EDLD+5364+Final+Team+Reflections

Final Team Reflections

The learning activity that caught my attention was the development of the Animoto video through [|http://animoto.com]. The production of a video from material collected through various websites including Google Earth, observation of YouTube products on the water cycle from various sources like TeacherTube, etc. can be experienced by both the hearing and sight impaired students, e.g. =Let’s follow a drop through the water cycle!=

Bing images.org/images. Water cycle retrieved on March 22, 2011 from @http://kudzuacres.com/wwow/lessons/weather/watercyclereading.htm. The use of the CCTV (closed circuit TV can allow the legally blind student the option to see amplified text and images gathered by all group members.) This student can provide keyboarding skills in adding the text screens in the video as the gifted and talented student conducts searches and the third team member reads materials (not in print for use on the CCTV) otherwise collected for possible inclusion in the group project. They each contribute to the final editing process.

The student with the hearing impairment is quite adept at keyboarding as well. She would serve as the scribe during the data collection process and provide as much input as the other two group members. However, some of the editing process, especially the audio portion, will be sharpened by the other members. A good site that could aid in determining the validity of source data found on the internet is [|www.techsource.ala.org/blog/2006/04/a-new-media-information-literacy-tool.html]. This could prove to be quite useful in the students’ search for accurate material (Solomon, 2007). The effort each student contributes by collaborating toward the desired goal of the project is just as valuable as the actual elements collected to build each product. This is strongly emphasized in Using technology with classroom instruction that works in the “Effort Rubric” in Figure 8.1 (Pitler, 2007, p. 162). It allows students to self-assess their work so their perceived “value” can be recorded during the process.

The teacher can work with an IT staff member during her planning period to become acquainted with the various sites involved with the water cycle block. However, working alongside her students as they develop their video clips is the greatest method of unveiling her students’ talents as they share their discoveries. More often than not, today's students are willing to share their expertise with technology. Sharing boosts their self-esteem to untold levels which in turn, pushes them to greater achievements so they do not appear lame to their peers. Luis and Cameron are great examples. This course broadened my thinking to include the use of every participants' knowledge and skills in redefining the role of teachers as more of a facilitator than instructor or educator; unlike my previous thinking that the teacher is the sole responsible party who instructs their students.

Peer education is a big trend in classrooms because the teacher gets a lot more than satisfaction in seeing students learn. Where do we as educators find the time to search out the best methods or tools to introduce to our students? Just sharing with colleagues and our students provides a huge resource pool. ( The teacher can produce and preview her own video of the water cycle as an initial sample to share with the class. She can also download music from her iPod to accompany her product to show the diverse sources of Web 2.0 tools available to our learners today. Naturally IT assistance will be available to the teacher as needed.

As a life-long learner, I witnessed a great deal of opportunity through this classroom exercise. The desire for students to share their strengths, not only knowledge for the topic at hand, but skills in developing the projects was tremendous. Encouragement came from their peers as well as educators as they stretched and displayed their eagerness to excel. The opportunity to facilitate these subjects using the Web 2.0 tools available and guiding compatible personalities to a finished product was extremely rewarding for all concerned. The skills utilized by the students were so vast, they possess an untapped resource that was a true education to this teacher. I definitely concede that there is so much technology I have yet to experience and hope to someday utilize (at least in part) to the best of my ability in guiding students toward their full potential.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development, 155-164.

Solomon, G., & Schrum, L. (2007). Web 2.0 New tools, new schools. Eugene, OR: International Society for Technology in Education, p. 85.

Edutopia.org (nd). //Digital Youth Portrait--> Retrieved Oct. 5, 2009 from [].//

Edutopia.org (nd). //Digital Youth Portrait--Luis.// Retrieved Oct. 5, 2009 from [|http://www.edutopia.org/digital-generation-profile-luis-video]. .