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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
