Alignment

This video production met the following NETS-T Technology Standards for North Carolina:

Standard I. B -- Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

With this artifact, my group members and I shot our video on an up to date camcorder and a tripod. We then transferred the video onto a Mac Computer for editing with the help of a USB port. We saved our project onto a DVD with the help of iDVD. A possibility for teachers is to save your students' final copies of their videos onto DVD's if they wish to have a copy. Something creative I might do, especially with Fifth or Sixth Graders is to save their videos along with pictures from throughout the year as a 'Graduation' Gift or a 'End of the Year' Gift from the teacher. Just make sure you save your final video, as a compressed QuickTime video to place onto your DVD or in our case, our portfolios.

Throughout high school, I had some previous experience with working with Apple Computers; however, I never had any extensive training on them. I would have found it more helpful to have had more experience working with Apple Programs like iMovie or iTunes. This project has by far been one of my favorites to make because I gained experience working with photography, learning how to add music with my iTunes, and cutting a film to make it just right.

Standard II. A -- Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

With this artifact, all students will be given the opportunity to participate in each aspect of the assignment through the use of different tasks. In my lesson plan, I have explained how to make modifications of this assignment for a variety of learners. Visual Learners might be able to work better on editing the video, and seeing the whole picture come together. Kinestic learners will benefit from working with modern-day technology such as the camcorder; and do better by actually putting their hands on the assignment, making the video come to reality. Auditory Learners would be able to help their group by helping with the sound of the production, and the music. Placing students into groups with a variety of learners will benefit everyone because students who work at different paces will be able to help each other understand the assignment in a better capacity.

Standard II. D -- Plan the management of technology resources within the context of learning activities.

With this artifact, students will need a specified amount of time, depending on the length of the video, and how many students there are in a class to work on their projects. Students will need time to spend in the computer lab editing their projects, and time to film their videos. As the teacher, you need to make sure each student is given equal amounts of time and access to both the computer lab and the technology required. Not only will all students have equal resources, student would also be able to experience each task related to the assignment such as, shooting the video, being an actor or actress, helping write the script, choosing the music, and helping edit the video.

Standard II. E -- Plan strategies to manage student learning in a technology 0 based environment.

With this artifact, teachers should display their own creativity by making their own video. Students will view their teacher's video as an example to their own projects. They will be given notecards in order to plan their video production techniques. If the necessary resources are available and accessible to students, students should use up to date technology such as a handheld camcorder and a computer with the capability of making a video. Students will enhance their learning of technology by filming and editing the video using capable programs like iMovie or iTunes. Furthermore, students will understand how to place music in their video, delete unwanted scenes, and learn to work together by using their imaginations and creativity. Students will also learn how to save their work onto a DVD and possibly compact their video and import using Quick Time.

Standard VI B -- Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

Diversity can be used a lot to prove this artifact. Students should be allowed to let their imaginations run wild, and are welcomed to use their own cultures within their videos. If Students speak another language, make sure you take advantage of it by having students create a separate video of say, a common fairytale like "Cinderella" but told specifically in Spanish, or their language. Other options to include diversity and bilingual students could be to have students bring special items from home to include from their culture in their videos, or have students choose a common story from their culture or include a backwards tale or alternate ending of the story, like "What would happen if Cinderella didn't marry the prince?" or "Would Sleeping Beauty ever wake up if the Prince didn't kiss her?". Also, by providing students with the option of a Spanish Release Form acknowledges their background culture at home.

This video production met the following North Carolina Standards for Elementary School Teachers:

Standard 1, Indicator 5 -- Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation.

This artifact shows how children can grasp a developed comprehension of a book by video production. In order to take a test on a novel, students must first understand the story through its' characters, actions, the setting and plot the author gives, along with the conclusion of a particular story. So, in order to recreate their story, students must understand these concepts and apply them to their video projects.

Standard 1, Indicator 6-- Teachers understand the importance of literacy for personal and social growth.

This artifact shows that students must use their knowledge of their literature piece in order to create a storyboard before they shoot their script. Students should use index cards to write sentences based on description of the place they are shooting, what the characters will be wearing, to who is in the scene. Student should then take the other side of the index card, and draw what they imagine the scene to look like. By creating a storyboard, students will use their writing skiills to develop their script before they actually begin shooting.