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Communication: PLN Reports (EDTEC 570, individual project)
Context
In EDTEC 570 (Advanced Teaching with Technology), we completed a series of three PLN (Personal Learning Network) reports. We used Google Reader to follow blogs and read about different technology tools that could find a place in our teaching work. After writing my first PLN report as a Word document about Literature Map and Google Lit Trips – two websites devoted to resources related to literary works – I moved into a different format (video) for the remaining two reports.
Standard -- Communication: Communicate clearly to achieve professional goals using visual and verbal modes to explain and persuade.
This series of assignments addresses the Communication standard. I began with a static format to communicate what I had learned. But as I began sharing about video tools (Jing Pro and Animoto) it made more sense to use video to explain and demonstrate these tools. This increased the visual content and allowed me to share more facets of the tools. It also required me to communicate using engaging elements of spoken expression, which entices viewers to try the tools I used.
Opportunities Disguised as Problems
The only problem, really an opportunity, which I encountered with this artifact was that I quickly realized I didn't like writing about tools I discovered as much as I liked creating videos about them. The first product in this series didn’t excite me. As I began using Jing Pro for my job, I couldn't imagine writing about it. It made sense to use the tool to share about the tool. Then I was hooked. It was easy to decide on my subject for the third product in this series. Animoto is a fun, engaging way to create video about whatever content one has to share, and the site does most of the work for you. I used Jing Pro (from the second assignment in this series) as one of the tools in making my last video in this series.
My Strengths
This experience enabled me to share my love of enthusiastic expression. I like to share information anyway, and it was a lot of fun to share in a humorous way. I'm thinking particularly of the Animoto video where I had to wait quite a while for the video I made in Animoto (as a demonstration within the PLN video) to finish rendering. I had a great time coming up with ways to indicate time passing. I enjoy injecting humor into my work, and I think there's a fine line between funny/engaging and funny/distracting. I like to tread that line and keep my work effective while also enjoying myself.
What I Learned About Myself in Educational Technology
I am passionate about making my job more fun for myself and for my students. After learning about the tools I covered in some of these PLN reports, I began using them immediately to create new materials to supplement my curriculum. Enhancing my instruction with videos and video-based tutorials helps me to help kids. This past autumn, as my students were working on a photography project, many of them watched some of my videos over and over to master specific concepts. It would be frustrating to have to repeat myself as many times as the students repeated the videos, yet with this technology, all can benefit, learning independently and mastering new skills.
Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology. Upper Saddle River, NJ: Pearson Education, Inc.
In EDTEC 570 (Advanced Teaching with Technology), we completed a series of three PLN (Personal Learning Network) reports. We used Google Reader to follow blogs and read about different technology tools that could find a place in our teaching work. After writing my first PLN report as a Word document about Literature Map and Google Lit Trips – two websites devoted to resources related to literary works – I moved into a different format (video) for the remaining two reports.
Standard -- Communication: Communicate clearly to achieve professional goals using visual and verbal modes to explain and persuade.
This series of assignments addresses the Communication standard. I began with a static format to communicate what I had learned. But as I began sharing about video tools (Jing Pro and Animoto) it made more sense to use video to explain and demonstrate these tools. This increased the visual content and allowed me to share more facets of the tools. It also required me to communicate using engaging elements of spoken expression, which entices viewers to try the tools I used.
Opportunities Disguised as Problems
The only problem, really an opportunity, which I encountered with this artifact was that I quickly realized I didn't like writing about tools I discovered as much as I liked creating videos about them. The first product in this series didn’t excite me. As I began using Jing Pro for my job, I couldn't imagine writing about it. It made sense to use the tool to share about the tool. Then I was hooked. It was easy to decide on my subject for the third product in this series. Animoto is a fun, engaging way to create video about whatever content one has to share, and the site does most of the work for you. I used Jing Pro (from the second assignment in this series) as one of the tools in making my last video in this series.
My Strengths
This experience enabled me to share my love of enthusiastic expression. I like to share information anyway, and it was a lot of fun to share in a humorous way. I'm thinking particularly of the Animoto video where I had to wait quite a while for the video I made in Animoto (as a demonstration within the PLN video) to finish rendering. I had a great time coming up with ways to indicate time passing. I enjoy injecting humor into my work, and I think there's a fine line between funny/engaging and funny/distracting. I like to tread that line and keep my work effective while also enjoying myself.
What I Learned About Myself in Educational Technology
I am passionate about making my job more fun for myself and for my students. After learning about the tools I covered in some of these PLN reports, I began using them immediately to create new materials to supplement my curriculum. Enhancing my instruction with videos and video-based tutorials helps me to help kids. This past autumn, as my students were working on a photography project, many of them watched some of my videos over and over to master specific concepts. It would be frustrating to have to repeat myself as many times as the students repeated the videos, yet with this technology, all can benefit, learning independently and mastering new skills.
Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology. Upper Saddle River, NJ: Pearson Education, Inc.