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 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 literacycomposition process

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?

Benefits

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

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

Check out my youtube channel to

see examples of video-based

projects!

www.youtube.com/juliebwise

REFLE

CT

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

CR

EATE

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

SH

AR

EIn class

EmailBlog

Wiki Youtube

Social Media

Further ResearchExpose 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

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?

ReferencesCurwood, 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