First I saw
this book and thought it would go well with the YouTube video further in this
blog post. But alas it is not digital anywhere which is particularly
unfortunate as “various studies have reported positive impact of interactive
storybooks on children’s enjoyment of reading and development of reading
skills” (Roblyer & Doering, 2013, p. 175).
Maybe depending on the age of students they could use software like this
to make their own
interactive books. Especially since
“creation of hypermedia products requires that the learner constantly make
decisions and evaluate progress, thus encouraging students to apply higher
order thinking skills” (Roblyer & Doering, 2013, p. 176). What I did find
is this sound effects site as a collection of developmental resources that I
think would be a fun addition to the video project I mention later. You could require students use a certain number
of effects and then tell why they chose certain ones. It could give them a depth of understanding
beyond just the visuals.
From
what I can tell iMovie seems to be a commonly used audio and video production
and editing system for fourth grade (which has so far in this class been my
imaginary grade level). The site for it
made me think that a fun project might be to have students make a few
“trailers” throughout the year and then a final project at the end of the year
combining everything they’ve learned over the year in a full-length movie. I would think it would work best for science
or history where visuals would make sense and help to drive the concepts
home. Students could be separated into
groups and then you could take a week toward the end of the year to watch each
movie during your regularly scheduled time for that subject. Each time students present their trailers
could be a good opportunity to use the “Sequence of Development Steps for
Hypermedia Products” (Roblyer & Doering, 2013, p. 183). Maybe students could make a PowerPoint
presentation of how they went through each step and present it with their
trailer at the end like a behind-the-scenes extra. Step 6 “Test and revise the product” (Roblyer
& Doering, 2013, p. 183) could be used as an opportunity to make sure the
other students are paying attention.
They could help evaluate “Organization and Navigation, Appearance, [and]
Graphics, Videos, and Sounds” while it would obviously be more of a teacher’s
job to evaluate “Content [and] Instructional Design”. (Roblyer & Doering,
2013, p. 186)
Reenactment of history could make it fun and
more comprehendible for young kids.
References
Roblyer, M. D.,
& Doering, A. H. (2013). Integrating
Educational Technology into Teaching.
Upper Saddle River, NJ: Pearson Education, Inc.
Lee, Love everything you have posted here. I think the project idea you've presented is a good one and a fun, creative way to allow for learning. I had never known of the sites you posted so this has been so useful. I love the history video you included. I think it is so important to adapt teaching/learning styles to the group of students you have, so this idea of creating a video is something that appeals to me. I am all for keeping the classroom unique to the students at the time.
ReplyDeleteI remember making videos like this in history class! It was so much fun and a great way for small groups to explore an idea in depth and share it with the class.
ReplyDeleteYou have some creative ideas Lee. For so many, Social Studies is dreadfully boring....but suggestions like you have proposed would encourage children to get involved....I certainly would look forward to making a "trailers" if I were your student.
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