EDLD 5363 - Week 2 Video Editing Software Evaluation

As many of my colleagues have expressed in their discussion posts this week, video editing is a completely unfamiliar process that I previously knew nothing about. In reviewing the readings and evaluating my options, I chose Windows Movie Maker, partly because I am familiar with Windows applications and partly because I already have it on my laptop. I first decided to explore on my own and pulled in a clip to edit that I had accidentally (because I didn’t know what I was doing) saved from playing with my web camera when we were working on the project for EDLD 5364, Teaching with Technology. I must say that because of my familiarity with Microsoft products, the use of Windows Movie Maker and the tutorials included with it, were easy to navigate. I was able to take three separate clips (I still don’t know how I did that) and put them together for a seamless video. I wish I could have done that when we were working on our project! I then watched a video from YouTube (Bass, 2011) which was very informative and covered the various introductory applications of the program.

“Media are built things.” (Garrison, 1999, Winter) This statement is simplistic but true. The ease of the 1, 2, 3 format makes Movie Maker easy to use and “build” the project, especially for a novice like myself. I was able to follow the video descriptions and then take a video clip and drag the clip to the storyboard, then edit the clip. You can also merge and split clips before you add to the storyboard. One point I should state is that you should watch and time the videos you want to edit to ensure that you only merge and/or split the portions of the video you desire. However, thank goodness for the undo feature! This allows you to undo any commands you find you do not want. When adding music, audio or sound, it is very similar to other Microsoft programs, as importing this feature is straight-forward. The timeline makes it easy to adjust your music, audio and/or sounds to your video clip as you edit.

When adding transitions, you can place them on the storyboard between the video clips, just as you would with a program such as PowerPoint. Again, familiarity with Microsoft programs makes the instructions effortless to follow. Adding titles and credits, with animations, font styles and types, will augment those slides and enhance your video. The video effects you can add can help to achieve some drama to your videos; however, as I teach my students, make sure your effects are appropriate for the document (video) you are creating. Sometimes you can get carried away with effects and it takes away from the message of your production.

Once you have completed your video, saving is simple – just navigate to the area you want to save and name the video. Microsoft will default to the My Videos folder, but you can also browse and save in other folders you choose. One factor that is important to understand is that videos are normally large files and Movie Maker assists you in compressing those files during the saving process. When finished, Windows Media Player will allow you to view your video.

Finally, Movie Maker allows you to easily e-mail, save to CD, or post your video to the Web. The video hosting feature appeared simple; however, I prefer to use my own options and it didn’t provide for this through this feature. However, posting to YouTube is still available, as long as the video is saved in a format compatible with YouTube. The clip I edited saved as a wmv file, so it should be good to post to You Tube or other similar sites.

As I have discovered with most multimedia and presentation programs I have worked with, it is key to watch your creations as you develop them and also when you finish. This review process will ensure that your production is a quality product that you are proud to present to your audience. As I have stated in my discussion post/responses this week, I plan to learn more about video editing software from my colleague that teaches Audio/Video Production next door to me, and also from the students who are so talented and creative in this arena. As I become more comfortable with the video editing/production process, I am sure I can utilize this information in some form in my classroom in the future. Teaching a Career and Technical Education (CTE) elective allows me the freedom to introduce new and engaging ideas into my curriculum.

References:

Bass, J. J. (2011). Movie maker video editing tutorial. YouTube. Retrieved November 26, 2011, from http://www.youtube.com/watch?v=JZXK68NS7gU

Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html

The YellowMnM. (2011). How to use windows movie maker. YouTube. Retrieved November 26, 2011, from http://www.youtube.com/watch?v=_9rRh7z5TCs&feature=related

EDLD 5363 - Week 2 Web Conference Reflection

On Wednesday night, I was able to participate in one of the weekly web conferences. After I read the assignment for this week, I was more confused than ever about the requirements. Many of us have laughed throughout this graduate school journey about being “digital immigrants” – I feel more like this than ever this week! Having never used any editing software or creating a podcast, the thought of actually editing and podcasting about something I know nothing about is a bit overwhelming. However, I know I have many classmates I can turn to if I have questions, and Dr. Abernathy seems to always make me feel less intimidated.

This will definitely be a week of exploring and discovering new tools that I can use in future assignments as well as my classroom. It is somewhat coincidental that I am beginning a lesson during this six weeks on Marketing in my Principles of Business class, and this tool should fit in nicely with that curriculum. Hopefully, I can become knowledgeable enough to teach my students. Wish me luck!

EDLD 5363 – Week 1 Reflection – Creating My Personal Digital Story

This week has provided me with the opportunity to not only utilize a new tool in Photo Story 3, but also to reflect and express a part of my life that I have needed to for awhile now. My mother is an amazing woman who has had an immense influence on my life, even more so than I realized. When I read through the “Digital Storytelling Cookbook” (Lambert, 2007) guidelines and reflected on the many stories I could tell, I kept coming back to my relationship with my mother.

Utilizing the information provided in the readings, as well as experimenting with Photo Story 3 (boy, have I missed these technology classes!), and again working with Kimberly McKay, has provided me with a busy, but fulfilling  experience that I have truly enjoyed this week. I look forward to learning even more multimedia tools that I can use in my classroom to engage my students. Bring it on!


Reference: 
Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story center. Retrieved April 4, 2009, from http://www.storycenter.org/cookbook.pdf

EDLD 5363 - Week 1 Web Conference Reflection

I was unable to participate in any of the web conferences this week due to long days at school. Thank goodness we have the ability to read/watch the conferences online. As I review the web conferences for this week, I can’t help but think about the first web conferences I participated in. They were small groups, usually just my Section and maybe one or two others (shout out to 8028!) which I really enjoyed because of the ability to discuss and ask questions in an atmosphere that was comfortable. In the past several classes, the web conferences have been huge, with many sections involved, and many different programs, and the ability to discuss and ask questions were almost none existent due to the sheer numbers. It is nice to be back in the Ed. Tech. Leadership group again!

As I was reading this week’s scripts, I begin to see the excitement of getting back to learning and using technology programs, and how we can relate those to our own lives as well as educator and student instructional needs. I have had a chance to learn Photo Story 3 this week, and as I began to think about my personal digital story, I realized many ways I can utilize this in my classroom. In addition, the questions being asked in the web conference are not only being answered by Dr. Abernathy and/or the Instructional Assistants, but also by students helping each other. That is what we aspire to in our classrooms, so why not here? I am thrilled to be partnered with Kimberly McKay, as we have worked together in other classes and we know that we can learn and depend on each other, even though many miles separate us. Isn’t technology great? It is nice to be back home in an Ed. Tech. Leadership class…..

EDLD 5397 - Web Conference Reflection - September 20, 2011

As our last web conference of the class, Dr. Mason thanked us all for our hard work and dedication to our action research plans and completing the weekly assignments. She clarified which documents should be at the end of the assignment, not just in TK 20, and these assignments are an updated Vitae, our professional development plan and our updated internship plan. Also discussed was the PISE/ETLISE and the details of the submission and reflection of this document. TK20 is always a source of discussion, as the requirements and procedures for submission are a little confusing. Dr. Mason did her best to clarify the instructions for us. The web conferences have been very helpful during this class to understanding the weekly requirements as well as the overall requirements of the upcoming final internship class. 

EDLD 5397 - Web Conference Reflection - September 6, 2011

Tuesday night, we discussed the assignments this week that revolve around our Action Research plans. Dr. Mason covered the steps we should be taking to review, implement, reflect and adjust our plans as we work toward the final stages of our plan. In addition, she mentioned the documents we should utilize to report our findings. Setting up a meeting with our site supervisor to discuss our progress is our main step this week to review and adjust our plans as needed. Documentation regarding our progress should also be posted to our wikis/blogs for review as a portion of our assignment this week. I must admit that I have not made the progress I have needed to complete my plan, but I feel certain I can adjust and complete a quality research project that will reflect the needs of my campus and address the goals of this venture. Utilizing a literature review that supports my plan is also an area I must address immediately to support the goals and objectives of my undertaking. One area that was mentioned that I will definitely try to incorporate is my action research project as a part of my overall internship plan. There are several components of the action research plan that I can relate to my internship in the Educational Technology Leadership program. 

Action Research Project Progress Report

Impact of Career Pathways on
Student Course Selections
Janet Lumpkins

                With the implementation of new career pathways in Career and Technology (CTE) course offerings, the focus of counseling and assisting students in finding classes that meet their career goals is important. Education and information in these areas is vital to guiding our students in these efforts. Due to the newness of the courses, it is uncertain that the students truly understand the purpose of choosing classes that reflect their interests both now and in the future. Therefore, I chose to survey the students, as well as the faculty, in their level of knowledge on the career pathways and course offerings at Angleton High School. In the survey, I will gather basic data on each student as well as ask them specific questions concerning their knowledge and class choices so far. In addition, I will gather information from surrounding schools as to any additional classes we do not offer that might be of interest to our student population. In the student survey, I will also ask about any career direction they might be interested in that is not offered at Angleton High School.
                My vision is that we will find areas where the communication of the career pathway information is either strong and we can continue to build on this or that in weak areas we can adjust our practices so that the students benefit and can make informed decisions on the classes they choose based on their career ideals. My plan is to design the survey in such a way as to measure the understanding of the students and faculty to address strengths and weaknesses to develop a plan to improve student consultation in the future.
                There are several websites that CTE teachers can access to support the use of career pathways. Achieve Texas is a website that outlines the career pathways and their relevance for students, parents and other stakeholders. The ultimate goal is to make “wise education choices.” (Alexander, 2010) The information provided on Achieve Texas as well as others seeks to educate all stakeholders in the advantages, both now and in the future, of having students choose their CTE classes based on their future career goals and objectives. Furthermore, “when schools integrate academic and technical education, students can see the “usefulness” of what they are learning.” (Alexander, 2010)
                When my Action Research project is complete, I will have data to present to administrators, counselors, and faculty that will hopefully guide our conversations with students as they are seeking CTE classes that are relevant and support their career goals. In addition, all faculty can be updated and enlightened on CTE and the advantages our classes can offer all students. CTE classes have many factors that support all academic areas, so working together we can assist our students to succeed in all areas of instruction, helping them to be a well rounded individual.
                In constructing the survey, it is my intention to utilize as many students as possible. This will help justify and support the data I will collect. I have discussed this with our Social Studies Department Chair, as I felt these classes will help include the greatest amount of students in the survey. In the survey, I will not take any names – this will be a blind survey of information. This should ensure student safety and confidentiality. The survey will be short and to the point, as to identify the information needed as well as not take up a great amount of instructional time in the Social Studies classes.
                Identifying the need to gather information on the awareness of career pathways will guide the development and delivery of the survey instrument. I do not predict any conflict in collecting the data of the research. I will not force any student to participate – only encourage them, through the survey, to answer the questions completely and honestly to assist our campus in the goals identified. I believe if the message is clear, the students will be cooperative. Planning ahead and having the support of the faculty involved in helping me facilitate the survey will aid in avoiding any conflicts.
                The CTE career pathways are designed to meet the future goals of all of our students; therefore, all students, including those with diverse backgrounds are included. “It allows students to achieve excellence by preparing them for secondary and postsecondary opportunities, career preparation and advancement, meaningful work, and active citizenship.” (Alexander, 2010) The data collected in the action research will address the needs of our students and assist faculty in meeting those needs by giving us the knowledge to have meaningful conversations with our students regarding their future aspirations.

References

Alexander, K. L. (2010). Achieve texas. Retrieved from http://www.achievetexas.org/index.html