I decided to make a stop motion film for my capstone message. This idea has been rolling around in my head for months. With summer break finally here, I finally have time to put it all together.
I have all the ingredients, now I have to put it all together. All year long, I've been collecting the miniatures I need for the set. For as long as I can remember, I've been sneaking minutes here and there creating buildings, trees, walls, bails of hay and fences out of felt, sand, nylon plants and a bird house or two. I've sewn teeny-tiny costumes for my teeny tiny cast, and have snared my best friends with Mocha Frappuccinos to do the voice over work for these teeny tiny characters. This weekend, I will have around 360 stills ready for Monday night's video class. I don't know how to post my stills onto the homework log from my iPad. The script is in its final stages, but I'm not happy with it. Like Neil Patel advised in his blog "Nine Insider Tips for a Killer Explainer Video," it's all about the script. I have 90 seconds to wow my audience, and honestly, it's stressing me out. No joke, I've been logging in about 12 hours a day on my capstone website this week. Except for a two hour doctor's appointment, I was on my computer from 7:30 am to 1:00 am yesterday. Afterwards, I was so tired, I couldn't sleep. But with the deadline hovering over me like a famished vulture, I have to put these hours in. I have taken this master's program very seriously. I want my very best work showcased. It is very important for me to have every detail well planned before execution. I will not throw something together just to get it done. I reread and rewrite every word I type. I believe that since my name will forever be attached to this work, it has to be of the highest quality. Am I neurotic? Yes... Very. Am I stressed? Yes, very. Am I having fun? Yes! Very!
3 Comments
As I gradually introduced more technology into my writing program, I quickly discovered that many, too many, students were not buying into it. They ABSOLUTELY love browsing through Youtube videos looking for the latest "challenges" and pranks, but beyond that, they didn't see much use for their Chromebooks. A bulky, expensive pencil.
I needed to come up with a strategy that would not only grasp my kids attention, but hold onto it for the duration of the semester. The online writing tools I chose were researched thoroughly before I introduced them to my class. I used myself as a guinea pig since I have the attention span and tech skills of a moth. I like my technology easy to handle and bright and colorful. If the app was too clunky or confusing to navigate through, I tossed it. When I plan my writing lessons, I think of several aspects: the content, the style, the genre and the success criteria (previously known as the rubric). The online writing platform I use must meld smoothly with my objectives. I learned through my exploration that some apps are perfect for some writing projects (e.g. Storybird > fictional picture books, Pixton> graphic novels) while others are a bit of a stretch (e.g. Storybird > nonfiction research paper). I can't see my teaching practice reverting back to the pre-TPACK era. Technology plays a vital role in today's evolving writing operations. More than ever, it is extremely important to teach students how to maneuver through written communication on and off the internet. Our world is constantly changing; so should our teaching practice. I don't know how this physically happens, but I feel both dread and enchantment every time I discover these three little words embedded somewhere in the homework directions: create a video. Like swimming in the open ocean, I both love it and fear it. e
I love the whole idea of being creative and thinking right out of the figurative box! Yet, as much as I could never ever live without my iPad, my laptop, my computer, my digital home security, my cable, and (Heaven forbid!) my phone, I don't really understand the technology. When I think I do, I double click on something and $299.99 later, somebody who does understand The Technology has to fix it. Rob at Verizon and I are on each other's Christmas card lists. I already know that I won't be using Adobe Spark to create my video. During the creation of previous videos on Adobe Spark, I continuously received WebGL Error messages. Sometimes the images were flipped around or missing altogether. The sound quality can best be described as my neighbor's 13 year old son trying his hand at scratching on a turntable. I've consulted my personal IT Guy. We've tried all the trouble-shooting suggestions Adobe Spark and the rest of the internet have to offer, but unfortunately, we have not found a permanent solution. But there is HOPE! I installed iMovie on my iPad awhile back, and I've been chomping at the bit waiting to play with it. I read that Apple has made some changes to iMovie, added some really cool effects, so I can't wait. At the moment, I have one great big fear (besides open water). I fear that my capstone project will not be ready in time because I've messed up the digital part of the project. For example, I have already messed up my Home Page by deleting something I should not have deleted, and I have no idea how to fix it. I've emailed the right people, but I have to wait. I often think about my quiet students. I don't want them to be like me, struggling to navigate websites, calling on friends to help them out of pickle barrels, or waiting for IT to call back, losing precious minutes they can't afford to lose. I've said this 5 billion times before, we need to explicitly teach our kids how to use the technology we want them to use. We can't assume that they all know how. That's the number one reason why I am grateful for the Innovative Learning program. Introducing kids to the educational side of technology at a young age will help them be life-long learners with technology. They won't be playing catch-up like me. "Our goal is to provide access and opportunity for every student to learn 21st century skills and to eliminate the achievement and opportunity gaps among students so that all students will become educated citizens and lifelong learners who contribute to their community and the world in which they live.
Twenty-first century skills needed by our students include proficiency in core academic subjects; learning and innovation skills; communication and technology literacy; interpersonal, life and career skills. Our goal is to provide an instructional program that will provide and support every student in learning these skills." District Mission Statement, 2019 ************************************************************************************************ I believe that the current administration is striving toward the realization of the district's mission statement. The district as a whole truly wants to eliminate the achievement gap among its diverse population of students. However, the lack of adequate funds for technology widens the gap between the financially stable schools and the low-income schools. I taught at an elementary school where the technology could best be defined as abysmal. Third and fourth generation hand-me-down Chromebooks from the middle school and iPads that could no longer be updated are the only devices available to our students. I watched as students struggled to read off of glitching screens during the CAASPP test. I was there when students unexpectedly lost access to the test because the Chromebook suddenly died midway through the CAASPP session. How does this effect student performance on standardized tests? Immensely. The test already causes frustration, anxiety and low self-esteem among our struggling students. Add technology that doesn't cooperate, you have a kid who quickly gives up. Our teachers are praying that somehow their overheating ELMOS with fading light bulbs will work for the next lesson. Teachers can't rely on the out-dated, repeated overhauled technological equipment. If we truly are a 21st Century school district that has made it a goal to eliminate the achievement gap, we need to focus on the bare bones of our organization: the materials we use to eliminate the gap. We need to invest in providing up-to-date hardware for all students. What can a small team of concerned teachers do? As Learning Innovators, we hold the data that shows the benefits of better tech tools in the classroom. We have the knowledge and skills on how to best use modern software. We set the example for innovative learning through technology in the classroom. LogoMaker: The Bait and Switch
Pros: At first glance, it seems like all your logo-making dreams will be fulfilled. This website hosts an extensive collection of beautiful, professional looking logos. It is very easy to use, and follows most of WSINYE's guidelines for perfect logos. Cons: However, after you've created said perfect logo, you're slapped with a bill for $39.99 plus tax. Why is this such a let down? Well, throughout your happy logo-making experience, you're bombarded with lie after lie: Free! Free! Free! Hmmm. It's a bit like Kellogg's claiming free sugar in the Cocoa Puffs. Final thought: It might be worth the $39.99 plus. LogoMakr: Elementary, my dear. Pros: It's a free and easy to use web tool, if a bit clunky. You do have complete control of color, shape and text placement. Cons: The logos are very amateur in nature. Most remind me of the logos used for highway road signs and public restrooms. In my opinion, you probably could produce something very good if you worked at it. Final thought: It's worth a try. Freelogodesign.org: Nope Pros: It's free. And that's about it. Cons: I was very disappointed with this logo maker. I typed in the name of my logo and the category of my web page. I was expecting a hit on something relating to technology, writing, education, pencils, anything but what I got. Puppies and kittens and yoga. Not only could I not find anything related to my subject, the words of my text (Writing and Technology) were superimposed onto each other. It also very slow in loading new images. It could be my computer that caused these bizarre problems. AVG has been sending me messages that my computer is cluttered, but I still can't say it was one of my favorites. Final thought: It's still a nope. Professor Joshua J, Mark defines writing as the physical manifestation of a spoken language. Mr. Mark has dedicated his life studying the history of writing and it's impact on the evolution of human thought throughout human history. He is the go-to guy with any burning questions you probably have about the history of writing. You might be thinking that I'm being cheeky. Absolutely not! I'm THAT kind of nerd.
There are two aspects of writing that fascinate me: the endless possibilities for creative expression in the form of poetry, story-telling and visual art, and the writing process in itself. For decades, experts in education have reiterated the importance of giving our students an generous amount of opportunities to write creatively. I agree wholeheartedly...however. I feel that you cannot minimize the importance of direct, explicit instruction throughout the writing process, especially with younger, less experienced students. I have read so much bad poetry, and absolutely terrible prose, that I have literally developed permanent eye muscle damage from all the eye-rolling I've done. I'm the type of writer who Adores with-a-capital-A the writing workshop. I love engaging in lively discussions with my kids about our writing. Yes, I let them read my stuff, too. Their eye-rolling beats mine 10 to 1. This year, it took awhile, but my kids were all into work-shopping. They, too, seemed to enjoy sharing and discussing their triumphs and tribulations as they progressed through the Process for each writing project, as "real" writers do. One of the roadblocks that many writing teachers face is the endless editing. I'm not talking about revising--that's fun! I'm referring to the constant demand to correct errors in punctuation, capitalization, spelling and all the other mechanics of writing. Luckily for us, we live in the Digital Age. Technology has made it possible for you and your students to "take care of the lima beans before you get to the meat and potatoes." As Alice Keeler advised, "If the Robot can do it, let the Robot do it." Apps like NoRedInk and WriQ will help with the mechanics, so you can focus on helping your students on developing their style and enhancing the content of their writing. Why is this important to me? I feel that because we live in a high-speed, digitally infused world, the potential to lose the beauty of writing is very real. Young people don't have the writing stamina they had decades ago. Great, big, beautiful words are becoming extinct as more and more young people prefer to use emojis to express how they feel. Let's meet them half way. Let the Robot do its job, so we can do ours--establish an appreciate for well-written communication, something our ancestors instilled on humanity so long ago. My research in writing and technology does not end with the completion of this master's program. I will be joining the UC Irvine's Writing Program. It will be extremely challenging and work-heavy, but I'm on a roll and I don't want to stop. I love what I do. His love for writing and history led Professor Joshua J. Mark to co-found the website Ancient History Encyclopedia. Some day, hopefully soon, I will create my own website for teachers who love writing and technology. Part One: Defining Transliteracy
In 2005, The Transliteracy Project under the direction of Dr. Alan Liu of the University of California at Santa Barbara introduced the word transliteracy to the academic world. Transliteracy has always existed, however it wasn't until recently that the concept was given an official name, so to speak. Dr. Sue Thomas, lead creator of the Production and Research in Transliteracy Group, defines the concept of transliteracy as "the ability to read, write and intersect across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks." (Thomas, et al). According to Dr. Thomas, transliteracy is different from media literacy "because it offers a wider analysis of reading, writing and interacting across a range of platforms, tools, media and cultures. Transliteracy does not replace, but rather contains media literacy and digital literacy." (Thomas, et al). Transliteracy includes economic, social, cultural, and global issues. Dr. Thomas clarifies that it is important to understand that transliteracy is not just about computer-based mediums, but all types of communication. Transliteracy treats them all as "equal in value and moves between and across them." (Thomas, et al). Part Two: How Does Transliteracy Change Content and Student Engagement This year has been a year of experimentation. For centuries, teachers of writing generally only accepted written compositions on some kind of paper-like product, such as papyrus, vellum, or Big Chief lined paper. Students were instructed to use only smudge-and-leak-proof pens, or face losing 10 points for lack of neatness. I'm embarrassed to say that I was one of those writing teachers. Paper. Pen. Perfect. Every time. Call it the Evolution of Ms. Giner because this year I bravely dared to think outside of my safe, familiar, yet musty box. AND like the sugar addict who has just discovered the recently opened Dunkin Donuts around the corner, I was hooked on something beautifully different and new. I am forever faithful to the Language Arts curriculum. That will never change. I firmly believe that I should implement the ELA program our school district has researched and invested in. Luckily for us, Benchmark Advance is one of the better programs on the market. How I present the content of my lessons has changed. Today, I feel that students need to have more to say about the content of the lesson. For example, this past week, we studied volcanoes. The graphics provided by Benchmark Advanced are weak: a diagram of the inside of a volcano and a photo of a plaster cast of a Mt. Vesuvius victim. My kids were not making connections. So, after we read the required article, I asked my kids to write five burning questions they had about ANYTHING related to volcanoes. Next, they Googled for answers to share. During their searching, one of my boys googled "recent volcano activity" and Mt. Etna popped up. Turns out Mt. Etna had erupted earlier in the morning, so there was live feed from Italy. The kids were mesmerized. Brian read news article after news article, then shared with the group the latest developments on Mt. Etna. For their writing activity, the kids asked if they could use Storyboardthat.com to write a graphic novel written from the point of view of an eye-witness to Mt. Etna's latest eruption. Of course, YES! My students flipped back and forth between NatGeo articles, videos of Mt. Etna erupting, and Storyboardthat as they wrote. Nobody was going to hand in a perfectly handwritten essay on crisp, clean paper. AND that is perfectly ok. Including the teacher, everyone was actively engaged, sharing information, helping one another navigate Storyboardthat.com., discussing possible scenarios, and creating wonderful stories. Including the teacher, everyone was learning. Resources: Transliteracy: Crossing Divides by Sue Thomas, Chris Joseph, Jess Laccetti, Bruce Mason, Simon Mills, Simon Perril, Kate Pullinger www.transliteracy.com |
Tess Giner
This is my 25th year as a public school teacher. I've taught every grade between Kindergarten and 12th grade. I hope to encourage my students to love writing and reading as much as I do. Archives
July 2019
Categories |