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Video-Based Projects with Animoto : Reflect.Create.Share Julie B. Wise juliebwise@comcast

Video-Based Projects with Animoto : Reflect.Create.Share Julie B. Wise juliebwise@comcast.net. Statement of Problem. CCSS has changed c urriculum:

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Video-Based Projects with Animoto : Reflect.Create.Share Julie B. Wise juliebwise@comcast

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  1. Video-Based Projects with Animoto: Reflect.Create.Share Julie B. Wise juliebwise@comcast.net

  2. Statement of Problem CCSS has changed curriculum: • RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beautify of a text (e.g., multimedia presentation of poem). • W.5.6 Use technology to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. • SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations Technology has changed the: • definition of literacy • composition process

  3. Purpose of Video-Based Projects Expose students to multi-modal tools. Engage students in multimodal composition. Extend the teacher’s TPACK. What do you already know about Animoto?

  4. Benefits Challenges Time to learn software Access Music & pictures aren’t always relevant Can’t control time between slides Need permission if using student pictures Time to process video • Free • Easier than iMovie • Cloud storage • Novel way to convey meaning by combining text with visual, audio, and spatial modes • Differentiate process and product to meet a wide range of learning profiles • Facilitate critical thinking, collaborations, and research skills • Increase media literacy

  5. Check out my youtube channel to see examples of video-based projects!www.youtube.com/juliebwise

  6. REFLECT Before - Pique their curiosity • Introduce yourself or a concept During - Grab their attention • Practice order of operations After - Tutor support (QR Codes) • Review a class, text, or a unit

  7. CREATE • Reading – book trailers, vocab, retelling, summarize, visualize setting, • Writing – prompts, process writing (how to wash hands), build an argument, digital poetry, digital story telling • History – timelines, biographies, amendments, bill of rights, regions of the us • Math – order of operations, solve a problem, present a new formula, word problems • Science – weather, experiments, scientific method, periodic chart, chemical vs physical changes • Teacher – introductions, back to school night, field trips, class trips, highlight student achievements

  8. Email Blog SHARE In class Social Media Wiki Youtube

  9. Further Research Expose students to multi-modal tools. • As a reader • As a writer Multimodal Composition Process • Paper to screen • Screen only Technology Pedagogy Knowledge • How do teachers plan for Animoto • Access to software and devices

  10. Discussion • What video-based environments have you already established? • How could you use Animoto in your classroom as an entry point into multimodal composition? • Why would a tool like Animoto be effective in teaching a lesson?

  11. References • Curwood, J. and Cowell, L. (2011). iPoetry: Creating Space for New Literacies in the English Curriculum. Journal of Adolescent & Adult Literacy. 55(2), 110 – 120. • Dalton, B. (2012). Multimodal Composition and the Common Core State Standards. The Reading Teacher, 66(4), 333-339. • Morgan, H. (2013) Technology in the Classroom: Creating Videos Can Lead Students to Many Academic Benefits Childhood Education (January 2013), 89 (1), pg. 51-53 • Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing Project‐Based Inquiry: Middle‐Grade Students Read, Write, and Create Videos. Journal of Adolescent & Adult Literacy, 55(6), 483-493. • Wickline, K (2011). Bringing Lessons to Life with Animoto. http://www.readwritethink.org/professional-development/strategy-guides/bringing-lessons-life-with-30885.html

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