Technology Integration Unit Using Student-Created Videos in the Classroom

FRIT 7737: Practicum in School Library Media Centers Spring 2013

Created by Stacey Dunlap

Title of Unit Curriculum Area

Video in the Classroom Technology Integration

Grade Level Time Frame

Teacher Inservice 3 Lessons

Stage 1 Identify Desired Results

ISTE NETS for Teachers: 2. Design and Develop Digital Age Learning Experiences and Assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 3. Model Digital Age Work and Learning c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

Understandings
Students will understand that: Student-created videos can be used to enhance teaching and learning. Student-created videos can be integrated across the curriculum. There are a variety of digital tools that can be used to create and share studentcreated video. Digital citizenship is important in recording and sharing video within and outside the classroom.

Related Misconceptions: Educational videos are viewed passively by students within the content areas only.

Essential Questions
Overarching Questions: How are teachers using video in the classroom to enhance teaching and learning? What types of equipment can be used to capture student-created video? How do you use video equipment? How do you share and upload student-created videos? How do we exercise digital citizenship when using video in the Topical Questions: How can students create videos to enhance their learning in all subject areas? How do you capture and download video using the Flip Camera, iPhone, iPad, and digital camcorder? What is the best video host site for your sharing purposes? How do you upload videos to video host sites? How do you post a student-created

classroom?

video on your website?

Knowledge and Skills Knowledge

Students will know: Key terms capture, download, upload, video hosting, fire wire, digital citizenship, share Student-created video can be integrated across the curriculum. There are many video hosting sites with various advantages and disadvantages. There are many video capture tools with various advantages and disadvantages. Digital citizenship plays an important role in being safe and ethical when using video in the classroom.

Skills
Students will be able to: Find areas within their curriculum where video can be integrated. Effectively operate various video capture equipment including Flip Cameras, iDevices, and digital camcorders. Upload student-created video to the appropriate video host site for their purpose. Post videos on their website to share with parents and other viewers. Evaluate, using digital citizenship precautions, whether or not a video should be shared.

Stage 2 - Evidence Performance Task

Goal: Your goal is to create and implement a lesson plan(unit) that integrates studentcreated video to enhance teaching and learning of a content area topic. Role: You are a teacher. Audience: The audience is your students and their parents. Situation: Your goal is to create a lesson plan that integrates student-created video to enhance teaching and learning of a content area topic: Brainstorm potential topics where student-created video could be used to enhance teaching and learning using graphic organizer. (Facet Explanation) Choose one of your topics for your lesson plan using specific criteria. (Facet Application) Collaborate with your grade-level team to identify a project that lends itself to student-created video as a performance task. (Facet Explanation) Plan your lesson using the UbD Model. (Facet Interpretation) Present your lesson for review by your grade-level team and agree upon the performance task. (Facets Application and Perspective) Create a model video so that students can see what the performance task involves. (Facet Application) Teach your lesson to your class. (Facet - Application) Create a reflection journal entry discussing what went well and what challenged you during the lesson. (Facet Application) Product Performance and Purpose: Your task is to create an impactful, engaging lesson plan(unit) that you can implement within your classroom to teach one or more of your grade-level content standards. The purpose of your task is to apply what we have learned about effectively integrating student-created video when teaching content standards in order to increase engagement and experience with digital tools. Standards and Criteria for Success: Lesson plan addresses one or more grade-level content standard(s). Student-created video is the performance task within the lesson plan. Feedback from grade-level team is considered and reflected in the lesson plan. Sufficient time to train students on equipment and digital tools is included in the lesson plan. Sufficient time is spent teaching and modeling digital citizenship during the lesson. Within the lesson(unit), students are required to plan and create video, download it to the PC, upload the video to host site, and share it on the class website. Journal reflection includes positives and negatives of the teaching experience.

Performance Task(s) Rubric(s)

Lesson Plan Rubric Name:
CATEGORY 2 At least one gradelevel content standard is addressed in the lesson plan. 1 0 Points Earned

STANDARDS

Standards are addressed, but they are not related to grade-level content.

No content standards are addressed in the lesson plan.

DIGITAL CITIZENSHIP

Lesson plan includes explicit instruction and modeling of digital citizenship issues related to recording and sharing video. Lesson plan includes explicit instruction and modeling of how to use digital recording equipment. Clear collaboration took place and feedback was incorporated into the lesson plan. The student performance task within the lesson plan included planning, recording, downloading, uploading, and sharing video.

Digital citizenship is mentioned but not explicitly taught and modeled.

Digital citizenship is not addressed in the lesson plan.

EQUIPMENT

Using the digital recording equipment is explained, but not modeled during the lesson.

The lesson plan does not include instruction on how to use the digital recording equipment.

COLLABORATION

Collaboration took place but did not have an impact on the lesson plan.

No collaboration took place.

STUDENT REQUIREMENTS

The student performance task only involves recording video.

The student is not given an opportunity to plan or record a video during the lesson.

(e.g. tests, quizzes, work samples, observations)

Journal Responses: What types of video projects might your students find engaging?(Facet Empathy) What grade-level content standards might effectively be addressed through a student-created video project? (Facet Interpretation) Student Work Samples (Portfolio): Small group video practice Students will be given a sample recording assignment to complete. Students will be observed using the digital recording equipment.

Other Evidence

Website posts Students will be asked to post sample student-created video on their website.

Student Self-Assessment and Reflection

Journal Responses: How might my feelings and comfort-level toward technology affect my planning and implementing a lesson integrating student-created video? (Facet Perspective and Self-Knowledge) Performance Task Rubric: Have students complete the Lesson Plan Rubric on self. (Facet Self-Knowledge) Student Work Samples: Have students review their work sample portfolio and respond to reflective questions such as: What task assignment was the most challenging and why? In what areas do you need to improve? (Facet Self-Knowledge)

UbD Stage 3 Stage 3 The Learning Plan

Title of Unit ISTE NETS for Teachers: 2. Design and Develop Digital Age Learning Experiences and Assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 3. Model Digital Age Work and Learning c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats Students will understand that: Student-created videos can be used to enhance teaching and learning. Student-created videos can be integrated across the curriculum. There are a variety of digital tools that can be used to create and share student-created video. Digital citizenship is important in recording and sharing video within and outside the classroom.

Video in the Classroom

Grade Level

Teacher Inservice

Related Misconceptions: Educational videos are viewed passively by students within the content areas only.

Essential Questions: Overarching Questions: How are teachers using video in the classroom to enhance teaching and learning? What types of equipment can be used to capture student-created video? How do you use video equipment? How do you share and upload studentcreated videos? How do we exercise digital citizenship when using video in the classroom? Topical Questions: How can students create videos to enhance their learning in all subject areas? How do you capture and download video using the Flip Camera, iPhone, iPad, and digital camcorder? What is the best video host site for your sharing purposes? How do you upload videos to video host sites? How do you post a student-created video on your website?

Stage 3: Plan Learning Experiences

Lesson 1 Day 1: Begin by posing this scenario: You are a student learning about the Revolutionary War. You have read 10 textbook pages and conducted research in the media center using encyclopedias. How are you feeling about your learning experience so far? Have students brainstorm ways to enhance this learning experience. As they respond, create a Wordle (www.wordle.com) of their responses. H Introduce EQs W Explain culminating task W Watch the SlideRocket Presentation (http://portal.sliderocket.com/CWWUK/EE81EBC04232-4183-943E-D92514E52980 ) , viewing several examples of how teachers are effectively using video to enhance teaching and learning in the classroom. E Watch the Revolutionary War Skits video from the SlideRocket Presentation. E Verbal Journal response How do you think this student now feels about their learning experience?: R Day 2: Introduce EQ about how to work the video equipment W Watch each section of the SlideRocket video (http://portal.sliderocket.com/CWWUK/F1D03581-665D-49C9-B7B4-9172AB0A008C) stopping after each slide to model the equipment and giving students time to experiment with the recording equipment. E Have students complete the sample recording assignment to complete. Students will be observed using the digital recording equipment. These recordings will be used on Day 3 for uploading and sharing practice. E2 Model and practice downloading the videos to the student work folders on the shared drive. E2 Day 3: Introduce EQ about how to upload and share video W Watch each section of the SlideRocket video (http://portal.sliderocket.com/CWWUK/895D1FDD-837C-4B65-8981-266FB3D56449) stopping after each slide to model the process and giving students time to experiment with the process. E Spend time looking over the online Audio/Video Website Sharing form that Simpson teachers must complete before posting to their website. E Have students upload and share on their websites the sample recording assignment they created on Day 2. E2

Follow-Up Activities/Instructional Resources:

Professional Learning Wiki http://staceymeyer.pbworks.com/w/page/63287348/Professional%20Learning

Research Sources: http://educatorstudio.com/articles/back-school-shopping-social-media-tools-part-two http://www.emergingedtech.com/2009/03/teachertube-and-other-youtube-alternativesfor-instructional-use-part-1-of-2/ http://www.emergingedtech.com/2009/03/teachertube-and-other-youtube-alternativesfor-instructional-use-part-2-of-2/