Digital+Camera



  media type="file" key="Lion Hunt Music-Text_3.wmv" ** Standard 3.0 – Technology for Learning and Collaboration ** : Use a variety of technologies for learning and collaboration  ** A. Learning ** a) Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills b) Explore teacher-selected, technology tools that enhance learning
 * Title: ** ** __We're Going On A Lion Hunt!:__ Sequencing Through the Use of Digital Storytelling **
 * Technology standards addressed: **
 * 1. Explore and use technology tools in an instructional setting for learning **

a) Participate in a class or small group lessons using technology for shared writing or language experience stories b) Participate in a class lesson using technology tools exploring, collecting, and displaying data
 * B. Collaboration **
 * 1. Explore and use technology in an instructional setting to encourage collaboration **

a) Use appropriate technology tools to support learning goals b) Identify that a variety of forms of digital content (CDs, DVDs, websites, videos) can be used to learn information about a subject
 * C. Increase Productivity **
 * 1. Explore and use technology to increase productivity **


 * Standard 4.0 – Technology for Communication and Expression ** : Use technology to communicate information and express ideas using various media formats

a) Recognize that various media formats are used to communicate ideas (such as CD, DVD, VHS, digital, and analog)
 * Communication **
 * 2. Explore the various media formats used in daily life **


 * description: ** My student Digital Storytelling reviews the curriculum story **__We’re Going On A Lion Hunt.__** I used this story to work on recalling the events of a story, sequencing them in correct order, and teaching ordinal numbers. The story, which had been read several times previously, was reviewed by asking the students questions about events of the story. Some students were able to recall facts about the story but not in correct order. Most students, however, needed visual support. Therefore, pictures of the four obstacles encountered in this story were placed, out of order, down the side of the flannel board. Numbers 1-4 were placed across the top of the flannel board to facilitate sequencing and to teach “first, second, third and fourth”. The teacher prompted the students by asking questions and reciting repetitive lines from the story to help the children recall the next event. The actual storybook was also used to reinforce/review the correct order as we went along. Finally, after the class completed sequencing the pictures on the flannel board, they also assisted me in sequencing the pictures in the Photo Story.


 * Reflection: ** For the students in my class, recalling facts from a story and sequencing those facts is a very difficult skill for most of them. We have worked on this skill several times throughout the school year. Use of the flannel board with pictures works fairly well because the children are provided the visual support and some have the opportunity to come forward to manipulate the pictures.

What I noticed, however, was the tremendous increase in interest and excitement later that afternoon when I projected onto the screen the slides of this activity. The students were excited to see themselves and their classmates on the screen. It was also much easier to maintain their attention to task! Increased attention to task is a consistent benefit of the use of technological tools in the class!! The students remained focused and engaged even when they had difficulty determining the correct sequence of the slides. The students especially enjoyed hearing their voices and watching the “movie” of themselves.

media type="file" key="Cafeteria-MusicText.wmv"

 a) Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills b) Explore teacher-selected, technology tools that enhance learning
 * Title:  Eating in the School Cafeteria  **
 * Technology standards addressed: **
 * Standard 3.0 – Technology for Learning and Collaboration ** : Use a variety of technologies for learning and collaboration
 * A. Learning **
 * 1. Explore and use technology tools in an instructional setting for learning **

a) Participate in a class or small group lessons using technology for shared writing or language experience stories b) Participate in a class lesson using technology tools exploring, collecting, and displaying data
 * B. Collaboration **
 * 1. Explore and use technology in an instructional setting to encourage collaboration **

a) Use appropriate technology tools to support learning goals b) Identify that a variety of forms of digital content (CDs, DVDs, websites, videos) can be used to learn information about a subject
 * C. Increase Productivity **
 * 1. Explore and use technology to increase productivity **

a) Recognize that various media formats are used to communicate ideas (such as CD, DVD, VHS, digital, and analog)
 * Standard 4.0 – Technology for Communication and Expression ** : Use technology to communicate information and express ideas using various media formats
 * Communication **
 * 2. Explore the various media formats used in daily life **


 * description: ** My instructional Photo Story demonstrates the procedure I follow with my class in the cafeteria at lunchtime. I wanted to create a video that I could use at the beginning of each school year to assist my students as they experience eating in the cafeteria for the first time. So, one day, I asked my class various questions regarding our daily routine at lunchtime. I used their responses to determine what pictures to have taken. My narration was also influenced by their responses to my questions as well. My class also assisted in helping me arrangeme the slides in the correct order, thus reinforcing sequencing skills.
 * Reflection: ** The children continue to thoroughly enjoy seeing themselves on the screen. Even the student with the shortest attention span remains on task longer when they see themselves. Additionally, I believe the students respond to the interactive nature of photo storytelling as they assisted me in putting the slides in the correct order.