Week 11: 4/7 Technology Inventory

CLASSROOM: Hardware

1. How many computers/printers are in your classroom? Each student has a Chrome book assigned to them. The classroom teacher has an iPad. The classroom does not have a printer. Teacher has access to 2 black and white printers and 1 color printer

2. Do you have a connection between a computer to a television or projector in your classroom? Teacher has a document camera (Elmo) with connection to Smartboard. Also a connection between computer and SmartBoard.

3. Do you have any cameras in your classroom (webcam, video, still or digital)?
Teachers use personal cell phone for still camera and video when needed.Teacher has a document camera (Elmo).

4. Do you have any additional hardware not described above (SmartBoard, scanner, etc.)? The classroom has a SmartBoard (Notepad software). Students have tablets that are rarely used because they are old and problematic.

CLASSROOM: Software

1. What computer applications/programs are on the computers in your classroom? Second grade classrooms have: Typing Training, Xtra Math, Quizlet, Reading A-Z (subscription)

2. Do all the computers in your classroom have the same software loaded? The computers in grade 2 are Chrome Books and do not have software on them.

3. Do the computers in your classroom have Internet access? Yes. Students ONLY access the internet with teacher support and supervision.

4. Which hardware/software have you seen the teacher use? How was it used and with whom (e.g., whole class, small group, individuals)? I have seen teachers use the SmartBoard, the document camera (Elmo), and Chrome Books.

OUTSIDE YOUR CLASSROOM: Hardware

1. Are scanners, LCD projectors, or digital cameras available for teachers from the media center? (Please list what is available) What is the system for signing them out? LCD projectors are used only on the SmartBoard. Teachers use the copiers as scanners when needed.

2. Are there computers in the library for students to use? How many? How are they used?
(e.g., Open computer time? Directed by the teacher? By the librarian?) There are three iMacs available for student use in the library. However, they are only used for locating books within the Wethersfield public school card catalog. Students are directed under the librarian and available paraprofessionals.

3. Is there a computer lab at your school? How many computers does it have? What is the system for using the lab (e.g., sign out or designated days)?
The computer lab has 28 desktop computers. Teachers are required to sign up for lab use in a notebookat the lab in advance.There is also one black and white printer and headphones.

OUTSIDE YOUR CLASSROOM: Software

1. What applications/programs are available upon request? (List only those that are not already installed on the classroom computers) Teachers need to submit an IT request if they are interested in using applications/programs that the school does not currently subscribe to.

Activities

List two ways you could integrate the technology available in your current or future classroom. For example, you could use the SMART Board to support a literacy activity by having students make different phonetically regular words or you could have students explore an interactive website to learn new information about a science topic. Remember, you will need to teach one technology-integrated lesson for your unit plan. The lesson could be one from this class or one of your methods lessons.

1. In Writer’s Workshop, The SmartBoard can be used to analyze a piece of writing in Bend #3 (Independent Application), of the Writing Process. For example, the classroom teacher shows a piece of writing for the whole group to see on the Smartboard following a brief mini lesson that focuses on one aspect of revising (re-writing, elaborating, adding details, etc.). The classroom teacher then models how to revise the piece by doing a think aloud. Then she asks students to offer ideas after they have discussed ideas with their writing partner (think, pair, share activity).

2. In Reader’s Workshop, the classroom teacher could have her students use iPads to read a digital text that uses captions to help scaffold one-to-one text correspondence.

Week 11: 4/5 My Multimodality DS Reflection

What are the 3 intentional uses of multimodality in your DS and why you chose them?

1. Imagery: I created each graphic slide in order to achieve a cohesive look throughout the piece. My goal was to put together a video that was simple and straightforward. The piece uses a lot of white space around the graphics. This helps to keep the video simple and uncluttered. When artwork does not match, appears busy, or shares too many styles, it becomes distracting and is more difficult to view. For interest and variation, I threw in a few watercolor images. These images also helped the flow from slide to slide in parts of the video.

2. Filters & Sound Effects: I wanted to add a sense of drama to the three book scenes I included in my digital story from Flora and Ulysses. I did this for two reasons. First, I wanted my audience to know we were inside the book in this portion of the digital story. By adding the aged movie filter, each of these scenes stood out from the rest of the video. Second, these three events within the story have significant feeling and emotion associated with them as they relate to the plot components, (rising action, climax, resolution and solution). As the storyteller, it was my duty to represent each of the scenes as the author had intended them to be read. It was important that I communicate each of these scenes using the appropriate tone. Adding well chosen sound effects helped me achieve this too. I’m hoping it also kept my audience engaged too.

3. Music: I took my time and carefully chose music to accompany my cover slides because I wanted my audience to be met with an inviting and engaging tone. My goal was to engage the audience right away. The acoustic guitar offers a simple low-key sound that is also friendly and invites the audience to watch. The music I chose for Flora and Ulysses had to be upbeat and entertaining. It  had to say, “Hey, look at the squirrel! How many stories include a superhero squirrel? I chose music that was playful, engaging and a little zainy. This helps tell the audience that this story is fiction and fun.

What qualities would a good digital storytelling product have? Please elaborate.

A good digital storytelling product contains a combination of well-balanced multimodal elements including:

Audio- This includes sound effects, music, and a friendly and upbeat narrator

Graphics/Images- Use images that work well together and communicate meaning without confusing the audience
Concept- Make sure the objective is made clear and is explained well

Audience- Know your target audience and keep them in mind when you are building
your piece

Care in Execution - If you do not care about your piece, it will show and it will not be successful

Engaging - Grab the audience, Make them want to watch

Final Digital Story