March+Field+Based+Activities+and+Reflections



**Reflections: **  During this activity, I created another instructional video. This project was created for the content area of reading, and different tools were used in the production of this video. For the last video, I stepped outside my realm of comfort and relied strictly on PowerPoint to create the production. Once completed, I then exported the project to a .mov file, for uploading to YouTube.com. There were a few benefits to using PowerPoint in the last project, but Because I had quite a bit of trouble with audio and video editing in later stages, I decided to use various programs to create this project and then import all the pieces in to iMovie for final edits and revisions. This was a good decision, as I am very familiar with iMovie, and it eliminated a lot of frustration with audio and video timing issues. I did learn that it is possible to create title screens in PowerPoint and then save them as .jpg files, which can then be imported to iMovie. This was an important discovery for me, since iMovie has limited text abilities and this is a helpful technique to use when creating instructional videos. I used Audacity to create and edit most of the audio section of the script. However, I ran into a little difficulty with timing when I changed the pitch of the singing section in Audacity. Garageband allowed me to change the pitch of the vocals, without affecting the timing. This made it possible to match up the vocals to the instrumental music without timing issues, which was obviously important. I completed many of the steps, such as image editing, audio editing, and video editing in class for the students to see. They were very interested in these tools, and they enjoyed watching and providing input as the project developed. Through the course of this project, students learned a great deal about multi-media production and gained experience in iMovie, Garageband, Audacity, PowerPoint, and PhotoShop Elements. In addition to these technology tools, the students were also exposed to the targeted content ideas and strategies identified by the reading department teachers, since the script was originally written to address weaknesses according to benchmark data. Therefore, it was a very effective project in learning about technology and academic content. In the future, students will create their own multi-media productions modeled after the final production created in this project. The multi-media production can be seen at the following link: [|TAKS 2010 Reading Video]

According the Williamson and Redish's text on standards, TF/TL should, "Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS*T)" (p. 25). This activity accomplishes this standard, since I had to have this knowledge and these skills in order to complete the project. Additionally, I did learn some new techniques to accomplish tasks within multi-media projects while completing this activity, so TF/TL -I.B., which reads, "Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technology, was fulfilled, as well (p.25). Standard II, which relates to planning and designing learning environments and experiences, was the primary standard I felt like I met through this activity, since the performance indicator II.A., reads, "Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners" (p. 44). Furthermore, TF/TL-II.B. suggests that we should, "Apply current research on teaching and learning with technology when planning learning environments and experiences" (p. 44). Considering the fact that Pitler et al. state that "Nonlinguistic representation enhances students' ability to use mental images to represent and elaborate on knowledge," this activity aligns with TF/TL II.B. (Pitler et al., 2007, p. 86). In addition, research supports the effectiveness of presenting information in various media formats. The implementation of video, images, and sound editing tools engaged the students and motivated them to become involved in the project. It was an activity they definitely enjoyed.

Finally, this project met Standard III.A., which acknowledges that TF/TL should, "Facilitate technology-enhanced experiences that address content standards and student technology standards." Since the entire project was based around specific reading objectives and strategies to improve mastery of those objectives, and technology was implemented to do so, the standard is met. Throughout the project, as I demonstrated tasks on the projector for students to see, students of various levels of technology learned to do basic things such as connect to the server, create a new folder, and save files to specific folders. These students also learned very complex technology concepts and processes such as editing images, video, and sound. Therefore, both content and technology standards were addressed in this project.

**References: Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom instruction that works. Alexandria, VA: ASCD.

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