EDLD 5366 Digital Graphics

Final Reflection:

In this Digital Graphics course I have been able to connect so much new information to my previous knowledge. As a classroom teacher I was well versed in Bloom’s Taxonomy and the six cognitive domains. The verbs within these domains guide our planning and implementation. The elements within these domains cover many activities and objectives but do not address the new objectives evolving because of the integration of technology within the lives of our digitally native students (Churches, 2007). The flow chart provided by Churches’ will be a great resource to use when planning or presenting technology sessions in the future.


Week 2 was my favorite week because we were forced to self-reflect. I enjoyed creating a logo that represented me. My goal was to identify myself, my beliefs and my vision as a teacher. With the wealth of social media opportunities Goldsmith reminds us that branding will not only be used personally but professionally as well (Goldsmith, 2007). Our students will one day apply for colleges, scholarships and jobs. What will their stamp in social media say about them? Social Branding reminds me of the old saying “You can’t know where you are going if you don’t know where you are coming from.” Teaching students to positively brand themselves allows them to learn self-awareness and self-reflection. One would need to teach students to think reflectively and create a self image that is focused and honest. Students would have to self reflect and create a brand that symbolizes themselves, their beliefs and their ideas.

Multimedia learning is defined by SEG research as “the delivery of instructional content using multiple modes that include visual and auditory information and student use of this information to construct knowledge (Understanding Multimedia Learning, 2008).” This is beneficial for meeting the needs of diverse learners because multimedia allows students to learn at their own pace in a non-threatening environment. It gives students flexibility and choice. It empowers them to make learning decisions to be successful (Northeast Regional Educational Laboratory). There is such a wealth of media out there that only through collaboration with my fellow colleagues will I be able to maximize accessibility of resources. As an educator one must always evolve with the needs of the 21st century learner and must question best practices.

1. Churches, A. (2007, April). Bloom’s digital taxonomy. Retrieved from http://www.techlearning.com/article/8670

2. Goldsmith, M. (August, 2007). Authentic Personal Branding. Retrieved from http://www.businessweek.com/managing/content/sep2009/ca20090929_228578.htm

3. Understanding Multimedia Learning: Integrating multimedia in the K-12 classroom (2008, September). Retrieved from http://www.brainpop.com/new_common_images/files/76/76426_BrainPOP_White_Paper-20090426.pdf

4. Northeast Regional Educational Laboratory. (n.d) Meeting the needs of diverse learners. Retrieved from http://www.netc.org/earlyconnections/pub/sec3.pdf

Manuscript Continuum

Ancient Manuscripts VS Present Manuscripts

I was impressed and interested in examining the similarities and differences of ancient manuscripts in relation to present day.  I found that the beliefs we hold true today were founded centuries ago. We see examples of contrast, repetition, alignment and proximity or CRAP in ancient manuscripts. The manuscript I examined was the Bible of Ethiopia from the 17^th century. As I was viewing the manuscript the first item to catch my attention was the contrast of red and black ink. Without knowing how to read the text I could conclude that the red must be the titles or heading where as the black was text. The proximity of the headings and the text allowed an easy transition from heading to text. The columns were aligned to the left throughout the text. We could see a pattern or repetition with the illustrations on the left page and text on the right. Abiding by these rules the author is guiding the reader through the story.

Week 5 PSA Media Technology

My team and I began collaboration through the use of a Google Doc but we found it difficult to use and we knew it would be difficult to attach files. We then moved to a Google Site which we found fit our needs much more efficiently. We would check it a few times a week and respond as needed.  I was the script write, narrator and played the role of the teacher in the footage. I sent the audio for narration and the script via Google Site. Joanaly Ramirez was camera operator she was sure to capture wide shots and tight shots. Joanaly was also the second narrator and also posted her audio on the Google Site. Maritza Villa was our editor/ Director. We found that just the voice over narration was 2 minutes long and we shot 3 minutes worth of footage.  Having to shorten to 60 seconds was a daunting task. However, I am very proud of our final product. This was a wonderful way to end our 5 week study.

Week 2 Web Conference Reflection

I attended the web conference hosted by Dr. Abernathy today September 6, 2010 at 5pm. I find attending the web conference as we wonderful learning opportunity. More than anything I feel it is a time to clarify assignments or questions. What I love most is listening to other ask questions I haven't thought of yet because I haven't gotten to that piece of the assignment or sharing ideas and venting frustrations. It is a great collaborative tool and vital to our personal growth.

Media Technology Week 2

I am a novice when it comes to video editing. I relied heavily on this weeks reading to guide me to the right video editing tool. I used Desktops- Video- Guide to point me in the right direction. I knew I needed to use a free program. I do not have access to a MAC thus I could no use IMovie the editing tool that seems to be the highest recommended. Not only is it beneficial for me to use a free tool but due to financial constraints within our school districts I wanted to use something I knew I could use in the classroom. I chose to compare and contrast Windows Movie Maker and AvidFree DV.

Movie Maker is already installed on all computers on my campus and should be installed in any new computer. Movie Maker has easy to use functions and tools. This is great for a novice learner like me. I love their drag and drop features. I loved the idea that you could easily upgrade or download add-ons some free through Microsoft website. This will be wonderful because technology is ever changing. I found that Movie Maker would be a great tool to use within the primary grades. This is a great way to introduce Video Editing to students of all ages. However, it is limited compared to other programs but it is in my opinion the most user friendly. It took me literally one video tutorial and when I played with movie maker I found it enjoyable and easy to use. Thus, it made me feel confident and engaged. Exactly, what we want our students to feel when first presented with Video Editing. Movie Maker can use .asf, .avi, .wmv as video files and MPEG1, .mpeg, .mpg, .m1v, .mp2 as movie files however if they were not encoded correctly when created you may not be able to use within moviemaker. I went to the Microsoft website and they give you steps in re-encoding.

Avid FreeDV is available for both Windows and MAC. It is a free program and includes basic video and audio capabilities. It also allows for two streams of real-time effects (Desktop-Video-Guide, 2009). As a novice I did not like AvidFreeDV. I found it to be complicated and hard to use. I had a hard time finding tutorials on AvidFreeDV to begin with. The few I did find didn’t clear things up for me. However, in the article by Desktop-Video-Guide states that it is easy to use once you learn the ins and outs (2009). I tried editing the same video I did with Movie Maker and found myself frustrated. It did a lot of the same things I just didn’t feel it was as user friendly. I especially didn’t like all the steps I had to take to download it and get it started.

Garrison states that Video “engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas… It does all this because students want to say things that have meaning to them - authentic production comes from authentic learning” (Garrison, 1999). As an educator these are very important to me. I want my students to have the skills to succeed today and tomorrow. Through Video and Media Technology our students could acquire skills not easily taught. I could definitely see myself using Windows Movie Maker. I look forward to trying it this year with some third and fourth graders.


Desktop-Video-Guide. (n.d.). Top 5 free video editing software programs. Retrieved on April

12, 2009, from http://www.desktop-video-guide.com/top-5-free-video-editing-softwarereview.html

Garrison, A. (1999, Winter). Video Basics and Production Projects for the Classroom. Center for Media Literacy. Retrieved 8/31/2010 from http://www.medialit.org/reading_room/article3.html

Media Technology Week 1

This week we create a digital story. My topic was entitled "Who Am I?" . I found the creation of this digital story quite enjoyable. I learned that using interviews and story boards helps you to brainstorm and organize before creating. I used post its with a description of each picture above. I found the process to be quite easy and enjoyable. I learned that if you want a file to upload quickly post on You Tube. It took less than a minute to post. When I tried to post on Teacher Tube it said it could take up to twenty four hours. Once I uploaded it to You Tube it was only a matter of seconds to get it on my Wiki.


In fourth grade students create timelines with their baby pictures. I think it would be wonderful to use digital story telling to have students really think out the topic and details behind their pictures. You could also use it to create stories using images online or students acting out images. This is a wonderful way to enhance learning in the classroom.

Week 5 Action Research

The definition and essence of action research was new and of greatest interest. It changed the whole notion of what I conceived as research. Action research is practitioner specific. It engages the practitioners in the design, data collection and interpretation of data around their questions. Action research allows the study of one's own professional practice and provides a nontraditional approach to administrator development thus leading to meaningful change for schools and all those who inhabit them such as principals, teachers and students.

I would like to learn more about sustaining improvement. I have read various website and definitions to help me internalize the reasoning and definitions for Force Field Analysis, Delphi Method, and Nominal Group Technique. However, finding which will work best for my project, my campus and my goals is the obstacle.

I would especially like to use the Delphi method because this is the one least familiar to me. I feel that after all the background study I have done on these methods putting them to practical use will be the best way to build knowledge. Through my experiences I can find which worked and which did not work best for my colleagues or the issue being resolved.

I look forward to the new journey my action research project will lead me. I am excited to see the end result.