Context:

I created this video in Jeff Goodman’s Media and Technology class in a group with Kristie Arrowood, Amanda Simones, and Heather Wiles.  I played the part of the "child" in our video. I will be using this video to demonstrate to students how to use video to portray literature. The students will include still images, video clips, music, and vocal sound to create their video of a selected book.

Impact:

When I begin teaching, having the knowledge of iMovie will help benefit students, because I can use iMovie to create movies similar to my group's video to portray a book. This project would help all students because it uses a variety of learning styles. Students are working hands-on with the computers. They are gaining knowledge of the Apple computers and the iMovie program, while learning about video taping techniques. The students are gaining interpersonal skills by working in groups to complete this project. This also helps the visual and auditory learners by using video to portray a piece of literature. This video would be used as an example to students of what they could possibly do for a video idea, but other ideas are encouraged, such as commercials about the book, narratives, alternate endings to the story, etc. The students would start by learning the parts and skills of the video camera. After they are comfortable with those skills, they will brainstorm ideas of what they will make their video about and create story cards for it. After they complete the story cards they will tape their video. They will then learn how to use the iMovie program and then upload their video into the program. They will add their music and voice sound to their video. Once the video is complete they will compress the video into a Quicktime file and it will be complete. Students will be able to rotate jobs in order to all have a chance for each responsibility.

Alignment:

This project meets the following standards:

NETS-T I-B: Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

I met this standard because I used video cameras. I also used iMovie to upload, edit, and create a movie, then learned to transfer the video into a Quicktime file for others to view.

NETS-T Standard II-D:  Plan for the management of technology resources within the context of learning activites. 

While working on this video project, each student has the opportunity to take part in every job.  They will all be working with the video camera, editing on the computer, and taking part in the actual movie.  I will make sure the students rotate through each job so each get the opportunity to learn from the different jobs. 

NETS-T Standard II-E:  Plan strategies to manage student learning in a technology enhanced environment.

I would first teach the students about the camera usage and how to use technology to create a video from a piece of literature.  I would show the students my video as an example of what they could do their video about, but they are certainly not limited to how I completed my video.  The students, once taught about the different features of the camera, would have the time to practice each technique before they film their video.  I would also teach them the aspects of iMovie and the different additions they can make to their video, but once they have the skills they will be free to complete their video and export it, but I would be there to facilitate and answer any questions they might have. 

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

I met this technology standard having students work in groups to complete the project, which benefits to help students interpersonal skills.  By using both the story board and the computer program to create the video helps the hands-on learners who need the tactile experience to learn. Students who like to work with music and technology would also benefit from this project. This project requires that all students be involved and all must bring their individual skills to the project to help improve the video.

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

This standard is met because the students are able to choose their own book, read it, and choose what they will do with their book to be creative.  They can change the ending, add on to the book, make commercials from the book, etc.  All of these activities require the students to have read the book and understand it's content.  By having them create a visual product that alters the story in some way, this requires the students to use a higher level of thinking to create new situations using technology while using the book information accurately.