video production Blog # 14

This weeks reading was directly related to how one could implement the film making process in to the classroom. In the case of the teachers that wrote the article, their students were assigned to make a documentary film about “civil war mysteries.” There are huge processes that one has to go through when making a film. In this class we briefly went through it. The process encompasses strategic planning, writing, casting, and problem solving.

The film making possess:

Prior to any video being made, groups must be formed and must go through a process of pre-production. This is where many tasks associated with making movies are completed. Here are some of the steps of preproduction: First an idea must be manifested, second a storyboard (a detailed script of what each shot will look like) must be written, and last but not least a filming plan must be made. These three general steps have many tasks associated with them. These include but are not limited to brainstorming, prewriting, first, second and final draft for script writing. On the other side the strategic planning of the movie making posses need to be done.

Equipment, talent, and locations need to be secure to ensure that the best movie is being made. In retrospect, this process does not differ very much form the actual movie making process. I actually had the opportunity to actually go and meet with Hollywood directors and learn in high school what the process was actually like. I think that the great part about using an activity like this in the classroom is that students learn via cross-curricula, hands on, and project based learning. These types of projects help not only build skills that are necessary according to California standards, but are also great ways to build leadership qualities with in students.

The article goes on to chronicle the process of production and post-production. Production refers to the actual filming process. In productions you follow directly what the storyboard states in order to fulfill the stories plot according to the writers. This is the process of “scene 1 take1” … “action…cut and that’s a rap!” Students typically have most fun with this part of the process as they can pretend that they are their favorite actor or director starring or filming the next big Hollywood blockbuster. Once the filming stage is done the groups go in to post-production or editing.

Depending on the person this is can be either the most tedious part of creating films, or the most enjoyable. In the editing room as a teacher you need to find people who pay extra attention to details. In short, the editing room is where your movie comes to life, whether it means adding music, special effects, or just cutting the movie to the specifics of the writers and directors. After hours in the editing room, and several drafts and revisions have been made, you finally reach the final product. After the hours of tedious work it can be very rewarding for students as well as teachers to see students with their final project done.

I think this is definitely technology that can and should be used in a classroom that has a lot of time as well as multiple subject matters to work in. I firmly believe in project-based learning, especially ones that leap across multiple disciplines. For that reason, as a high school teacher, it becomes essential to work with other instructors to create fun and interesting projects like there to haves students apply themselves when learning.

Reflection on Storyboard Blog # 13

Reflection on the writing a storyboard for the i-movie.

From the start of this project there was much excitement with how the group was going to execute this project. The group members consisted of the same ones as the wiki-space groups that we formed about a month ago. Right away we started delegating tasks. I took a leadership role in creating a preliminary storyboard for the group to approve. We applied a lot of what we learned in the wiki-space assignment to work cooperatively on the Internet without actually meeting in class. Through this process we were able to have the majority of our storyboard constructed before we even got to class the following Wednesday.
The short film is about a student, which did not have a great Spanish teacher per say. Therefore, she hence turns to her friends to help her speak with a person who does not know English at all and only speaks Spanish. The film is set in CSUSM, on a day with little students. The idea is that she learns how to meet and greet a person as well as tell what time it is, along with stating farewells. All this, is to take place in a two-minute video.
Approval of the storyboard was choppy with a little misunderstanding form our producer Erika McCoulloch. She wanted to make sure that the majority, if not all, of our filming would take place outside the classroom. The idea of giving a Spanish lesson sounded and was perceived as though we were going to give a Spanish lesson on tape. Nevertheless, the matter was cleared up via a simple e-mail and we were clear to start taping the following Monday.
Due to the incredible meeting efficiency of the wiki-space, which you can find at espanolexp.wikispaces.com, we were successfully able to construct a storyboard. I would recommend that not all the work be done online as sometimes, real time/people meetings becomes necessary. However, the great strength of our group was the ability to incorporate meeting strategies and tools leaned in the course which proved successful in increasing the productivity of our group.
In the mean time, Andrea and Christina did a lot of the logistical work making sure that our story covered the correct aspects of teaching. In the case for our film it was state standards for foreign language. They were able to go and research the specific standards we were to present in for the video. They confirmed that the script that we devised would work out as a project to present to students

Filming section:
There was some confusion over who was going to rent the video camera, I initially went home to check whether or not I had one that was compatible. In the in I concluded and communicated via the wiki-site that I could not provide our group with a camera. The task was initially delegated to Ms. Christina Rodriguez, however when it came time to film, we still did not have a camera. Despite the lack of having a camera, Kasey and I went down to the library with the hope that there would be a camera left for us to rent out. Fortunately for us, we were able to acquire a camera to shoot our film.
The filming process did take about an hour and a half. Most digital media students and instructors urge students that are planning on shooting film to give 1 hour per actual minute of film presented. Using that knowledge our group was able to get all our filming as well as our capturing done in the first day back from thanks giving break. We were all able to save the movies on our computers and start editing the next day. Right now we have all of our preliminary editing done. At this point we are working on different subtitles to add along with special effects and music. Monday the 3rd, we will finalize our movie and choose one to present to the class. I am personally am very exited and had a lot of fund working on the project. I do think I did much of the work however, that primarily came with my previous experiences in digital media production.

Blog # 12 Databases

Databases
Creating databases is vital to be able to keep track or data and records of your students. Earlier in the course I leaned how to take data, plug it in to excel, to create pseudo databases of grades integrating formulas with data. Database software is more simple however, as it allows one to create a survey and plug data in automatically. After the data is collected the user can analyze data by looking at it in a variety of visual formats. The way in which we used databases in class is not necessary the medium people use to look at data. In the Repp article he details how people are using the world wide web to input as well as store databases. These forums can also be used like WebCt is used a California State University San Marcos to have classwork done online as well as tuned in electronically. As a teacher it is vital to be familiar with database technology especially when it comes to assessment and quality control. Furthermore, it becomes especially helpful when analyzing what the strengths and weakness of your students in order for you or any other teacher to be able to apply the appropriate teaching methods to the classroom.
One of the other readings dealt with the practical application of databases and gave specific examples of how their use in the classroom can foster thinking about possible research methods. The given example was a database of the U.S. presidents. The article pointed out that students could use such a database that they would create as a first step to working on more in depth analysis and then research of a more specific one. This article encourages teachers to gives students a opportunity to learn as well as to teach, hence breaking away from more traditional styles of lecture. In the example of Marion Diamond’s classroom she found that “when they know they are responsible for adding to the classroom collection of information, [they] are more diligent in doing detailed research and in ensuring that the information is accurate” (6). If one followed this method the students could essentially do much of the principle work, leaving the teacher to stand as a mediator and a person who ensured that the information is correct. In implementing teaching methods such as these it is vital to ensure that your students are aware of copyright laws and the issue of plagiarism in order to ensure that they are doing research in a correct way. Once initial data is collected and some research done to ensure the integrity of the data a teacher may be able to have fun with the students having them use the database to answer a questionnaire. One could even integrate other programs like power point and do a review game like Jeopardy. In the case of the presidents, one could make up a presidential trivia game.
The Kahn article dealt with specific tasks databases can do for students. Kahn suggests that the importance of databases is two fold. One: to do any kind of research electronically, and Two: to use higher thinking skills by having students create and define categories. The article references some aging Mac software that can be found on early versions on Macintosh computers, however still present in current database software. Like the previous article it spoke of various ways to implement and use databases in the classroom. Highlighted were the pop up menus and value lists. These were highlighted because it gives students an alternative way of conceptualizing units of information. The pop up menu gives student a choice of values to choose from; a multiple choice of answers if you will. Whereas, the value lists give students the opportunity to fill in the blank and add information that might not be applicable to the field discussed.
Over all I see the importance of implementing databases in the classroom. The perfection of this practice is vital in order to promote and foster the critical thinking of students. This is especially a good tool to use with students in middle school provided that their computer literacy is up to par. Initially I thought that databases were just a fun way to analyze grades or subjects in the classroom. However, after reading the article sit is very clear that they can be used all across the spectrum whether it be individually by the teacher or collectively by the classroom.

Blog # 10 Mid term

Blog #10 The Midterm
The midterm was split in to two parts one on Monday and one on Wednesday. In my own personal opinion the test was relatively simple. I feel I scored very well losing points on minor mistakes. At no point in the exam did I feel like there was something that was not explained to me or clear. The same occurred in the Wednesday midterm, we were told to create a pie chart as well as an inspiration mind map. The last thing that we did was to explain what were the key ways to create an affective power point. Again, the task was relatively simple. And I found that because is practiced with these programs it became easier for me during the tests.
I look forward for learning more programs and working with i-movie for our final. I have worked with other video editing programs such as final cut pro with success. I understand however, why we are told those programs like i-movie, because they are readily available on most apple computers.

Blog # 9 Fire

Blog #9 Fire
This week class was canceled due to the various wild fires that plagued Southern California during the last week of October of 2007. There was little guidance regarding what to blog about so I am going to reflect on my experience with the fires.

Sunday: Arriving from Northern California.
I took an aircraft late in the day taking off from Arcata, California to Los Angeles. Before I boarded, I was informed by my significant other that the sky was very smoky. My family and several friends told me that there were fires all over Southern California. I previously knew about the huge fires raging in Malibu, however did not hear any thing about San Diego. When I arrived to L.A., I immediately called my relatives to see how they were doing. I was informed that everything was fine, and that the fires were located directly towards the east and that our houses were safe. Flying into San Diego, black smoke covered the landscape. My house as well as most of North County was not in view. Arriving home, the air was filled with smoke and it was difficult to breath. However, due to the assurance of the news media and my parents I decided to stay at home.

Sunday night: Strong winds
That night it was very difficult to sleep. I knew that the fire was east of where I lived. The strong Santa Ana winds frightened me as well as my animals. I ended up watching any piece of news media I could, in order to reassure my self that I was fine. By three am, I was frantically calling my friends in San Marcos and in Escondido trying to warn them of the small fire that was moving towards the school. Finally at five am, word had spread that the big fire, the “witch creek” fire, was spreading in to Rancho Bernardo.

Monday morning: Evacuate
My mother came bursting into my room ordering me to pack up my things and evacuate. I quickly grabbed my schoolbooks and materials as well as articles of clothing, although I was already packed from my business trip. Promptly at six-thirty we were in a mad dash to escape from Rancho Bernardo. After about an hour of navigating though a huge traffic jam, we arrived safely to my mom’s friend’s house in UTC. We unpacked our backpacks and plated ourselves in front of the television.

RBurning!!!
We spent most of Monday glued to the television hoping for good luck with our house. In the process, we watched many of our friend’s houses burn down. Finally after about 8 hours of television, I went to sleep not wanting to know more.

Return to find our house
On Wednesday we were given the all clear. Our family was very fortunate to find our house 100 percent intact. All we had to do was to clean up from all the ash that seeped in through the cracks in our doors and windows. Some of our neighbors were not so fortunate. I like to take this time to express my condolences for any hardship any one in our class might have experienced though this time. For me this was the closest a fire has ever come to my house and it has reminded me that as we are not all immune from the incredible forces of nature. I expect to be taking the mid term next week along with the rest of the class. See you all next week

Blog #8 Web Quests

Web Quest: A portal for learning
After reviewing the articles on web quests as well as writing one my self, I see the incredible benefit that this brings to teachers and students. It is more than just an Internet search for data to be reported. As a matter of fact it is a great way to have students work collaboratively on the web to accomplish a common goal. I was especially impressed at the historical web quests where the students were required to create a story about a historical figure using various research done on the web and out side of class.
There are actually many different web quests available. One can search San Diego State University, filamentality, or simply Google web quests to discover that there are a plethora of resources available for teachers to work off of. One just has to be careful in using these materials as some may be copyrighted and require prior permission. Through out the last few weeks of class we were delegated the task of creating a web quest on a free site entitled filamentality. There we were there was a template to create a treasure hunt and formulate our own questions for our students.
Like I discussed a few blogs ago, when issuing questions it becomes critical to apply Bloom’s taxonomy in writing the questions in order to instill a greater meaning. If one does not apply a meaning to such questions, the desired objective may not be so easily achieved by your students. Admittedly I was not too thrilled about the prospect of doing web quests as students too many times get distracted when surfing the web. I still have doubts especially when it comes to children who don’t have access to the internet or computers in general. Nevertheless, if one teaches in a school that has access to such a technology, Web Quests are a great way to use the Internet to achieve a classroom objective.

WIKI SPACES

This week we worked on an online web page called Wiki-spaces. Wiki-spaces work a lot like Wikipedia whereas it is really easy to work collaboratively on a project like a paper or something similar by utilizing online tools such as discussion boards and live editing. Doing this project, in a way confirmed my fears about how easily one cold sabotage a very well done and credible wikipedia entry; however really help me learn about alternative ways to work collaboratively online with out using the telephone, instant messenger, or other communication devices.

Its is very probable that I would use this as method of getting my students to work in group projects so that I, the teacher can see that every body is putting in their 50 cents in to the assignment. Even though there are many different types of learners, every one must learn how to work collaboratively on a project and this type of tool can really help when students are called to work on an assignment together.

As a teacher I could also use this tool to guide what we learned about in the readings about web quests. Furthermore, I could use this as a venue to publish homework assignments, newsletters and announcements, if the school does not have an online learning tool like webCT. Now WebQuests are assignments that use the Internet as a tool to facilitate the learning process. I have spoken in past blogs about using tools like google earth to facilitate virtual field trips. A web quest really incorporates many of the internet tools that many of us know in order to expand on lesson plans. For example, if I was to teach a geography lesson about Canada, I wouldn’t necessarily use a web quest in order to have children locate the major cities in Canada. What one would ask students is to find in-depth facts and insights on a city or province. One could utilize the wiki spaces and have a each group work on a province in Canada. Each member of a the groups would delegate tasks on what important physical, political, and cultural topics one could find on a province, then displaying it for the class to see and learn.

As intriguing as wikisites and the whole concept of wiki spaces are, I see some aspects of it problematic. Main issues includes the accessibility to students. Being a student that has seen various types of technology in the classroom based on district, I would be the first to tell you that these types of assignments would be difficult to implement especially if students did not have the technology available. Furthermore, as working collaboratively on the web is very important especially in our a global civil society; however, I think it is also appropriate to balance these types of assignments with face to face interaction so our students are not trained that relationships between students and coworkers are completely artificial and commercial.

All in all this is yet another helpful technological tool available to students and teachers that will be implemented in to future teaching practices.

Research and Excel

Looking for information for research has become easier and easier, the more technology develops. The computer definitely revolutionized the way libraries were catalogued, but in the wake of the internet revolution, many students prefer the use of the internet as a research tool. It is very tempting to go to Google, Yahoo, or other search engines to do most of the reaserch, however it becomes problematic when seeking accurate and credible information.

Now providing students with appropriate search engines and web sites to visit is very helpful, in order for students get that desired information. With that said one must identify, what is a credible website, and what isn’t. For instance, Wikipedia, is NOT a credible web site. I would show students how easy it is to modify entries on Wikipedia, making information not reliable. Keeping students on sites that have strong ties to institutions can work a lot better and is proffered. For example, generally one can find government studies on sites labeled, .gov. and most of the time the information is credible because of its ties to that all powerful institution: the U.S, government.

The article also spoke of sites that had a plethora of research available for various content for a small fee. It would be very important to speak with the librarian or the school administration to see if there can be a school wide access to these sites in order for students to search for scholarly articles. These sites can include such as Lexus-Nexus or EBSCOhost. Furthermore guiding students to appropriate search engines will help students in the future from finding the incorrect information for research projects. Teachers also must also check for plagiarism as it becomes very tempting for students to take short cuts.

As for assignment, Excel is a great tool to use to organize many different numbers. For math and science teachers this can be a very good tool to teach augment class projects and data. The grading process also becomes very easy, especially if the school you work at does grades by hand. With Excel one can make detailed progress reports for parents as well as administrators. Excel is definitely paramount for teachers to know and be proficient in.

PowerPoint and Taxonomy

PowerPoint: Effective Tool or Dull Distraction?
This week we were given an advanced tour through the world of Microsoft Power Point. Now Power Point, for those who don’t know, is a great tool for both teachers and students, due to its ability to facilitate discussion as well as give direction to a class. With that said, not all power points are equally impressive. As a mater of fact it can be very easy to create a power point presentation that is dull, boring, or worst of all distracting.
There are a few simple tips to follow to avoid making a horrible power point... Keep its short and simple. The presenter shouldn’t be reading the power point to the class. Some people have the habit of putting all the information on the power point and then reading it to the class. This is bad for two reasons; one the back of the presenter is to the audience affecting the delivery of the actual presentation. Two, more often than not, students will end up trying to copy every word of the presentation distracting them from your lesson. It is better to think of the PowerPoint as an out line of your lesson. This will keep you the teacher on point and in the right place. Some teachers have the tendency to get of on a tangent. An effective simple PowerPoint can help teachers stay on message and get the desired point across.
Organization is Key! Make sure that the each slide has the same format. It is very fun to add sound effects and or media, however when doing this make sure it has a specific effect. The presenter must make sure that the media supplements relate to the presentation on hand. For example if I am talking about the music theory and I put a picture of a frog, to be creative I need to be able to tie the frog to the music. If I cannot do that it becomes a distraction or confusing to the learner.
Implementing an effective PowerPoint in the classroom can really help facilitate learning especially for more visual learners. Students can take advantage of this technological tool to create slide shows and create games for review among other things that can make the classroom very entertaining. As long as multimedia and PowerPoint are used correctly it becomes a great tool for learning. However is used incorrectly it becomes more of a burden on the class rather than a effective learning tool.

Blooms Taxonomy
Taxonomy is essentially a set of criteria for learning. At first I saw it as a rubric of learning but in reality it describes different standards of learning competence. A lot of times students are only evaluated at one level, which is the knowledge level (the most basic). Bloom argues that there are many different levels of knowledge. Consequently it is essential for the teacher to incorporate more advanced methods of knowledge in order to promote competence.
I found the page on applying taxonomy very helpful, as it will help me as a teacher to challenge students to think deeper than just the facts. The site gives hints on what types of verbs to use in teaching as well as asking questions. Furthermore it suggests possible questions to hit different types of competences in the knowledge of the students. I will definitely use this to further challenge my students to think critically about the given material. I look forward to using this also in assessments to make sure that there a complete knowledge of a particular unit.

Integrating Technology in the Classroom.

In different parts of my schooling I was exposed to a wide variety of technology that nowadays seems obsolete. The CD/radios walkmans are now ancient compared to the i-pod’s and MP3/4 players of the 21st century. These devices and tools that we are seeing are part of “the digital revolution,” can be interpreted by teachers as one of two things: a distraction or opportunity.

When I was in school, teachers many times discouraged the use of such devices because they were distractions to other students. In reflection on how Burg and Fagg used technology, one would think that teachers would be able to incorporate fun technological tools to help facilitate the learning process. As a matter of fact it was a video editing class that got me inclined to actually be interested in new technology, more specifically technology with apple. The successful application of video editing technique easily transferred into applicable projects that got instant A’s as substitutions or supplements to projects in other subjects.

The point being that there is a place for technology in each class. More times than not, technology can be a useful tool rather than a distraction. The use of Google Earth, although simple, can teach students relevant concepts about geography and space. Furthermore, with the correct implementation, i-pods can become learning tools for students. I know that I want to provide a short podcast for my students on what happened in class. This will help students who might have miss out, to get involved and up to date with a or any issues that might come up in class.

However, as a teacher it is very important to always keep your students on task. Therefore, it if a teacher doesn’t communicate effectively in order to keep his or her students on task, technology can be a hindrance. I know first hand from being a student that if there is a possibility to get off task, the tendency to go off and engage in activities having little or no to do with the actual assignment at hand becomes highly probable.

The only other issue that becomes problematic with plans to incorporate technology with in the classroom is access. Teachers in many cases, cannot go in to a class room and assume that every one has their own personal i-pod. As a matter of fact there are many school districts that are not as privileged to have such generous grants from technological companies. When implementing an effective communication strategy to your students, it important to survey whether or not they have access to the applicable tools.

In conclusion in order to get students cognitively engaged, technological tools become important resources that facilitate an effective learning environment. With that said, the tools need to be appropriate as well as an effective method to communicate with the students. Like any good idea it can back fire, therefore effective planning is key. Don’t assume that everything will go perfectly. Keeping that in mind should foster a great environment for students as well as teachers.

I’m not sure about listservs but Back Flip is a huge WOW!!!

I’m not sure about listservs but Back Flip is a huge WOW!!!!
This week in class we were introduced to the different ways to find lesson plans online as well as subscribing to list serves. It is in my own personal opinion that list serves create more of a hassle for me than ther are effective. Although the message goes to hundreds of people seldom do people respond, at least in my experience. Nevertheless, perhaps yahoo groups might be a little different. I remain stubborn on the use of list serves. I have just not seen the benefit of using them.
So at home I got acquainted the program called back flip. What a cool tool! Basically it’s like a book marking site that saves all my bookmarks on-line. So, what is so good about that you might ask? This is because I will be able to access the bookmarks remotely and be able to share them with students, colleagues, and myself. This will actually be a great tool to give students a warm up on certain issues. I ended up making a lot of folders dealing with social science and history. One site is great for kids; its basically fun facts about today’s history.
Whether it is for looking up lesson plans to finding resources for my students, Backflip makes it easy and simple for me to organize websites for easy access.
On the one hand this tool is a great resource for me as a teacher as I will be able to essentially save all my bookmarks in an organized fashion in order for me to resource it
in future occurrences. On the flip side my students will benefit from this because I can give them an assignment that will guide them in the right direction when it comes to accessing appropriate websites. The Internet is a great resource to use when it comes to research however; as many know there are many sites that don’t reflect scholarly credibility. Tools such as back flip will be essential for me to keep track of my students to make sure that they are on task. When my students are on task and learning they will minds will grow!!!!!

Screen shots on the Mac and PC

MAC 101

This week was mostly introductions to the class as well as Mac 101. I did learn how to do screen shots on a Mac which will come in handy especially for this class. When using Mac I knew doing screen shot was possible but did no know it was so easy to do. I think that when I am a teacher I will use this tool in order for students to prove and demonstrate to me that they were at certain web sites. On a side note this might be an easy way to get pictures online that are not always copy able.

When it comes to blogging, this is an activity that I was very engaged in when I studied abroad. However my adventures in the United States have not been as note worthy I must admit. Nevertheless, I feel that the class will give me plenty to blog about. It will also be valuable to review these blogs to see all that I have learned over the semester. More over, blogging can be an effective teaching tool to inform students about assignments, updates and perhaps some tips and trick to increase their learning and hence make them better students.

Besides that I am currently working on the proper business etiquette when it comes to writing a professional letter. I expect to have the letter sent to Mrs. Erika McCulloch by Sunday. I am exited to learn more short cuts on the Mac as well as getting my knowledge about teaching more integrated with the Macintosh. I feel that in college and in life in general people have become too dependent on PC. I constantly tell people that they discriminate against apple. I don’t care what people Say Apple will always be cooler.
Felipe