Final Project

This is the link to the project

Copywright

The video

3 things I learned about copyright:
1. YouTube can detect when something is copied shortly after someone tries to upload it, because they compare the video with a reference of something they already have in their data file .
2. 20 hours of video are uploaded to YouTube a minute and they have to compare every single one of them.
3. The companies and businesses most of the time will allow the video to be uploaded because of the exposure it gives to them. They will benefit from them because they can put advertising and things on the videos and it can make them more popular.

2 things I agree/ disagree with:
1. I think that companies, businesses, and artists should be more carful about what they allow other people to copy and put on the internet.
2. I think that it can be a good idea to let people upload copyrighted things, because it allows businesses to get new audiences and modernize what they already had.

1 Question I have:
1. Why don't more businesses use the technique of uploading videos to YouTube and make advertising from it?

When I become a teacher....

Reflection: Digital stories are an awesome thing. They give us an opportunity to present information in a different and fun way. It  "gives a voice to a number of otherwise quiet students and students whose skills don't fit the usual academic mold (Ohler, 2005). Students and teachers can have a different way to present their information. The music and the pictures can provide them with a greater understand of the information. The personal part of the story can easily be tied into the educational part. When the students look up the information to make their story they will most likely remember the information better. You can also pair the digital story with a worksheet or paper to make sure they fully understand the concept. It also increases students critical thinking and media literacy. We need to get out of the slump we are in with the same old ways of teaching and make learning fun!

Student digital story- This is an idea of the kind of things I would have my students do using math. It is a fun way to find the slopes of a line and on a graph. The students will have fun learning slopes rather than me getting up in front of the class and just telling them.

APA:
Ohler, J. (2005). The world of digital storytelling. Retrieved from http://www.jasonohler.com/pdfs/digitalStorytellingArticle1-2006.pdf

WebQuest Reflection

What makes a 'good' webquest? 

There are a lot of good and bad webquests out there. The trick is finding one that will help students newly acquired information undergoes an important transformation within learners themselves (March, 2004). Webquests provide open ended questions and use hands on actives for students to learn how to apply what they are learning and thinking about. It is more than looking for information on the computer and making a PowerPoint on it. They learn to participate in a group and put their brains together and do high level thinking. Before the students start the webquest they still have to look up and learn information about what they are going to be working on. the students in the group are role playing different parts in the project. Students will contribute to the real world of learning. 

Our Webquest:  The webquest

I think that our reflection is considered a real webquest. Group process: they have to work in groups and use what they all know and come to together and build the cafeteria  If they don't  their measurements will be messed up and it wont fit the requirements that are needed. Individual information: they have to use what they all have learned from the different information they looked up. They will all have different background information that they already know. Use of Internet Sources: They have to use different internet sources that the webquest provided such as, funbrain and smartnotebook. They have to understand how to use them and then apply them to what they are learning to create a model of the cafeteria. If they dont their webquest will not be to scale and it will be messed up. 

APA Source:

March, T. (2004, Jan). The learning power of webquests. Retrieved from http://tommarch.com/writings/ascdwebquests/

webQuest Rubric

My Webquest	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.  See Fine Points Checklist. 4- if you click on the links you can find a lot of pictures and visual aids. They help the students understand they are going to learn.	4
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. 4- the website was easy to figure out and get around, it wasn't confusing or anything. Everything was laid out nicely.	4
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted.  See Fine Points Checklist. I did not notice any mechanical problems on the site.	2
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. It was somewhat interesting but a lot of it was factual.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	1
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. the introduction gives a very good idea about what the students will be learning. It lets them know the facts about what they need to know.	2
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. The task is connected to what they were told they would know and what they would be doing.	4
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy. The students will have to look up alot of information and they will have to understand the information to apply it to do the activity.	6
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. There was step by step directions the students they will know exactly what need to be done.	4
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds As they go through the project, they will learn the information they need and they will create a project that requires that information.	5
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task. They are working together . They have to work as a team to create the information.	2
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight. There is a lot of new resources that will help them	4/
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. The links are extremely useful and colorful. They will help the students find information easier.	4
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. They are given an evaluation instrument. It will be very useful to them and they know what it expected out of them. See Creating a Rubric.	6
Total Score				48/50

WebQuest

WebQuest	Strengths	Weaknesses
Gorillas	Some of the information that the students are finding, is good and helpful to the students. It will take a shorter amount of time to learn a lot of information.	This worksheet has a lot of different parts to it, I will take the students a lot of time to complete. I do not think that all of the information is needed to give the students a good understanding of this topic.
Shakespeare	This project will take a while to do. They are in a group so the students will be able to split up the work. Even though this project will take a while, I think the students will learn a lot of from. They will better understand how things were in Shakespeare's  time period.	I do not think that this site had a lot of weaknesses.
Earthquakes	I think this project is extremely good. It will take a lot of time to do, but students will learn the best structures to make to prevent earthquakes. In the process they are going to learn a lot about earthquakes and how powerful they can be.	This could take a little more time than needed. If a group decides to make their project "perfect" then it will require more time and they aren't spending their time learning but making their project pretty and "perfect".
Country	They will learn a little bit about the country but it will take more time than the project is worth.	This project is going to require a lot of work and time. They are planning a trip to this country. This is going to take more time than needed. They are going to be planning a trip rather than learning a lot of information about the country they are visiting .
Waves and Sound	They will learn a little bit about waves and calculate the wave mass and such.	This project will require a lot of time. It is basically researching and finding information, rather than doing something and learning about it. They are not learning as much information as they should in that amount of time.It will be a lot of busy work that they probably wont remember in the future.

I am the efficiency expert 

Which two are the best & why?

Shakespeare and earthquakes. They are hands on. They take more time but they are providing students with a lot of information that they will use in the future. 

Which two are the worst? Why?

Country and Gorillas. They students are taking a lot of time to do these projects but they are more busy work than anything. I don't think they will retain a lot of what they learned. 

What does best & worst mean to me?

Best means the amount of time spent on the project will equal the amount of information they have learned. 
The worst means that they are doing a lot of work for nothing. They are spending a lot of time on it but not learning anything. 

Group Discussion: The best WebQuest are group decided on was the Shakespeare. It was very good in every spot. It had a lot of useful information.

The worst WebQuest was the gorillas. It was lacking in every spot. It was not a good WebQuest and it could use some different ideas and changes to make it a lot better. 

Story Bird

My Story Bird

Standard 3:
b. Collaborate with students, peers, parents, and community members using digit tools and resources to support student success and innovation.

If teachers used Story bird they could complete the teaching standard 3. In our case, the aspiring teachers teamed up with a 5th grade class. We had a partner and we worked together to create a story. We used story bird to do that. It is a neat way to find cool pictures and add words. You can see how creative the kids are and also you can add your creativity. You have to be able to work together with them or else your story will not turn out right or even get finished. It is awesome to see the different ideas that some of the 5th graders came up with.

Why is it important for teachers to engage students in collaborative learning?

I believe that it is extremely important to innovate technology into the classrooms. There are so many jobs and everyday activities that require us to use technology and do different things with it. A lot of jobs are now moving to computers. You have to work together with someone through technology to complete a project. Teaching kids at an early age to work together and use technology will only help them in the future. "Employers rank teamwork/collaboration as one of the three most important applied skills" ("Technology enhanced collaborative," ).  In the future, I believe that jobs are going to become more dependent on technology and teamwork. If we want kids to be successful we need to start bringing more technology into the classroom and teaching them how to work with people. They need to be able to put themselves into someone else's prospective and understand that people work and think in different ways. 

How will Edmodo, Skype, or Storybird help teachers? 

These are all great websites to use to help teachers innovate collaborative online learning into the classroom. Skype you can connect to different classrooms or even different schools around the country. You can have your students chat with them and even assign a project with a partner. They can talk through Skype and work together to complete the assignment. Edmodo is like Facebook for school. You can have your students post things on the page and get or receive feedback from other classrooms or schools. It will show students that people have different ideas and opinions and they can learn from that. You can share different ideas and thoughts about a lesson or activity. Storybird is an awesome idea you can also bring into your classroom. You can assign your students a partner from another school and they can create a story together. They will have to learn how to think outside the box because the other students might have different ideas or beliefs. Students will start to learn ,through the use of these tools, how to better communicate with people around them to get a project done.  They will also have a lot of fun learning. These are the skills we need to be teaching our kids.

References:
 Technology enhanced collaborative learning. (n.d.). Retrieved from https://docs.google.com/document/d/11VN6R_yz4zPWMTWuNyrxB5oXwQsLrUcXkAnHI_sHDlA/edit