EDLD5363+Course+Reflection

EDLD5363 Video Technology was a course that focused on the principles of multimedia planning, designing, production, editing, and evaluation of digital stories for use across the curriculum areas. Before beginning the Multimedia and Video Technology course I had envisioned several goals or concepts that I wanted to learn during the course. This references standard TF-I.A.2 provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs. Some of those goals was to learn different multimedia projects to share with students, learn the basics techniques for shooting and editing video clips, and how to use various technologies to share with diverse audiences. Those goals were taught and mastered through hands-on learning experiences. The concepts that I have learned in this course are relevant in my everyday life and practice because they resemble real life authentic learning experiences that other teachers and students can benefit from. The skills that I was exposed to can provide my students with another way of self-expression to show a different means to represent what they've learned.

I was successful in completing the course's assignments. I felt as though the class assignments were very rigorous and it involved a lot of practicing with the video editing software and multimedia to create a finished project. The personal digital storytelling was one of my favorite activities as it really allows one to think about one's past and the important moments that made that experience memorable. I was able to create my first personal digital story in Microsoft Photostory 3. This references standard TF-II.A.1 provide resources and feedback to teachers as they create developmentally appropriate curriculum units that use technology. Creating a digital story about yourself is always a challenge. I struggled with what view point I wanted to share with other teachers and decided on sharing //My Journey through Education//. In my personal video I describe how I knew I always wanted to teach and how I had reached a crossroads between what my mind and heart was telling me to do. After some soul searching I chose to pursue education where I can change young lives every day. The images brought back wonderful memories about the journey of my professional life.

Week 2 I was able to evaluate to video editing software programs to see which one I liked the best. I decided to explore Windows Movie Maker and Pinnacle Studio Plus. Both of the editing programs have similar functionality and 3 pane layout design for the user interface. Both of the programs are user friendly and are fairly easy to use without the use of advanced technical skills. The podcast about Movie Maker could be used to provide instructions or a record of one's current thought processes or interactions with others. This references standard TF-III.A. 5 use methods and strategies for teaching concepts and skills that support use of media-based tools such as television, audio, print, media, and graphics.

The culminating activity regarding the Public Service Announcement allowed me to work with others to take various roles in the video production process. The team chose roles based on individual strengths and backgrounds to contribute to the final project. With a team of five talented women, we were able to brainstorm and contribute valuable insights to our project. Our team was able to create a wiki entitled Multimedia Group Project for our group input and facilitation of ideas. We decided on a topic for our PSA that dealt with the serious issue of plagiarism. During the pre-production phase, our team planned a rough draft of our PSA project proposal, script outline and narration script, shot list, and copyright information. The production phase was where all of our creativity and vision came together. Several team members recorded many video scenes as well as voice narrations to allow room for editing purposes. The post-production process included choosing the correct background music that matched the tone of our PSA, editing the video shots and voice narrations, and last but not least selecting the appropriate copyright citations. The title of our group’s PSA was “Plagiarism: The Wrong Choice.” This references standard TF-V.C.2 assist others in locating, selecting, capturing, and integrating video and digital images, in varying formats for use in presentations, publications, and/or other products.

In the article, //**Video Basics and Production Projects for the Classroom**// by Andrew Garrison he stated that//,"Media production offers a means for students to talk to whomever they think is an important audience. It does all this because students want to say things that have meaning to them-authentic production comes from authentic learning."// Over the past four years I've observed that students love showing off their creativity and individuality. Since we are living in a digital world students love to use technology to participate in authentic learning experiences. Technology provides them a means of communication to showcase their talents and connect with their peers in the way they enjoy best. Students are able to be original, unique, and have an audience to share in their success. At the end of this course I learned that I'm good at being a good team player. I know how to delegate and manage deliverables that are needed for a project and how to identify appropriate resources to get the job done. At the end of this class I feel as though my technology and leadership skills are improving and I'm becoming more comfortable teaching other teachers and students about using technology. My attitude has changed in the fact that I'm seeing myself wanting to incorporate more technology activities in the curriculum and to provide students more opportunities to showcase their diverse learning styles. As a lifelong learner the challenge that is worthy of future research is how to best teach elementary students to plan, design, develop, and evaluate, a group video production project to produce to the community.

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