I am super excited about having used Adobe Spark to create my video on a flipped lesson plan. It took me awhile to figure it out, but once it did I was thrilled with the end results. I found the process/steps easier to follow than using the Screencast-o-matic tool. I selected a lesson theme, full-screen layout, music was pleasant and color was easy on the eyes. But, best of all, it was so easy to record or re-record your voice over. I plan to have my students use Adobe Spark to present research papers, or record themselves sharing their life aspirations before leaving high school. The Screencast-o-matic was a bit more challenging for me to use, the edit button does not let you re-record, therefore a mistake means starting all over from the beginning. A record is set for no longer than fifteen minutes.
A video can be used as an assessment tool, to check for students’ understanding of a science project, research paper, or even interact playing a game with video, similar to Kahoot.
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I have dedicated time looking over previous Cohort samples to get ideas for my own prototype. So far, I know I want to develop a prototype that will include math lessons with the integration of multimedia tools for student engagement. I am in the process of narrowing down how to bridge the gap between where my students are and how to get them across the bridge. How do I structure a bridge that is designed with the students in mind?
As Mishra explains, technology changes how and what we teach, within which teaching/learning happens. I feel as though I am making progress towards creating a prototype, still have more work to do before feeling I have a full grasp of my end product. I was not aware of Google forms or their purpose until last semester. One of the instructors presented the forms as a tool for collecting data for our action research paper. I have used Google forms to create a survey and for distributing math assignments. I am starting to become more familiar with the use of Google forms but I have much more to learn through “trial and error” before my skills are proficient. I especially like using the add-ons, Flubaroo is able to provide a summary of each student’s overall results, possible points, average points and submission time with their names and type of questions created by the teacher. There are so many tools and add-ons to keep us busy for years to come. I am excited and intrigued by the endless possibilities of incorporating the G suite tools and add-ons into our classrooms. I am inspire to learn more about teaching tools to better equip my high school students, especially in math classes. For many of my students, reading, art and history are subjects easier to comprehend than mathematics and/or science. The students find math particularly challenging because it is not relevant or of minimal interest to them. I have introduced Google Classroom as an alternative approach to learning math. I am inspired by Alice Keeler to make my math lessons more engaging and technology based with the help of her tutorials. At this point in the semester, I probably know 5 things to do in Google Classroom, my goal is to start using Google forms to collect quick data and give better feedback.
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AuthorI am a special ed teacher at Vintage High School. Archives
July 2018
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