Web Conference Experience

I attempted to attend a web conference live for EDLD 5363 Multimedia and Video Technology, but due to a glitch I was never admitted to the conference. I was grateful, however, for the conference chat log and link to the recorded conference that was sent out the next day.


The information from the chat log was extremely beneficial this week due to the number of questions I had about the assignment. From reading the log, I can see I was not alone in my confusion. Our assignment called for the creation of a podcast, but several times throughout the assignment there were references to video editing software which we were reviewing. Reviewing the software entailed editing video clips. In trying to follow all of the steps of the assignment which interchangeably referenced tasks with audio and video, I was not clear as to whether or not I was supposed to be creating an audio-only podcast or a video podcast.

As I read the chat log from the video conference, I saw that several other students had the same questions about the assignment. So even though I was not able to participate in the live web conference, I was able to gain a better understanding of the assignment requirements. Dr. Abernathy stated in the chat that we had a choice as to whether or not we would do an audio only podcast or add video to it as well. Knowing that information, I was able to move ahead with my assignment planning.

We are all able to email our instructional associates with questions at any time. I believe, however, that the additional opportunities web conferences provide for participating in a conversation, or even listening in on a recorded conversation at a later time, provide an important instructional component for those of us who have strong auditory or even interpersonal learning styles.

This week, our EDLD 5363 Multimedia and Video Technology assignment was to produce a Podcast plan, a Podcast Script, and finally, based upon this plan and script, record a podcast. This week’s assignment was very interesting. It caused me to open and use a program that I have had on my computer since I bought it about two years ago! Video editing is very challenging. Many times we forget what goes into creating what we see on the screen or hear on various venues. This exercise has given me a new appreciation for the craft and skill that is need to make multimedia meaningful, especially for our students.

I decided to use Windows Movie Maker in the past, but I found it very limiting to the green screening features and overall video quality that I was looking for in my current job assignment. When I use Windows Movie Maker, I usually save the files in a .wmv or .avi file format. This allows me to easily use it for instant playback on any computer at my school or it allows for easy uploading to video hosting websites. Windows Movie Maker also has an easy to use interface and for the more skilled computer users it allows for some advance video modifications. “Of course, most free software does not include the same level or quality of support that you would expect to find with software that you purchase commercially” (Desk-Video-Guide, 2009). If you are into higher quality products with ease of use and advance video editing features, you will not find that in any “freeware” or “open-source” video editing program that I have evaluated.  Thus, I chose to produce a podcast tutorial entitled "Create Quick and Easy Videos with Windows Movie Maker ".

I first created the Podcast Plan, an outline that detailed the major steps or components of the podcast. Next, I wrote my Podcast Script, being careful to describe what I was seeing and doing on the Movie Maker screen so that listeners could follow along with the audio tutorial and edit a video. I used Audacity to record my podcast script along with extra narration and instructions, edit it to remove all elements not in my original podcast script, and then save the finished product as an MP3 file which I posted on Podbean.

As a result of this assignment, I feel very confident suing Windows Movie Maker and Audacity; but very intuitive. I did not have much experience using Audacity in the other classes nor at work, however am somewhat familiar with using Movie Maker. I plan to use these products in the future to produce more tutorials such as this for my teachers in Pasadena ISD. As Lonnquist (1994) points out, “Whether you’re creating a Hollywood feature film or tightening a vacation video, the challenge is to take raw footage and within the limitation of equipment and budget, transform it into something compelling and watchable”; it is the product that should be the focus of our efforts, not the video production tools themselves.

Lonquist, Janis. (1994). The Art of the Edit. Retrieved June 16, 2012 from http://www.school-video-news.com/index_files/Art_of_the_Edit2.htm

Multimedia and Video Technology- Reflection on Personal Digital Story

Blog #1-

Photo Story 3 is a great program for creating digital stories. I can see many applications for the use of this program in the classroom. The program is extremely user friendly which means students and teachers alike can use it with ease. It is also free, so it is available for download to anyone at school or at home!

My own experience with using the program was enjoyable. After reading the articles assigned for the week, I chose to do a photo story about my memories of snow in Houston, Texas. I jotted down some memories when I was young and then reflected on the snow that occurred in 2008. From those memories, I crafted a rough script. Consulting others and making changes were needed; I developed a final script to use with my story.

Next, I went in search of photos to use to illustrate the script. I had many digital photos of the most recent snow in 2008, but I didn't have any on hand of myself using my imagination. So, I had to be creative, I went in search of photos on Microsoft's web site and was successful in finding some pictures that would work well in my story.

After locating all the photos that I thought I would need, I began to create a story board as the readings had suggested. I sketched out which pictures would go where, what my beginning title slide would look like, what part of the script would go with each picture, etc. Once I had a plan, I took it to the Photo Story 3 program.

Having a plan in place made putting the photo story together easy. Step by step the program walked me through each part of the process and I was able to produce a quality product with narration and custom background music with relative ease.

As a teacher, I can't wait to use this in the classroom next year and share it with my colleagues. The applications for this program across the curriculum are endless. I think that I am going to start another photo story right now. I am that excited about it!

UDL Reflection

                                Universal Design for Learning Lesson Builder

The UDL lesson builder is a great resource. This internet resource allows an individual to create a lesson online and share it with other individuals. The goal is to reach all learners. Three networks are used in reaching all learners. These networks are Recognition, Strategic, and Affective. The three networks allow for different teaching style methods and ways of learning. Recognition allows students to gather facts. The Strategic Network allows students to plan while the Affective Network maintains the engagement. The lesson builder begins with a title, author, subject, grade level, duration, and subject area. The lesson builder then gives an area where the individual can input her unit description. She can then type in her lesson of the day. The lesson builder has an entire section where the state’s standards are placed. Most of all there is a section for goals. There are goals for the entire unit and goals for the lesson. The Methods portion is where an individual can get creative in a way that will allow for beginning classroom engagement or intriguing the students. The next section is where the individual can place how she plans on modeling the new material or introducing it. There is a specific area where the individual can place what she plans on doing for guided practice, independent practice, formal and informal assessments for students. The final section is where the individual may input what materials are necessary for the teaching of the lesson. Overall, I personally feel that this lesson builder is great in the fact that in lays the entire unit and lessons down in detail. I will admit that it is a bit overwhelming and time consuming. This program is good for one teacher giving it to another one, who may need some help with a lesson considering it breaks it down so much. I like how the lessons can be shared with other individuals. The program at our school can only be used within the school. I also like that it can be made public for other teachers to use. Again, I think it is a great resource considering it is so detailed. It allows for complete coverage of UDL.

My Reflection

The entire experience has proven to be an excellent advancement in my career as an educator. Over the past couple of years I realized that technology played an important t role at my school and how much the students were extremely interested in technology.Children born today will never know a day without technology and what it offers. It is so important that educators are knowledgeable about educational technology and how it can heighten students’ learning. Being Peer Facilitator I had to figure out ways to integrate and incorporate technology into teacher’s classroom to keep current with the new age teaching concepts and to foster new ways to make learning exciting and interesting.  Educational Technology is something that is useful and exciting to me as a teacher because you can create, demonstrate, and have the children apply and enhance their knowledge through various educational technological means. The possibilities are fun, educational, and endless.  It is really fascinating to me just how much is out there that can assist in educational purposes.

Through Fundamentals of Educational Technology course I have learned to value and understand that we must have a vested interest in technology to educate our students properly. This course has taught me skills and has given me tools that I can use to make my teaching more effective and meaningful. Creating a Wiki website and a Blog has made me think of new ways to communicate with our students and parents. Additionally researching and developing the Internship Plan with the eight ISTE Technology Facilitator Standards, the 33 Performance Indicators and the 78 Performance Tasks has caused me to reevaluate how we use technology on our campus and how I can be a technology leader that promotes and highlights innovative ways to prepare our students for the future. I have learned many new ways of making my information a lot more assessable for my students with the use of the Internet. I have new ideas that will enable myself to have a fully functional website that is comprehensible for my students to learn form. I plan to have videos, Blogs, tests, assignments, great links, and many different applications to enhance my students’ learning. Plus, I feel fortunate to be apart of a dynamic and encouraging cohort that has given to me constructive feedback and support on my assignments and where I have learned about their important projects and concerns at their own schools.

District Technology Plan

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Power point for technology plan tonyasmithet8025

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Blog Posting #3 – National Educational Technology Plan

The goals for National Educational Technology Plan are learning, assessment, teaching, infrastructure, and productivity. With Goal 1 emphasizing Learning, they believe all learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. You should look at the objectives for all content areas that reflect by revise, create, and adopt new standards in order to improve learning for technology. In order to make this effective you must develop and adopt learning resources that use technology and exploit the flexibility and power of technology to reach all learners anytime and anywhere. In addition using advances in the learning sciences and technology to enhance STEM (science, technology, engineering, and mathematics) learning. Plus evaluate new methodologies with the potential to enable all learners to excel in STEM.


Goal 2, focuses on Assessment that the education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement.

Goal 3, Teaching, that educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. When teaching who should design, develop technology-based content, resources, and online learning communities. Make sure to provide staff developments with preparation and professional learning experiences powered by technology that close the gap between students’ and educators’ knowledge. Overall to improve learning, assessment, and instructional practices while utilizing technology.

Goal 4, Infrastructure, they believe that all will have access to a comprehensive infrastructure for learning when and where they need it.

Goal 5, Productivity, our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.