before recording the narration. While competent writers employ sensory words, dialogue, and figurative language to make the story vivid for the reader, a struggling writer may overlook important details that are central to the story. Photographs, clip art, or other graphics may visually compensate for the details that the struggling writer inadvertently omits. When a digital story is composed to be viewed by others, it promotes the writer’s awareness of audience, purpose, and form, an awareness not always demonstrated by less capable writers." (Ruth Sylvester, Wendy-lou Greenidge page 291).