digital+camera+page

== =Project Description:=

Students drew illustrations to provide visual effects for their digital story of //Taking Sides,// by Gary Soto. Next, the students took pictures of their illustrations using the classroom digital camera. Finally, they uploaded the pictures to Photostory 3, edited, narrated and added visual effects and music. Students did this during class and after school. The digital story telling was an option among four projects for an independent reading assignment. Students had time in and out of class to collaborate on their work.

=Taking Sides - Student Digital Story Telling= media type="custom" key="3945345"

=Reflection:= After my students finished and presented their digital story, I reflected on some areas for improvement for the next round. First, my group of students did a very nice job being the "guinea pigs" of my team. However, when I refined the project for the May/June independent reading, I eliminated other group projects. Additionally, I decided I needed to impose a minimum number of slides per chapter //**and**// length of narration. I my aim was to have students present a more well rounded and flushed out version of their books.

=Project Description:= I used the digital camera and Photostory 3 to create a story of questions. The questions ask students to ponder the use of nouns in this story and visual presentation.

= Where the Nouns are Found... A Digital Story for Students of Grammar = = media type="custom" key="3956229" = = = = = =Reflection:= I pushed off the production of my own Photostory because I was uncertain of what to do. Then, I thought of what I should do... tie in pictures from classes to pose questions about how to find nouns. There are innumerable nouns embedded in the pictures, text, and narration. This is a "thinker's" assignment. As for use of Photostory 3, it was simple. The only concern I have is modulating narration volume vs. the background music. I need to play what that more.

=MSDE Teacher Technology Standards:=

II. Communication
** B. ** Use technology to communicate information in a variety of formats. 1. Select appropriate technologies for a particular communication goal. 2. Use productivity tools to publish information. 3. Use multiple digital sources to communicate information online. 1. Assess students’ learning/ instructional needs to identify the appropriate technology for instruction. 2. Evaluate technology materials and media to determine their most appropriate instructional use. 4. Evaluate technology materials and media to determine their most appropriate instructional use. 1. Identify and analyze assistive technology resources that accommodate individual student learning needs. 2. Apply assistive technology to the instructional process and evaluate its impact on learners with diverse backgrounds, characteristics and abilities.
 * V. Integrating Technology into the Curriculum and Instruction **
 * VI. Assistive Technology **

=MSDE Student Technology Standards:= 3.0 Technology for Learning and Collaboration: 6.A. Learning 1. Select and use technology tools to enhance learning a) Use technology tools, including software and hardware, from a range of teacher-selected options to learn

4.0 Technology for Communication and Expression: 6.A. Communication 1. Select and use technology for communication b) Present information independently to various audiences = = = =