Rubric for Digital Biographical Story

In the future, when students create biographical stories similar to Jeanne d'Arc, I will use the following rubric to grade them.
Please view my rubric at:
http://docs.google.com/Doc?id=df347m4x_3zt6zs3g9

The Digital Story of Jeanne d'Arc

This was an amazingly fun, frustrating, an inspirational task.

I still had issues with the music. I can't import anything from my itunes or a disc playing in the drive. Also, I wish the subtitles would go to the very top or bottom of the screen. But these are all things I will be learning soon...

I will look forward to using this technology for my French 3/4 students, as well as a group of 25 students who will be coming to Sitka from Toulouse in April. I would like them to make short commercials in French/English with subtitles. I think this will be a great learning experience and my host teacher is also very pleased with the idea.

You may watch my digital story about
Jeanne d'Arc on Teacher Tube at:
http://www.teachertube.com/view_video.php?viewkey=f73fbb3af2a1803153c9

Phase I of a Digital Story

This map portrays a simplified version of the life of St. Jeanne d'Arc. She is a French heroine who lived during the 1400's, though she was not canonized until 1920. She lead the army which eventually drove the English out of France during the 100 year's war.

I will be telling Jeanne's story in her native tounge, with subtitles in English. The story will be told in the first person, stressing the hero's young age and immense bravery. This project will be the culminating activity for a Unit stressing biographies and question making at high school level French 3.

I am looking forward to this project and have enjoyed the research thus far.

Educational Philosophy

I have now created a one minute presentation describing my educational philosophy. I used pictures that I like, but whose relevance may not be particularly obvious to others. I used music that matches perfectly! I must say, this was FUN! I have been inspired to use this tool, WindwsMovieMaker, again.

My favorite thing about this project was the freedom. I really felt like this was my own creation. I spent hours staring at the computer screen, and Sean was about to pull his hair out, but I feel good about the end product. It means something to me.

Dr. Ohler, you have created a monster...

Please, view my Educational Philosophy at:
http://www.teachertube.com/view_video.php?viewkey=61a4284fe7ed5a8b7949

Article Assessment #3

Shanna Rounds November 15, 2007
shannarounds@yahoo.com
Tools for the Mind
by Mary Burns

In this article, Mary Burns addresses the trouble with technology in schools. The problem is not the technology itself, but the way our students are using and, more importantly, not using the resources available to them. Burns points out that students most often use Microsoft Office tools, such as Power Point, which only require low-order operations. Unfortunately, according to Ms. Burns, higher-order applications such as spreadsheets and databases are rarely used. On-line collaboration has also been neglected and therefore negates the need for broadband, which was highly sought-after for school use. In Burns' view, the Internet is simply an electronic textbook. So what is the reason students are not using computers to create learning experiences? It is really very simple, teachers themselves do not understand the tools or their instructional possibilities.

The solutions Burns presents to us is that we teach critical thinking first. She notes that we must return to the belief in the need for critical thinking, learner-centered education, and for students to use the computers as mind tools.

Main Points:

• Tools such as PowerPoint, Word, and Publisher are all low-order applications.
• Spreadsheets and Databases demand concrete and abstract reasoning, higher-order applications.
• We should teach critical thinking first and technology later.
• Focus on curriculum, instruction, and assessment.
• Students must become creators of information and ideas, not just users of technology.
• Plan your curriculum and fit in technology. Do not shove curriculum into technology.
• Technology should support the core areas of teaching.

I appreciate what this article has to say. I think Ms. Burns is focused on what is important, rather than simply assuming that technology is the end-all-be-it for the future of education. I am now encouraged to learn how to use technology which addresses higher-order thinking so that I may teach my students the same skills. I would, however, like to know what she means by calling computers an "expensive fad for boondoggle"? The article was terribly boring, but at the same time had a lot of truths embedded in it.

Reflecting on my Presentation

First, I look at the screen too often. A good presenter would have notecards, or have all their slides memorized. Also, my presentation is boring. I wave my hands around too much. I need a way to change the slide myself, (unfortunately the remote control did not work.) I am not sure how I would make this particular subject more interesting besides getting the audience involved, (if I had one.)

Some good points include clarity and a strong voice, (a family trait.) I was relaxed and comfortable while presenting. Video is a good tool for self-analysis. I would be curious to see video of myself teaching and actual lesson to a classroom full of students.

ENFIN!

Well Folks, 24 hours of trying to upload this thing and it finally happened! It isn't even very interesting is the sad part...

But if you dare, you may watch my video presentation at :
http://www.teachertube.com/view_video.php?viewkey=98e39ca7994f93311ba2