Windows Movie Maker, A mobile device and creating a short film

This is how I went about creating the film to warn children of danger.

• I researched the topic 'Dangers children face everyday' on the web and used information from many of the documents to come up with the information displayed in the movie.
• Next I went to the Web to find pictures that best depict the information thought about. You will notice that instead of using a mobile device, pictures from the web were used. (There are definite disadvantages and limitations from using pictures from the web).
• All the pictures were then saved to my computer, then imported in movie maker to begin creating the movie.
• Next, I created sounds to match up with the dangers I wanted to present to children using a text to speech software.
• The sounds were then imported and inserted in the audio field.
• The length of the sounds was matched up to the length of time for which a picture or group of pictures is to be displayed.
• Finally, I Inserted a title and credits then published and saved my movie. The finished product: Movie: Dangers for Children is now ready for viewing!

To create a film using a mobile device is to make an original production. Nevertheless, I count it an incredibly great method to use pictures and relevant audio to create a movie. One might argue that the pictures that I copied from the Web are in most cases copyrighted and can cause serious legalities, federal and civil issues, to surface if publishers decide to enforce their rights. Additionally, one may not be able to find a specific picture on the Web to correspond with the ideas being endeavoured to express. One has to take into consideration fair use also, making sure that he or she does not exploit publicised works to the extent that it seems to be his or her own.

On the other hand though, I believe that pictures are easy to source, almost anytime with a reliable Internet connection, making it possible to create a movie twenty-four hours of the day. In fact, they come in different sizes and varieties and can be edited after which they fit like a Cinderella shoe in a document. With the innovation of photo-shopping also on can re-create a picture to make it look like the sentiments to be expressed in writing.

An SEN resource-Interactive Animal Dictionary

The interactive animal dictionary (done as a PowerPoint Presentation) was created specifically for special needs students. The Interactive Dictionary- SEN resource is one that complements thirty-four others like it in the same file format that is created by my colleagues. I presented relevant information and facts on an animal beginning with the letter 'o' taking into account special needs students.

To create the Sen resource, I considered the specific disabilities or impairments of the students and ensured that whatever technology I used, it will be able to benefit all of them. I catered for the visually impaired and the deaf by inserting sound and text for the presentation of the relevant information. The information that the student needs to know from the slide can be read or listened to. I also inserted a bit of colour for the partially visually impaired to identify key words as they are being read.

I also took into account the availability of relevant software, hardware and Internet technologies that can be used to create the SEN resource. A text to speech software was already available on my PC so I used it to create the sound heard. Sounds could be inserted in PowerPoint from my files making it easy to include on slides. PowerPoint is also a program found on my PC and gives the option of animating slides to make presentation interactive. The images and sounds can be enlarged and amplified through the projector and speakers that are owned by the school. That way, persons who can will see it, and all will see it at the same time. Finally, the Internet is accessible by all and can be used to find relevant pictures of the animal.

SEN students can benefit largely if assistive technologies are incorporated in classrooms. The visually impaired, in this case, could have listened to the information about the animal on the slide since the audio media was utilised. Deaf students could have read along as the text was being pointed by the teacher or a next student.

Re-designing a School's IT and Internet Policy

How are the Internet and information technologies in schools to be utilized? Would Internet access support the philosophies of the school? What are the responsibilities of teachers and students regarding the use of the school's IT facilities and Internet? The response to these questions can be found in a school's IT and Internet Policy also known as the Acceptable Use Policy in the Cyber realm. From my laborious research which was nevertheless fruitful, I gathered much information which allowed me to re-design and publish this IT and Internet Policy for my primary school.

The research process was time consuming and demanding. Many hours were spent trying to locate IT and Internet policies or information regarding these on the Web. In fact, it required me to be very selective in my compiling the data. Although Internet policies are somewhat universal, the ones chosen had to be specific to the culture and had to be inclusive in its outlines. Our schools in Grenada are not connected through the Internet according to districts or so, so the policies identified had to appeal to single independent school settings. When this information was not available, as with most of the references used, I had to be innovative and adapt the information so that it can appeal to my primary school. This is definitely time consuming and energy expending but is certainly worth the effort.

The Web publishes information that is both credible and relevant but it can also be used to do just the opposite. Sites are definitely credible and secure if I see an 's' at the end of 'http' indicating that the protocol is secure. So I checked for the 's'. Also I looked to see the kind of website it is: .com, .edu, .gov, .org. Usually the information in educational, organisational and government websites can be trusted and can link back to a trusted author. Generally also, the information is updated and provides a way to contact them in case of any problems.

After having researched information regarding Fair Use and Copyright law, among others things, I wonder how much of that I actually adhered to as I used public Web information to create the Policy!

Making Music- Open Source Software Use

It was an exciting experience to experiment with and actually make music. Jamstudio, a free open source site, has music software that allows users (once logged in) to create and save songs with any purpose in mind. I created an 'Alert Song' to fulfill an objective-create a piece of music to warn children of danger- for a classroom workshop task.
All sorts of dangers face our children. I thought about hurricanes and the warning signals that students can be given when our island is placed under hurricane warning. I had no predetermined idea of the song that I wanted to create but used the sounds offered by Jamstudio to create one.
I surveyed the different kinds of sounds that Jamstudio offers and I was fascinated by the End of Days, Mutation and Roto Robo Synth sounds as well as the Salt and Rain drum beats and the 8 ball and Bubba Bass sounds. Each instrument I experimented with I used them on separate pages or sheets. Then I put in different combinations of notes on each page which already had the instruments to be played. I looped the page and listened to the melody, altered it if necessary, and included a drum beat and a bass sound to complete it. Afterward, I increased the tempo to make the warning-sound effect come alive. Finally, I ordered the pages to create a smooth flowing song, previewed the sound then saved it.

Surprisingly, it took me a few days to come up with the final piece of music created. This is so probably because I was trying to create an original piece with a melody that is logical. It must be mentioned that the level of difficulty involved in creating the piece of music was moderate or adequate. There was a bit of challenge in coming up with the notes to make the song but eventually it worked out just superbly. In fact, I really enjoyed spending all this time to create the music since one of my interests, as you will have read from my profile, is 'making music'. I will actually continue to make songs using Jamstudio's music software.
It should not be disputed that discovery learning must not be directed. Directing a process sets the framework, boundaries and outcomes with which to work. It does not mean taking everyone through the process or task step by step but it is suggesting that everyone is made aware of their expectations while engaging in the task to send a clear message that structure and guidance are mandatory during the activity. To work towards achieving specific outcomes or objectives as directed may lead to achieving aims that may be a part of the bigger picture. If objectives are left to be chosen by students it is also likely that they may not work towards developing their higher-order thinking and reasoning skills. They may focus on simple knowledge tasks and forgo skill and attitude tasks or vice-versa. Of course, students can give their input in the creation and selection of objectives and tasks for the activity, but ultimately the teacher strikes the balance for the outcomes of the process.


Review of the Open Source Software

Jamstudio's open source music software is a tool that can be used to make music. Many instruments sounds, such as guitar, drums, electronic keyboard and organ among others, can be used in the creation of original songs by almost anyone. These songs can be created in different keys with accompanying chords and variations. It can be used by music teachers and other teachers alike to make music come alive in the classroom.
This software offers lots of advantages for the teaching situation. First of all, it is free; the school does not have to spend money on purchasing and installing a long term music software unto its PCs. Secondly, there is a tutorial, making available assistance for the first time user to get around. Thirdly, one gets to create original songs which eliminate issues with copyright. And finally, everything happens instantly; instrument is selected now, chords are chosen right away and song is played and saved immediately and alterations are mane instantly.
On the other hand one must be a subscriber to gain full access to all of Jamstudios operations. This means that only adults are able to fully utilize the resource.
Nevertheless, this free software is extremely important in classroom applications being free and simple to manoeuvre by teachers and young students alike. You can try it too. Visit my video bar and view a tutorial for JamStudio.

Creating a Drill and Practise Game (Using Publisher)

To create Flashcards in Publisher, I considered a few details.(Unfortunately, the file had to converted to PowerPoint because of the inability of slideshare or Google Docs to upload Publisher files) I wanted to ensure that the pupils did not guess words or remember their colour to identify them, so the colour and background colour of all the cards were quite similar but different. In order that students are not frustrated when presented with the words, I ensured that the words were suitable for the developmental level of grade six students . I also verified that the words link with the content information that they have learned which allows them to make a connection between the words and what they already know about hurricane preparedness.

Using 'how to steps' I will describe the process of creating the flashcards in Publisher 2003.

• From the Microsoft Office folder I select Publisher


• In the 'New Publication' pane on the left, I clicked on 'Blank Publication' then selected 'Postcard'.


• On the extreme left I clicked on the text box icon.


• Then I put the cursor on the place in the postcard (a plus sign will be seen) where I wanted the text to be written, and dragged it across the white space to make a text box.


• Next I typed in selected text, highlighted it and used the font colour, fill colour, font size and font type options to format the text and text box as required.


• I then inserted a picture which was located on the Web and saved it in my pictures.I then went back to Publisher and from the Menu toolbar selected 'Insert- Pictures-From file and select and insert the desired picture.


• When the picture appeared it was way too large so I re size it by clicking and dragging from its bottom left corner upwards when a double-headed arrow appeared. I positioned the picture by clicking and dragging when the four-headed arrow appeared.

PowerPoint Lesson Introduction Revised

Subsequent to criticisms, a review and an evaluation of the initial PowerPoint created to deliver a Social Studies Lesson introduction on 'houses', I revised the production. VIEW HERE!

Now included in the PowerPoint is a first slide with animal pictures and words which pupils will view one by one to name the homes in which these animals live. The words and pictures are still colourful so they appeal to visual learners, however, this picture-word initial slide will serve as one that activates pupils prior knowledge of homes and prepares them to concentrate on people's homes. Additionally, grade one pupils are building their reading and spelling skills so the picture-word association helps them to make the link between animals they know and the actual spelling and pronunciation of their three or four letter-word names.

It cannot be observed, but another amendment which will be made to the presentation of the introduction is the way the students are allowed to watch the video of the 'Three Little Pigs'. The video will be stopped at different intervals and pupils will be asked question to get them to identify the different kinds of houses observed as they go along. Continual questioning keeps pupils focused on the objective for looking at the video and keeps pupils alert during its viewing.

Evaluation of PowerPoint Resource for the Lesson Introduction

The process involved in designing a Questionnaire to obtain feedback on my presentation was challenging and contemplative. To design the questionnaire,first of all, I thought of its purpose in relation to discovering the effectiveness of the PowerPoint-presentation-introduction of a lesson.Then I considered the effect that the presentation is supposed to have on the Grade one students, and the learning environment that I hoped to create. Next, I contemplated the type and amount of questions that will provide the most objective and informative responses; the challenge was coming up with the correct combination of questions with which to solicit the appropriate information. Finally, I determined the type of language (vocabulary) used to communicate my ideas.

Since the questionnaire was being specifically created to find out the effectiveness of the PowerPoint presentation-lesson introduction, asking about the students becoming aware of the topic and objectives is significant because it tells if students know what is being done and what is expected of them. Also significant is knowing if students' attention was captivated and maintained since this will determine if students look forward to the other activities of the lesson. Asking about the ways students are expected to carry out tasks will provide information of the learning environment that I actually created and the type of learning context that was observed. Equally finding out about both the suitability of content to the grade level and the learning styles that were addressed will help me to determine if I planned for students' developmental level and their particular preference of receiving information respectively.

In conclusion, the actual process of evaluation (delivering lesson and obtaining feedback) was interesting. Because my peers are knowledgeable of the requirements of a lesson introduction and are constantly trying to improve their practice, they objectively critiqued the presentation. The presentation slides were evaluated as fairly well made but it was thought that I could have stopped the video at different intervals to ask questions in order to find out about the different houses from the students. It was also suggested that I include a shorter video and one that displays key 'house' words as well. As for the activities that the students were expected to carry out, it was suggested that the students be more actively involved. Students, more than likely, know all the different kinds of houses that exist. It was suggested therefore, that having the students do a prerequisite knowledge activity such as identifying the kind of home of different familiar animals can lead them into the other major activities as opposed to a riddle that only requires them to come up with the word 'house'.

Reflecting: Integrating Technology in the Classroom

Whatever can be done to ensure that ALL students demonstrate a permanent change in their behaviour or show an increase in knowledge, skills and attitudes, then this contributes to best practices in teaching and learning.
Best practice is effective actions teachers take and requisite conditions that are established to facilitate learning. If the 'Education for All' policy adopted by Caribbean regional governments is to be taken seriously then activities carried out in the classroom must bear in mind the globalisation challenges with which we and our students are faced. Technology and the Internet makes the world a global village and is incorporated in all aspects of our lives. Why not incorporate technology integration strategies in our teaching as well?
My REFLECTIVE ESSAY examines best practice in terms of applying technology in teaching and learning situations.