Reflection #8 Sarah Sumsion

Today in class we continued to work on our digital story. We searched for copyright accessible images and audio.

This assignment continues to be overwhelming to me. Seems there is no end in sight. Our class had SO many questions today and we all seemed to have different answers regarding copyright rules and grading. Some were saying it didn't matter the copyright issues. Some said we can only have 30% copyrighted materials (although the rubric says nothing about that). Some said we post the URLs at the end of the video, while others said we need to post the "authors" names at the end of the video in the credits. HELP!

Now what...we keep chugging along. I was grateful for a tip from a professional video producer who suggested flickr as a resource for images.  I found all the copyright info next to each image. That was so handy. However, the "attribution" requirements were unclear. Creative commons would say we need to recognize the contributor in the way they specify--but where do we find that? I hope we will be graded with our experience (or lack thereof) in video making considered. We are not professionals, nor are we highly experienced.

Reflection #7 Sarah Sumsion

Today we researched about copyright laws and how copying images, music and videos off the internet is considered stealing.

It's important for students and teachers to appreciate copyright restrictions. If people's creations (photos, art, story, music, etc) weren't copyrighted that person could have their ideas duplicated, borrowed, stolen, etc. and potentially could profit off of it without acknowledging the original creator. We have a moral and legal obligation to not steal from a grocery store, retail store, someone's private property, etc. Why wouldn't we extend these same obligations and laws to resources we find on the web?

For me, this was the big hole in the lesson today... "now what?"  I felt a lot of class time was spent on the history of copyright laws and how far we've come, however I wish we could have spent more time on the application of our understandings. Where do we find copyright info for all the different images, videos and music we may want to use? Are there lots of websites out there for us to draw from without running into copyright issues? Does our digital story need to be so very carefully put together so the copyrighted pictures are clearly labeled? The "now what" portion of our day really left me wanting more.  Truly - now what? I know some of these questions were answered in class, but I don't know how to get to your "Doc Waters" site. I know how to get to our class site and to the Doc Waters blog, but you referred to a Sandie "Doc" Waters site with lots of references.  How do we get there?

Reflection #6 Sarah Sumsion

Today in Instructional Media we learned about digital stories. We learned what defines them and how to create them using different tools, design aspects, mood, etc.

I can see digital stories being very beneficial in a classroom. Although the amount of time they seem to take right now can be overwhelming, perhaps we would get faster at making them with experience. Digital stories can enhance any unit such as social studies, science, math, art, literacy, etc.

After having them carefully explained and described I realized how much we already see digital stories everyday (YouTube, biographies on TV, clips about how to do something, advertisements, educational media, etc.) I felt very emotionally jerked around in class. I am so sensitive about cruelties to other human beings that I was fighting back more serious emotions and reactions to the holocaust images we saw. I was moved as well by the Gettysburg address clip. I don't like feeling emotional in class that way - but I guess the point was made. Music and photography are 2 of my "passions" - so putting them together with technology is exciting to me. The draw back will most certainly be if there are limited technological resources (computers, projectors, etc.) in the school I teach in. How else would you possibly utilize this without having everyone hovering around a laptop screen?

Week #5 Reflection - Sarah Sumsion

Key Assignment- Vidcast

Vidcast Title: “Why Revolution?”

by Sarah Sumsion and Sara Gustafson

EDEL 3250-02

Our vidcast introduces the following standard and objective:
Standard 2 (5th grade): Students will understand the chronology and significance of key events leading to self-government.


Objective 1: Describe how the movement toward revolution culminated in a Declaration of Independence.

The topic of revolution is important for students to understand as they study and learn about the US Government. This introduction to revolution vidcast helps students appreciate the emotions and feelings behind why a group of people in any part of the world revolt. Students will also see scenes from different revolutions, strikes and protests, sensing the desperation and anger in the people’s faces. The end of the video shares the images and emotions of a people enjoying freedom and liberty.

Our vidcast meets the NETS standards in several ways.  Specifically, standard 1/indicator 3, as it facilitates inspired student learning by engaging students in real world issues.  Revolution is occurring all around us, and many are because of the same reasons colonists fought for their freedom in the American Revolution.  Additionally it follows the standard 3/indicator c which states: Models digital age learning and work by communicating relevant ideas to students using a variety of media tools.

This vidcast specifically meets INTASC Standard 2C (Planning curriculum and designing instruction to enhance student learning: Design and articulate instruction aligned with Utah Core curriculum standards.) Our vidcast follows the Utah core curriculum standard 2 objective 1 (as discussed above). By designing curriculum using the vidcast we are able to establish some building blocks for further instruction regarding revolution. Our vidcast also covers INTASC Standard 1E (Creating and maintaining a positive classroom environment that promotes student learning: Use instructional time effectively to enhance student learning.) We could have easily just lectured to the students about why people revolt and told them how people may feel, but pictures are worth a thousand words. Introducing revolution using a vidcast will better evoke emotion and feelings about the topic.

A potential drawback to using this vidcast series is that it may frighten potential students who have lived in a country that went through a revolution. Some images and/or feelings may hit too close to home. However, we were very selective and careful about the images we used that they wouldn’t be too graphic or violent.

The intro to revolution vidcast will prepare students for a following activity of graphing connected thoughts, similarities, and differences related to the concept of revolution.  This activity will help students feel connected and engaged with the upcoming Unit of government and the American Revolution.  History will become relevant and important to students who have had the opportunity to think about the topic in a way that is personal and current.

Week #4 Reflection Sarah Sumsion

Today we learned about vidcasting. We learned about the different tools to create one such as a flip phone, powerpoint, photostory and jing. (I could totally get sucked into doing this - appeals to me in every way.)

I can see the value of a vidcast, especially with the direction technology is going. Students are accustomed to watching vidcasts so using one in class would be a valuable addition, as I have rarely seen them utilized in the schools I've subbed in. You would have to have the technology to show one though (computer hooked up to a projector). I can't imagine 30 kids crowded around a laptop screen - but I guess you could. These do seem to take quite a bit of time to create, but if teachers were collaborating and each creating one they could be shared.

In all these things we have been creating (google docs, podcasts, vidcasts, etc) I feel so strongly that students could easily create these and probably do a better job than some teachers. I would love to teach students how to create one - but it may not be feasible based on resources, time, etc. For students who are absent, the vidcast could catch them up on things they missed - especially if you were filming yourself and holding up the worksheet, book, art project, etc. Whether or not they had access to it - they could at least know what they missed.

Sarah Sumsion Reflection Week 3

Today we learned how to make and link podcasts. Our podcast was a public service announcement about bullying.



For a teacher today I can see this being a valuable tool. I have never made a podcast before and assumed they were only videos. Knowing you can quickly make a podcast using cell phone technology is really incredible. Teachers could collaborate using podcasts - even when they are out of town. Technology is truly amazing. I haven't quite figured out how I can use this with my other classes, other than in using a presentation of some sort.

This technology could be very useful in a classroom for many different curriculum areas. I can see students loving this. Even young students could have fun creating podcasts. Creating a podcast could be useful in doing a presentation, or giving steps for a project or activity. Students who miss school due to sickness or vacation could still get the homework and instructions. Important lectures or teaching also could be saved through podcasting. Students could do brief interviews with family, teachers, important people, or each other and use podcast technology to share their findings.

Sarah Sumsion's Reflection #2 Edel 3250 Sec 2

I had a lot of fun in class today. Yes, we had to fly to get through it all, but thank heavens I had a fantastic Computer Technology in Education class this summer (Pam Turley instructor) who prepared me well to understand most of what is going on in class. I had the basic skill set to get through class just fine today.

Putting together the classroom website is so similar to what we did with the UEN website that I'm going to have to play more to decide which site I prefer. They can do exactly the same things and I've become very familiar with myuen.org so I will have a learning curve to do the same assignments using a different tool. I can see the value in having classroom websites. Several of my children's teachers use google sites but the problem I have is remembering where to find the site and remembering to check it. There are so many tools to make each page on the google site useful. This is appealing.

I like the idea of students being able to post their work to the website, or being able to share their knowledge on a page of the website. Perhaps we allow students to be in charge of a specific page and let them utilize the technology. Especially with older students, they are so knowledgeable about technology and they would probably love being webmaster that week (versus door holder, line leader, etc.) Even something as simple as posting the spelling lists could be done by a class webmaster. As more and more people turn to google tools, I can see the calendars, homework items, announcements and contact info being easy to navigate, implement and become very helpful for parents and other teachers. I hope more teachers get on board using this technology.