5363+Course-based+Embedded+Hours+Log

= Course-based Embedded Hours: =

Assignment One:
|| Course-based Embedded Hours (see Appendix G) 15 hrs. ||
 * // Directions: //** In submitting your Course-based Embedded Assignment Log for each Assignment in Appendix G of the Internship Handbook., you are required to reflect on the assignments by completing a reflection in your course wiki/eportfolio that should contain a minimum of 300 words. These logs will be used to assist you in completing your EDLD 5370 Internship comprehensive exam final report. Students should use and cit their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * Course Number:
 * EDLD 5363 ** || Course Name: Video Technology and Multimedia

Assignment (see Appendix G) || Create a PSA for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement. || Reflection/Learning: Focus reflection on the Technology Facilitator Standards and Performance Indicators. Use textbook references as well as two additional references. ( Minimum of 250 Words ) || Standard I technology operations and concepts when dealing with the assignment I had to be aware of the operations and concepts of different technologies to be able to capture and integrate the sounds, video, and digital images and then be able to publish the final project on the web. Through these concepts they have helped me to be able to develop a great product I can now share with parents and other community partners. According to Williamson and Redish (2009) when referring to Standard VIII, “When technology facilitators and leaders attempt to construct a shared vision for technology use, they may face some unique types of challenges” (p. 179). Understanding Standard VIII leadership and vision, I was able to show other teacher how to create these podcast so they can also produce something for the parents and community members. These products can also be used to get the vision of the school or their individual classrooms out to these different people.
 * Description of the
 * Personal

This assignment also showed me ways to get students more engaged with the lesson. Ellis (2005), “teachers will spend less than an hour each school day teaching “English,” leaving students to their own devices – cell phones, TVs, iPods, PlayStations, and laptops – to enjoy their eight-hour independent-learning adventure in the fun house of digital media” (para. 13). Creating podcasts for students to view outside of the classroom would be a great resource considering they already use technology, why not use it to help them learn. They themselves can be taught to create their own podcast about any subject at school, which would keep them engaged and learning.

When it came to making my first podcast I was worried about how it would look but according to Desktop-Video-Guide (n.d.), “Don’t worry if your initial efforts look kind of crappy. Do it a couple of times and you will be an expert in no time” (para. 15)! This statement stood out to me in a couple of different ways. One being just the fact the first time you do something it doesn’t have to be the best just as long as you keep at it. The more you play with and work with these editing programs the better you will get at them and the quality of work will improve. Do not give up if the first video you create just doesn’t look all that good because you might not be used to a program or shooting a video. Podcast are well worth getting right and I found out with a lot of practice I can make an effective podcast. I have been able to create a couple for my classes and students have made some themselves. I have found students are more engaged when they feel their work is being used and some of the podcast they created I was able to use.

** References **

Desktop-Video-Guide. (n.d.). The various stages of creating a digital video. Retrieved on September 1, 2010, from []

Ellis, K. (2005). Visual acuity: From consumers to critics and creators. Edutopia. Retrieved August 21, 2010, from []

Williamson, J., & Redish, T. (2009). //ISTE's technology facilitation and leadership// //standards: what every// // K-12 leader should know and be able to do //. Eugene, Or: International Society for Technology in Education. || Assignment One: