Digital tools/resources for human beings.

Digital Storytelling is an exciting way for students to share the creative energy they’ve put into crafting their stories. Here’s an example of a kindergarten student’s work turned digital. Originally her class created a book with paper and crayons to share with their classmates and families. This work was scanned and the author’s voice recorded. Now she has work that can be shared across the United States to where her grandparents live. It can be shared anywhere! Even more important, is the thrill the student experienced at being able to hear her own voice and see her work in this format. Now she’s creating lists of story ideas and writing more stories than is possible to record. This is a great thing. She’s forced to choose her very best work to publish. She’s thinking and acting like a real author because she is one. This story below is what lit the literary fire for her. Disclosure: The author is my delightful daughter.

For more information on Digital Story telling, be sure to check out these sites.

• Center for Digital Storytelling
• Digital Storytelling Cookbook (.pdf)
• Downtown Aurora Visual Arts (DAVA)

By the way, the story above was created on a netbook powered by ubuntu. We scanned the images from a scanner using Xsane. The images were cropped and scaled using GIMP (image editor) . Her voice was recorded and edited using Audacity (audio editor) . Then we pulled everything into Kdenlive (video editor) to create the video file.

The GIMP provides students an excellent tool for creating nonlinguistic representations of concepts. Whether creating diagrams, summarizing hypotheses, or creating graphics to accompany text, the GIMP can “represent.” “GIMP is the GNU Image Manipulation Program. It is a freely distributed piece of software for such tasks as photo retouching, image composition and image authoring. It works on many operating systems, in many languages.”

Below is a lesson using GIMP. The lesson assumes a basic knowledge in using a search engine, downloading files, organizing files within folders and understanding and using technology systems. The lesson also assumes a well-articulated project. The lesson works best in tandem with written work such as a research paper, report, scientific hypothesis, etc. Through the process of developing this image, students should be reflecting on their written words. The process may help clarify some ideas, causing students to further revise their written work.

TOPIC: Creating nonlinguistic representation of a thesis statement.

AUDIENCE: High School English students

PURPOSE: Students will be able to clarify their thesis into a single nonlinguistic representation.

OBJECTIVES:
APS Secondary writing continuum: Relies on self-reflection and critical evaluation of own writing to ensure effective communication of ideas.
ISTE NETS: 2b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

GOAL: Create a stamp that represents your opinion. For example, “Linux offers students a way to research, create and communicate.”

ASSESSMENT: Using google forms, peers report what they believe their peer’s thesis statement is. If the student’s peer is able to successfully able to predict the thesis statement, the student has passed.

STEPS

Create a non-linguistic representation of your thesis statement.
1. Decide which images you need to express your idea.
2. Choose the sources finding the right images.
3. Locate the images, download them to a folder. Record the location of the image for your bibliography.
4. Consider your images. Choose the images you’ll need and decide how they’ll fit together.
5. Combine the images using GIMP to compose a single image that expresses your main idea.
6. Consider your image. Does it successfully represent your idea? If not, go back to step 1.

EXAMPLES:

VOCABULARY:
toolbox, tool options, image window, layers, brushes, patterns, crop

RESOURCES:

• http://www.atomiclearning.com/k12/en/gimp24pc
  
  • (log in to oneplace and then atomic learning prior to clicking on this link)
• http://docs.gimp.org/2.6/en/

SOURCES:

• Represent Yourself with the GIMP (presentation)
• http://www.aps.k12.co.us/instruct/resources/literacy/secondary.html
• http://www.big6.com/
• http://www.gimp.org
• http://www.iste.org
• http://www.iste.org

Over the past month or so, educators from around the world have been helping us [EDUBLOGS]put together an exhaustive list of the best free web tools out there.It’s all part of our ongoing open professional development for educators - something we are calling Teacher Challenges.

Check out this list!

#1 - Wallwisher
#2 - Self-grading Quizzes
#3 - Bitstrips for Schools
#4 - Classtools.net
#5 - Edmodo
#6 - DoInk
#7 - Kerpoof
#8 - Glogster
#9 - ToonDoo
#10 - Wordle
#11 - Skype
#12 - Animoto
#13 - VoiceThreads
#14 - PhotoFiltre
#15 - Livebinders
#16 - WeeBehave
#17 - DropBox
#18 - Jing
#19 - Audacity
#20 - LearnBoost
#21 - Wetoku

Hat tip to Jay Vean.

 The above list is definitely not complete without Moodle!

In case you missed it, check out this great blog entry from the Innovative Educator. She lists 10 ways technology supports 21st century learners in being self-directed. This is a fabulous resource for teachers with a single stand-alone classroom computer… to an array of student netbooks.

Here’s a quick way to promote innovation in technology fluency among your staff. You’ll need a bit of preparation and a 70 minute block of time (not to mention the technology). Thanks to Shawna Lyons for this idea. Timeframe: 70 minutes

PREPARATION:
Set up 4 stations…. visualizer, active expressions, netbook, ipods/recorders.
Have the following posted:  “What ways can you use this technology to support student learning?”
Prepare a Google Form to survey teachers and share the results link for debrief.

LAUNCH (20 minutes):
View a 21st Century Learner video (choose one from below).
Discuss students needs in terms of 21st Century skills (aided by graphics).

EXPLORE (30 minutes):
Divide teachers into four groups and have them rotate stations every 7 and 1/2 minutes. While there they discuss as a team how they have, could, or would use the technology to enhance learning.

DEBRIEF (20 minutes):
(10 minutes) Each team of teachers works together to share their top five ideas on how to use each item using Google Docs.
(10 minutes) Teachers peruse the google form and glean ideas from the other three teams. They may choose to compare them to these resources as well.

Instructional Technology resources:

Visualizer:
http://www.aps.k12.co.us/instruct_tech/northwest/documents/101.doc

ActivExpressions:
Student_Response_System_Rubric
Netbooks/iPads:
http://journeyintech.blogspot.com/2011/02/what-khan-be-done-with-it.html

Objective: 3.
NETS for Administrators: Excellence in Professional Practice
-Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators:
a.     allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.