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Lights! Camera! Action!

Lights! Camera! Action!. Presented by: Jennifer Floyd Martin VSRA 2011. Who I Am. My name is Jennifer Floyd Martin I am a K-5 Reading Specialist at Mountain View Elementary School in Rockbridge County.

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Lights! Camera! Action!

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  1. Lights! Camera! Action! Presented by: Jennifer Floyd Martin VSRA 2011

  2. Who I Am • My name is Jennifer Floyd Martin • I am a K-5 Reading Specialist at Mountain View Elementary School in Rockbridge County. • I love technology and enjoy thinking of ways to integrate technology into my literacy-based lesson plans.

  3. My Goals for this Presentation • To introduce you to the different ways in which a flip cameras can support the following: • Fluency instruction • Student motivation • Parent involvement • To provide opportunities for you to see just how easy it is to use a flip camera.

  4. Guiding Questions • First, what is a flip camera? • Where did I get this idea? • Why should I incorporate a flip camera into my instruction? • How can I incorporate a flip camera into my classroom practices?

  5. First, what is a flip camera? • A flip camera is a small, digital video camera • Can be connected to a computer, where the videos can be downloaded • Connection is made via USB arm that “flips” out from the camera and connects to a computer’s USB port. • Initially, flip cameras were marketed by The Flip company (reword?). Now, a variety of flip-style cameras are available. • Flip cameras are very easy to use-basically point and shoot your video.

  6. A flip camera may seem to be an unusual tool to select for literacy instruction.So, where did I get this idea?

  7. Three years ago, I attended the National Teacher Training Institute (NTTI) at JMU. • NTTI’s goal is to train teachers how to incorporate technology into their instruction. • At NTTI, teachers are exposed to a variety of technology. • iPods • Document cameras • SmartBoards • Flip Cameras

  8. Master teachers (who have received specialized training) demonstrate the use of technology as a part of SOL-based lessons. • However, most of the lessons focus on the content areas. • I wanted to develop some ideas for linking technology and literacy.

  9. So, I started thinking… • I took what I had learned at NTTI and considered how that knowledge could be integrated with what I know about teaching reading and how I provide literacy instruction. • I considered my students who have fluency-related reading issues and the interventions that I use with them. • Reader’s Theater • Timed Repeated Reading • Poetry reading

  10. I frequently used Reader’s Theater as a tool for fluency development, but I wanted to make that activity more meaningful for my students. • I not only wanted to improve their oral reading fluency, but I also wanted to increase their motivation and to promote positive feelings about reading.

  11. The light bulb went off! • Then, I reflected on the different forms of technology and asked myself which tool could I see working with fluency instruction. • The flip camera immediately came to mind. • It was easy to use (a big plus when you’re looking at incorporating technology in your classroom!). • It also could be used in a variety of ways.

  12. I also thought that the flip camera could be an effective tool for fostering connections with parents • I had invited parents to be the audience during our Reader’s Theater performances. • However, parent participation was tepid. • Issues with getting off from work, transportation, discomfort with coming into the school • Title I schools must emphasize parent involvement as a part of their school-wide and division-wide plans

  13. Why not bring a flip camera into the classroom to video students Reader’s Theater performances? • I had already tried podcasting, but had really struggled with putting the podcasts together. • Plus, trying to get my hands on the iPod cart was challenging-I could never access the iPods when I needed them.

  14. Instead of practicing our script for an activity such as podcasting, we could instead work towards the goal of preparing our reading to be videoed. • Once I videoed the performance, I plugged the camera into my laptop. • Students could immediately see their performance. • For many students, this was the first time that they had heard a recording of their voice! • The software that is built into the camera makes editing and saving the video easy.

  15. This is the screen that will pop up first when you plug the camera into the computer.

  16. Choose the video that you want to view/edit/save.

  17. Double-click on the picture

  18. Click on “Save Video”

  19. Then, choose the album where you want the video to be saved. Or, create a new album!

  20. To make a movie and burn a DVD • You need some type of movie making software. • Windows Movie Maker • iMovie

  21. While you don’t have to take the step of using a tool like Windows Movie Maker or iMovie, the overall product will be enhanced. • I will add a title and credits to movies. • When I have multiple videos, this enables me to identify what the video is about and when it was made. • If you find this part to be a problem, touch base with your Technology Resource Teacher (also called an ITRT in some districts) or any tech-savvy person in your building.

  22. So, what happened? • The kids were fascinated by the flip camera! • When I turned on the camera to record the students, I saw a change in their demeanor. • Penny, for example, was not always the most engaged student in her third grade group. • Motivation was a big issue for Penny. • However, when the camera was turned on Penny (or when she realized that we were practicing scripts to video) she straightened right up and put forth more effort than usual! • This increased effort on her Reader’s Theater script fostered Penny’s oral reading fluency.

  23. Danny was an unmotivated fifth grader with weak fluency (his accuracy, rate, and expression were all distressed). • I not only needed to address Danny’s fluency needs, but I also needed to motivate him. • I incorporated Reader’s Theater with videotaping into Danny’s instruction. • Danny went from grumbling about having to read to asking if and when we would be doing Reader’s Theater to be videoed.

  24. Student enthusiasm increased, particularly when they received their first DVDs to take home. • Students also seemed to work harder on practicing their scripts when they have the goal of performing for the video camera. • Students were able to critique their own performances and identify what they did well in addition to what they need to work on the next time. • I do emphasize that students are evaluating themselves and NOT their peers. • This should be modeled first.

  25. In addition… • Parents can view videos of their children’s participation in Reader’s Theater at school. • They are able to watch the videos at their leisure. • They do not have to miss work or deal with finding transportation to school during the regular school day. • Those parents who are uncomfortable with coming into the school can still keep up with what’s going on in the classroom • Hopefully, seeing the positive atmosphere of the classroom on the video will help those parents feel more comfortable about coming in to the school!

  26. Other Fluency-Related Practices That Can Be Videoed • Reading poetry • Students can practice a poem over the course of a week (repeated readings). • At the end of the week, their performances can be videoed. • Partner reading • The “You Read to Me, I’ll Read to You” books also work well with being videos. • A student’s favorite passage from a book can also be used.

  27. The videos can also be used to demonstrate fluency growth over the course of a school year. • Just video students at points throughout the year. • It’s easy to make a compilation DVD using Windows Movie Maker

  28. Money is an issue-so how did I afford this? • A flip camera costs approximately $200. • As we all know, school budgets are already stretched pretty thin, so there wasn’t extra money to buy a flip camera. • So, in order to obtain a flip camera, I knew that I would need to find an alternate way to fund it.

  29. The George S. Irby grant • As a Title I teacher, I had the opportunity to apply for this grant that was provided by the Virginia Association of Federal Program Administrators (VAFEPA). • I wrote the grant (which I have available to show) for a flip camera, its accessories, and blank DVDs. • My grant was accepted and I received the funding in the fall of 2009. • I went to Sears, bought my camera, and was on my way!

  30. Economic times are tough…how can you afford a flip camera? • There are many avenues available to help you acquire a flip camera. • NTTI: The National Teacher Training Institute • Digital Wish • Grants through professional organizations • Donors Choose

  31. NTTI-The National Teacher Training Institute • Provides training for the use of technology in education. • How to plan lessons that incorporate technology • How to use a variety of technology in a school setting • Upon completion of the three day institute and the creations of a lesson plan incorporating technology, teachers can receive the technology for which they have received training. • I received a document camera after my first NTTI experience. • A third grade teacher at my school obtained an iPod after completing NTTI.

  32. NTTI • How to get involved • The national website: www.thirteen.org • The “Get Involved” tab can help you locate the nearest participating public television station. • Check the website of your local public television station • For example, my local public television station, WVPT (www.wvpt4learning.org), located in Harrisonburg, VA, hosts an NTTI institute every year in March.

  33. Digital Wish • Located at www.digitalwish.com • Teachers can identify and describe their classroom technology needs. • People can donate money to help • Parents • Friends • Businesses • Teachers can also apply for grants • Write a lesson plan to be eligible • Monthly awards

  34. SMART Technologies • Grant information • Fundraising • Visit http://smarttech.com/us/Resources/SMART+education+programs

  35. Local educational foundations • Citizens in many localities are creating educational foundations to provide grant money for schools. • A group of citizens in Rockbridge County, where I teach, organized the Rockbridge County Public Schools Foundation. • This foundation provides grant money to teachers and administrators for materials for which there isn’t any money in the school budget. • The Rockbridge County foundation has awarded several technology-based grants in the past few years.

  36. Now, let’s see just how easy it is to make videos with the flip camera! • I need volunteers who would be willing to perform a Reader’s Theater script. • I also need a volunteer who will video the performance.

  37. Thank you for coming today! Contact Information jennifer_martin@rockbridge.k12.va.us jaf9d@virginia.edu

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