Innovative Learning Blog
Driving Question:
How does digital storytelling affect students' engagement with writing skills? Tech Tools Used to Implement the Action Research Study: The lead teacher (T) in this study will be using a MacBook Pro and an overhead projector (IPEVO) to do most whole group direct instruction. The MacBook and other computer devices will also be used for small group and one on one instruction. Students (Ss) will be using Smart phones, usb's, and IPADS to download digital photos into computers that will then be transferred to the Internet based program "Animoto". Ss will then use Animoto to create, edit, and publish their digital stories. The reason behind choosing these tech tools: The reason why I chose Animoto is because I am enrolled in a Master's program for Innovative learning, which promotes web 2.0 tools, and I wanted to teach some of the web tools I have learned in my Master's program with my second grade Ss. Animoto is a program that I learned from my program and it is a tool that I have used to create personal videos. I have enjoyed creating the videos, and for the first time I feel like I am doing something technologically cutting edge, even if at a very basic level. I knew that my Ss would share the same excitement because I have witnessed in my five years of teaching that Ss gravitate towards technology, especially if it's something new they can learn, if it's challenging, and/or if they can utilize it to create something personal. Animoto is new to my Ss, challenging, and they will create personal narratives that they will be able to edit, publish, and present to an audience. The other tech tools (Ex: MacBook, computer lab, usb's, IPADS, e.t.c.) are to assist the creation of the Animoto projects. I anticipate a necessity to have a variety of tech resources that will be used to download photos and pics because not everybody has equal access to the same technological tool. Description of Case Study: This study will use mixed methods. The quantitative part of the study will involve pre-experimental design. The quantitative data will be derived from pretest and posttest scores on storytelling. Students will create personal narrative stories first in the traditional manner with pencil and paper writing. Then they will transfer that story to digital format with Animoto. Students will have a story frame to work from. The traditionally written stories will provide the pretest data; the digital stories will provide posttest data. Qualitative data will be provided through observations and a focus group discussion with students about their engagement with the digital format. These data will be compared to confirm the results. The students involved in the study will be a convenience sample, which will be 25 students that are classroom students of the researcher. Of the the 25 students, 14 are ELL’s and thre rest are EO’s. The students involved attend a 90-10 Bilingual elementary school. Writing and Reading is tested both in English and Spanish. Three out of the 25 students are below proficiency in Spanish reading, according to school benchmark standards. 10 out of the 25 students are below proficiency in English reading. Of the 25 students, 15 of them are below proficiency in either content or conventions (or both) in Spanish writing, and 17 of them are below proficiency in either content and conventions (or both) in English writing. No randomization or controls will be used. This study will be done in the regular classroom during the regular school day which is the safest way to collect the data. I will collect and analyze all of the data myself. No remuneration is involved. All student data will be held confidential. Step by Step Plan: Ss= students S= student T= teacher Day One 1.) T will introduce the topic Digital Storytelling to second grade Ss by asking them "What is Digital Storytelling?" T will have a discussion with the class about digital storytelling. Day Two 2.) T will introduce Ss to Animoto. T will create a digital story (using Animoto) with the Ss using an IPhone, a MacBook, and an overhead projector (IPEVO) to present the finished product. Day Three 3.) T will model to Ss how to create an account with Animoto. 4.) T will create accounts (after school hours) for Ss in order to save time on project that has time constraints. Day Four 5.) T will model to class (whole group instruction) using MacBook and IPEVO on how to Login to Animoto using Ss' accounts that were created by the T. 6.) After whole group instruction, T will work with 4 Ss one on one (during silent reading time) and teach them how to Login to Animoto. Those Ss will become "Animoto experts" and will be able to help other Ss Login into their respective accounts during "Computer Lab" time. 7.) T will bring Ss to computer lab and will have Ss attempt to Login into their Animoto accounts as instructed during whole group instruction (step #5). The 4 Ss that became "Animoto experts" will have to demonstrate their ability to Login into their account in the computer lab (just like the rest of the Ss), however, they will have additional training and might finish early to help other Ss. As soon as a S is done logging in, they will raise their hand silently and show the T that they have successfully logged in. Once they have done so, they will either become an "Animoto expert" to help others or begin working on their English phonics program called IREADS. Day Five 8.)T will model to Ss (whole group instruction) using MacBook and IPEVO on how to create a digital video using Animoto and with photos already downloaded onto a computer. T will show how to upload the pictures into Animoto, select background music, and incorporate text (using correct capitalization, punctuation, and spelling). T will introduce district created rubric for content and conventions and inform the Ss that they will be graded based on it, and let them know that the focus will be on conventions (correct capitalization, punctuation, and spelling). T will meet individually with each S to review where they stand on the most current pencil and paper writing exam in regards to content and conventions so that goals can be set for the post writing test which will be done digitally using Animoto. 9.) T will model to Ss on how to create an Animoto digital video by taking pictures (using an Iphone) of printed photographs and then transferring them to a computer and then to Animoto. This will be done because many Ss will bring sets of photographs from home that will be digitalized by tech tools and Animoto to tell a personal digital story. 10.) T will model to Ss how to create an Animoto digital video by taking pictures with an IPAD, such as students reading silently. This will be done because some Ss will not bring printed photographs from home to be digitalized, so an alternative will be to use IPADS provided by the school and use them to create personal (school) narratives such as: What I did at recess, P.E., my best friend, or any idea they can come up with. Ss who bring in printed photographs will also have opportunities to create digital stories using IPADS as a camera. 11.)T will model to Ss how to create an Animoto digital video using an USB to download photos to a computer and then to Animoto. Day Six 12.) T will work with 4 Ss one on one (during silent reading time) and teach them how to digitalize the photos (they brought from home either printed or on a USB) using Animoto. Those Ss will become "Animoto 'printed' photograph experts" or "Animoto 'USB' experts" and will be able to help other Ss digitalize their photos during "Computer Lab" time. 13.) T will bring Ss to computer lab, and have those Ss who brought photographs to digitalize their photos using Animoto. Other Ss that didn't bring photos will work on IREADS program. Day Seven 13.) T will brainstorm ideas with Ss about photos that they can photograph at school using an IPAD that would tell a short story that could be digitalized using Animoto. Examples of ideas might be art work I've done this year, my classroom, my best friends, how to solve a math problem, e.t.c.) T will write ideas on chart paper. T will have Ss that didn't bring photos use an IPAD to choose an idea from the chart paper or create their own idea of what they will take pictures of using the IPAD. 14.) T will bring Ss to computer lab, and those that don't have pictures to work with will work on IREADS. Those that do have pictures will work on their Animoto projects with the T giving guidance when needed or requested. Day Eight 15.) T will have Ss that didn't bring pictures or a USB to take pictures using an IPAD, which will be later transferred to Animoto. 16.) T will bring Ss to computer lab so that all Ss can work on their projects. T will have Ss that have made significant progress in their project to assist others that need to catch up. Day Nine 17.) T will provide whole group instruction feedback on the development of the Animoto projects. Some Ss may or may not present on this day. T will use examples of Ss who have finished or close to finishing as models to Ss who are still working on completing their own. 18.) T will bring Ss to computer lab to work on completion of projects. T will emphasize the rubric being used to evaluate each S's project, especially conventions (capitalization, punctuation, and spelling). Day ten 19.) T will provide whole group instruction feedback on the completion of projects. 20.) T will allow Ss to work on Final Project that will be graded. T will re-emphasize the importance of content and conventions, focusing more on conventions. Ss will have until the end of the day to complete projects. This Final Project will be done solo, and the only assistance will be of the T who will assist in accessing the Animoto account and any technological troubleshooting that may occur (ex: sound not working, computer freezing, internet not responding, e.t.c.)
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AuthorMy name is Joe Hall. I am an elementary bilingual teacher in Napa, CA. Archives
July 2017
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