After studying the elements of design: contrast, repetition, alignment, and proximity, I decided to investigate a 15th century manuscript available for viewing at The Harry Ransom Center at the University of Texas at Austin: The Gutenberg Bible.
http://www.hrc.utexas.edu/exhibitions/permanent/gutenberg/web/pgsdbl560/2_629630_309v310r.html
The elements of design can be seen in this manuscript with its perfectly aligned column of text, the enlarged first letter of the page, that contrast the subsequent black letters. The colored filigree at the top left that also serve as a contrast, and the random red letters that contrast the black font. The enlarged letters allows the reader to understand where the text stopped and the smaller red letters act as subtitles and add emphasis to following scripts. Did ancient manuscripts dictate our modern interpretation of design?
Sunday, November 21, 2010
Tuesday, September 28, 2010
Monday, September 20, 2010
Test Narration
After drafting sample narration for our group's PSA and practicing and then practicing some more, I have offered here 8 seconds of magic.
Monday, September 6, 2010
Evaluation of Free Video Editing Software
Having had dated a "gamer" for four years I am familiar with Sony Vegas; however, that does not exist as "free" video editing software. The idea being to capture a fight on a mmorpg and post it for viewing pleasure. The proprietary software, and again I would not call it free, is Microsoft Movie Maker. If one has a Linux OS then one can sincerely download "free" video editing software. Cinelerra and Avidemux are Ubuntu's favorable counterparts for this task. Avidemux can also be downloaded to Mac OS X and Windows, amazing!!
Avidemux would be the Linux equivalent of Microsoft Movie it is used for basic cutting, sequencing, and adding graphics and audio. The set up is also quite basic and user friendly. Cinelerra however, at least on my part, required viewing several tutorials and I feel that I am not to that level of production as to warrant this particular program despite its numerous features. The most impressive being that it can support any video type regardless of size or speed.
Avidemux would be the Linux equivalent of Microsoft Movie it is used for basic cutting, sequencing, and adding graphics and audio. The set up is also quite basic and user friendly. Cinelerra however, at least on my part, required viewing several tutorials and I feel that I am not to that level of production as to warrant this particular program despite its numerous features. The most impressive being that it can support any video type regardless of size or speed.
Monday, August 30, 2010
Sunday, August 8, 2010
NEW FOCUS
Due to my new job I have decided to redirect my "wonderings". My new focus will be redirected to how CTE teachers and English teachers can collaborate. Any advice or input is greatly appreciated.
Monday, August 2, 2010
Action Research Plan
I. Outcomes
Performance outcomes will stand as increased technology use in core subjects. Core content teachers will attend professional developments on how to increase technology use in lessons, and how follow-up from administrators, peer coaching, and self-reflection will scaffold the training. The goal stands as having content area teachers attend professional development trainings and ensure that newly acquired skills are being implemented through a series of scaffolding projects.
II. Activities
A. The professional development course must be research based, infused with hands-
on activities, attended by not only core subject area teachers but also by an
administrator, relevant to all subjects, and conducted on site.
B. Follow-up activities will include administrators visiting classrooms to observe newly
acquired skills in action. The administrator will not serve as a micro-manager, but
modell action inquiry by observing the lessons and consulting with the teachers on
what worked and what was a more forced integration. Because the administrator
also attended the same professional development they should have a plan of
action prepared for the teacher to review data, look at best practices, and revisions
that need to be made to plan to ensure success.
C. Exemplar lessons will be video-taped and shared with all those who attended the
professional development training. It will be used as a peer-coaching tool and will
be uploaded to the district's website for all teachers to view.
D. Self-reflection will include all the participants forming a wiki in which to post
teacher successes, set-backs, best practices, administrator input, and a forum for
non-participants to leave feedback. In addition classroom blogs will be created
to gain input from students about the engagement level and success of a particular
lesson that was technology heavy.
III. Resources/Research Tools Needed
A technology professional development course that is dynamic, research-based, and can be conducted on site.
Committments from administrators, teachers, and campus technicians to fom a team, create a wiki, video-tape lessons, and meet with other teachers, administrators, and school board members to discuss the success of their technology intergration.
The appropriate technology tools such as: computer lab time, projectors, white-boards, classroom set of cell phones, a CRS, and any other device that the district has adopted and may be accessible to the teacher.
The video recording of exemplar lessons and subsequent postings on the district web sites.
The creation of the Action Research Plans from administrators for teachers to complete throughout the project.
A technology derived self-reflection from teachers via the wiki, blog, or webpage.
The creation of classroom blogs to gather student input.
The creation of a wiki for all stakeholders to submit their input.
IV. Responsibility to Address Activities
The district Technology Director will choose the best technology professional development and will attend the training.
The campus administrator will choose teachers to attend the technology professional development and create an action plan for teachers to complete throughout the training, the implementation, the observation, the self-reflection, the peer-coaching, the wiki, and the classroom blog.
The teachers will complete the action plan and report findings to their department, campus administrators, district employees at School Board Meetings, colleagues, parents, and students.
The campus technicians will video-tape exemplar lessons, post wikis and blogs to the district web-site, and aid teachers in their technology needs.
V. Timeline
A. Summer 2011 -
1. Technology Professional Development
2. Administrator created Action Research Plan to be completed by teachers.
B. In Service Week-
1. Creation of a team of administrators, teachers, and campus
technicians to make the committment to see the research project through
fruition.
2. Creation of a wiki for all parties to post progress in their
technology intergration endeavors.
C. Fall Semester 2011
1. Two meetings with all team member to asses progress
2. Wiki status
3. 1 observation by administrator in each content area
4. 1 video recording from each content area and posted to district website
5. 1 School Board Meeting
6. 1 meeting with district Technology Director
7. One on one review of action plan between administrator and teacher
D. Spring Semester 2012
1. Two meetings with all team member to asses progress
2. Wiki status
3. 1 observation by administrator in each content area
4. 1 video recording from each content area and posted to district website
5. 1 School Board Meeting
6. 1 meeting with district Technology Director
7. One on one review of action plan between administrator and teacher
E. Summer 2012
1. Review of Action Plans
2. Technology Professional Development
3. Creation of 2012-2013 team
VI. Benchmarks/Assessment
A. Teacher complete action plans.
B. Working wiki that will act as a peer coaching tool.
C. A pool of technology integrated exemplar lessons that will function as coaching
tools.
D. Revised lessons based on collegue, parent, and student input.
E. Creation of a team each year that will build upon the successes of prior teams.
Performance outcomes will stand as increased technology use in core subjects. Core content teachers will attend professional developments on how to increase technology use in lessons, and how follow-up from administrators, peer coaching, and self-reflection will scaffold the training. The goal stands as having content area teachers attend professional development trainings and ensure that newly acquired skills are being implemented through a series of scaffolding projects.
II. Activities
A. The professional development course must be research based, infused with hands-
on activities, attended by not only core subject area teachers but also by an
administrator, relevant to all subjects, and conducted on site.
B. Follow-up activities will include administrators visiting classrooms to observe newly
acquired skills in action. The administrator will not serve as a micro-manager, but
modell action inquiry by observing the lessons and consulting with the teachers on
what worked and what was a more forced integration. Because the administrator
also attended the same professional development they should have a plan of
action prepared for the teacher to review data, look at best practices, and revisions
that need to be made to plan to ensure success.
C. Exemplar lessons will be video-taped and shared with all those who attended the
professional development training. It will be used as a peer-coaching tool and will
be uploaded to the district's website for all teachers to view.
D. Self-reflection will include all the participants forming a wiki in which to post
teacher successes, set-backs, best practices, administrator input, and a forum for
non-participants to leave feedback. In addition classroom blogs will be created
to gain input from students about the engagement level and success of a particular
lesson that was technology heavy.
III. Resources/Research Tools Needed
A technology professional development course that is dynamic, research-based, and can be conducted on site.
Committments from administrators, teachers, and campus technicians to fom a team, create a wiki, video-tape lessons, and meet with other teachers, administrators, and school board members to discuss the success of their technology intergration.
The appropriate technology tools such as: computer lab time, projectors, white-boards, classroom set of cell phones, a CRS, and any other device that the district has adopted and may be accessible to the teacher.
The video recording of exemplar lessons and subsequent postings on the district web sites.
The creation of the Action Research Plans from administrators for teachers to complete throughout the project.
A technology derived self-reflection from teachers via the wiki, blog, or webpage.
The creation of classroom blogs to gather student input.
The creation of a wiki for all stakeholders to submit their input.
IV. Responsibility to Address Activities
The district Technology Director will choose the best technology professional development and will attend the training.
The campus administrator will choose teachers to attend the technology professional development and create an action plan for teachers to complete throughout the training, the implementation, the observation, the self-reflection, the peer-coaching, the wiki, and the classroom blog.
The teachers will complete the action plan and report findings to their department, campus administrators, district employees at School Board Meetings, colleagues, parents, and students.
The campus technicians will video-tape exemplar lessons, post wikis and blogs to the district web-site, and aid teachers in their technology needs.
V. Timeline
A. Summer 2011 -
1. Technology Professional Development
2. Administrator created Action Research Plan to be completed by teachers.
B. In Service Week-
1. Creation of a team of administrators, teachers, and campus
technicians to make the committment to see the research project through
fruition.
2. Creation of a wiki for all parties to post progress in their
technology intergration endeavors.
C. Fall Semester 2011
1. Two meetings with all team member to asses progress
2. Wiki status
3. 1 observation by administrator in each content area
4. 1 video recording from each content area and posted to district website
5. 1 School Board Meeting
6. 1 meeting with district Technology Director
7. One on one review of action plan between administrator and teacher
D. Spring Semester 2012
1. Two meetings with all team member to asses progress
2. Wiki status
3. 1 observation by administrator in each content area
4. 1 video recording from each content area and posted to district website
5. 1 School Board Meeting
6. 1 meeting with district Technology Director
7. One on one review of action plan between administrator and teacher
E. Summer 2012
1. Review of Action Plans
2. Technology Professional Development
3. Creation of 2012-2013 team
VI. Benchmarks/Assessment
A. Teacher complete action plans.
B. Working wiki that will act as a peer coaching tool.
C. A pool of technology integrated exemplar lessons that will function as coaching
tools.
D. Revised lessons based on collegue, parent, and student input.
E. Creation of a team each year that will build upon the successes of prior teams.
Sunday, July 25, 2010
After reading my colleague's discussions on their action research plans, I feel mine is focused too much on changing minds and practices, and not on what I can do to create a more technology rich environment. Therefore, I may conduct my action research on professional development with hands-on, i.e. using smart phones, activities to illuminate their usefulness in the classroom.
Sunday, July 18, 2010
Blogging for Educators - Feedback
In regards to action inquiry for administrators , I believe a blog is a great way to obtain feedback from vested entities. A blog is quick resource for a visitor to follow research then leave comments as to their perceptions, suggestions, and ideas about the proposed issue. Collaboration is inherrent to action inquiry, and a solid platform to obtain feedback can only help the inquirer. I invite comments, feedback, suggestions, and links from anyone that can help me in my task of changing perceptions about cell phone use in public schools.
Action Inquirer - Secondary Education
As a newly formed action inquirer, I have the skills to observe, review, reflect, synthesize, and create organic solutions to problems facing public educators. I have a keen interest in curriculum development and how it can be reformed to increase student engagement with relevant, technology rich, and academically advanced activities that meet the needs of the 21st century learner. I will start with my first issue: the cell phone. A small hand-held device that has metamorphosized and revolutionized how humans communicate. In relation to public schools, cell phones are banned, and I aim to change the attitude toward this highly accessible, technologically advanced device within public schools. As an action inquirer I have a plan to begin my research.
I will observe at my own secondary campus to gauge how many students own or have access to a cell phone.
I will review the literature on cell phone use in public schools as it specifically relates to curriculum.
I will reflect on current practices at my campus regarding cell phone use.
I will synthesize this information and present it to teachers and parents.
I will create an action plan based on feedback I receive from teachers, parents, students, and the community.
By roughly sketching out an action inquiry plan I have set on my journey to change attitudes toward cell phones on my campus.
I will observe at my own secondary campus to gauge how many students own or have access to a cell phone.
I will review the literature on cell phone use in public schools as it specifically relates to curriculum.
I will reflect on current practices at my campus regarding cell phone use.
I will synthesize this information and present it to teachers and parents.
I will create an action plan based on feedback I receive from teachers, parents, students, and the community.
By roughly sketching out an action inquiry plan I have set on my journey to change attitudes toward cell phones on my campus.
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