Reflections+EDLD+5363


 * [[file:Embedded Assignment Reflections EDLD 5363 McDaniels.docx]]

Reflections on the creation of a PSA:**

Although I felt a few frustrations in the beginning stages of the PSA, I ultimately thought it was a very valuable and worthwhile experience. First, the final productions created in this course were posted online, which serves as an excellent model and example to other teachers and students who want to participate in multimedia projects. Next, the technical knowledge and skills necessary to complete this project were very important skills that educators should be able to implement in the classroom and have their students implement as well. Research has shown that the integration of digital media in the classroom is very effective, so teachers should have a basic level of knowledge and skills with production tools and software. According to Jason Ohler (2005), the implementation of digital media provides important media literacy learning opportunities as students can be involved in creation and constructivism, as well as analysis of media (p. 47). These tasks would call for higher order thinking skills and thinking at a critical level, which is important.

As far as the actual PSA production, I initially shared an idea I had with the group on a PSA for reading and we all agreed. Since I had given this production some forethought, it was not too difficult for me to compose a basic script to post up on our Wiki. As a side note, it was during this course that I became comfortable with the use of Wikis and started to appreciate the value of Web 2.0 technologies. For instance, throughout the collaborative process of drafting and developing our script, each group member posted documents and media files to pages on the Wiki. I liked the fact that this tool eliminated extraneous emails that can be confusing.

Since I was already very familiar with filming and editing, I agreed to complete this part of the project for the group. The most important thing I learned from this experience was how to share media files on the Internet. Since I had never worked collaboratively on video projects, I had never attempted to do this. Fortunately, this project called for collaboration and my group members were able to teach me the simple process of compressing files to post on sites or email to fellow collaborators. I was excited to learn this, as I feel it will be very beneficial in working with others on the sometime tedious and difficult processes of editing.

My involvement in this project covered several of the Technology Facilitator performance indicators. For example, the project fulfills TF/TL-III.A., which states, "Facilitate technology-enhanced experiences that address content standards and student technology standards" (p. 67). After participating in and completing this project, educators should be able to ask their own students to collaboratively create a multimedia production, which would address student technology standards. Additionally, the fact that we had to consider copyright issues and give credit to all the sources of files included in the project, was an example of TF/TL-VI.A. In the end, our final projects provided a model to demonstrate legal and ethical practices related to technology.

References:

Ohler, Jason. Educational Leadership, v63 n4 p44-47 Dec 2005-Jan 2006.

Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Washington, DC: International Society for Technology in Education.