Transcript of Winnacunnet High School Winnacunnet is a four-year, comprehensive high school located in the...
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- Winnacunnet High School Winnacunnet is a four-year,
comprehensive high school located in the seacoast region of New
Hampshire serving the towns of Hampton, Hampton Beach, Seabrook,
Hampton Falls, and North Hampton. These communities are largely
residential, made up of a wide range of socio-economic groups, and
local industry is comprised of light manufacturing and tourism. The
high school serves students in grades 9 -12, and enrollment is
approximately 1265. 80% of students continue on to higher
education. We utilize a trimester schedule with five 70-minute
blocks daily. CMS tools available: Google Docs, Sakai, PowerSchool
2010-2013 Technology Plan - IT Goals 1:1 Access Initiative
(Computer to Student) by 2013 (850 computers currently) Classroom
Presentation Systems 102 systems by 2014 (82 currently)
Professional Development for Integration of Technology (define
technology competencies for teachers ~ publish PD options ~
schedule in-house options) -Winnacunnet School Profile -Winnacunnet
Technology Plan
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- Blogs Videos Video Blogging Video Sharing Social Networking
Social Bookmarking Web Pages Place-Based Media RSS Feed Compilers
Wikis PodCasting Animation -Bull & Garofalo Examples
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- The best way for me to learn is by doing. The tools are listed
clockwise: Tagxedo.com Tagxedo.com Blogger.com Blogger.com
Wordle.net Wordle.net Voki.com Voki.com Animoto.com Animoto.com
Images are linked to my samples
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- Digital Storytelling is the modern expression of the ancient
art of storytelling. Digital stories derive their power by weaving
images, music, narrative and voice together, thereby giving deep
dimension and vivid color to characters, situations, experiences,
and insights. - Leslie Rule, Center for Digital Storytelling source
http://www.storycenter.org/index.html
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- Digital Stories can be used: In all content areas At all grade
levels For different purposes Instructional Persuasive Historical
Reflective nce upon a time O
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- This video was embedded in an article in the Washington Post
Online 10/26/2010 A funny, scary 'education' conversation by
Valerie Strauss http://voices.washingtonpost.co
m/answer-sheet/school- turnaroundsreform/ha-funny- scary-education-
conversation.html http://voices.washingtonpost.co
m/answer-sheet/school- turnaroundsreform/ha-funny- scary-education-
conversation.html
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- The Computer and I, My Life in the Digital Age
http://digitalstorytelling.coe.uh.edu/movie_personal_reflection_03.html
Keeping Score http://storiesforchange.net/node/2368 Garbages
http://www.bridgesweb.org/flash/video_player.html
?url=videos/GarbageProjectMovie.flv
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- So what do you get when Dynamic Media meets up with Digital
Storytelling? You get creativity You get engagement You get
ownership You get a voice You get to share You get deeper
understanding http://techlearning.com/article/8670
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- Bloom's Revised Taxonomy
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- Start with an essential question Write the script that answers
the essential question Gather your media photos, graphics, audio,
video, music Document all the information you will need to cite
your sources Choose a dynamic media tool to put the story together
- Regina Royer and Jeff Royer Students must
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- How can the use of digital storytelling and dynamic media
promote the development of understanding in the classroom? How can
digital storytelling and dynamic media be integrated into the
classroom in order to promote understanding?
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- Why is it important for students to learn how to communicate
through digital storytelling? Students already use digital media.
This is an opportunity to reinforce some of the basic standards. We
revisit the ideas of voice and narrative. We emphasize digital
citizenship by requiring citation of sources. How does the use of
dynamic media change the story? When silent movies got sound the
story changed When color came to the cinema the story changed When
hypertext came into the main stream the story changed again. One
can only hope that dynamic media will change storytelling for the
better. It will make it more engaging, more vivid.
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- NBEA National Business Education Association
http://www.nbea.org/newsite/curricul
um/standards/images/cqemodel.gif ISTE NETS*S
http://technology.sau16.org/images/NETSS_graphic.jpg Partnership
for 21 st Century Skills
http://www.p21.org/images/stories/p21_rainbow_id254.jpg WHS
graduates will be: I ndependent Lifelong Learners C reative and
Critical Thinkers A ctive Contributing Citizens R esponsible
Decision Makers E ffective Communicators
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- I created a digital story project for my yearbook class. Here
is my first attempt at walking the walk. I will be sharing this
with my students so I can point out what worked well and what
didnt. I chose to link the image instead of embedding it to keep
the size of the presentation down.
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- ExemplaryAcceptableEmerging Write Effectively Create a clear
and cohesive script that has a beginning, middle, and end. The
order or presentation of information enhances the essential
question. Use an individual style that is clear, compelling, and
establishes a connection with the audience. Choose words that are
precise, vivid, and appropriate. Enhance meaning by using sentences
that are fluent and varied in length and structure. Create a
cohesive script with a beginning, middle, and end so that the
audience is not confused. Use an individual style that establishes
a connection with the audience. Choose appropriate words so that
audience can understand the authors meaning. Communicate meaning
but do not always use sentences that are fluent and varied in
length and structure. Create a script without a clear beginning,
middle, and/or end. Do not use an individual style to connect to
the audience (e.g. writing does not engage the audience because of
an undeveloped topic, and/or lifeless or mechanical writing).
Choose words that interfere with rather than contribute to the
writers meaning. Do not use sentences that are fluent or varied in
length and structure to communicate meaning. Speak Effectively
Articulate well-developed ideas and information that can be clearly
understood and are relevant to a selected audience. Use an
effective order of ideas and supporting details while making strong
transitions and explicit connections so that the audience is highly
engaged. Articulate ideas and information that can be understood by
a selected audience. Use an order of ideas and details, make
transitions and connections that the audience is engaged and able
to follow without confusion. Cannot yet articulate ideas and
information that can be understood clearly by a selected audience.
Use ideas that are disorganized and lack detail so that the
audience is confused or disengaged. Present information or ideas
using visual, artistic, and digital mediums. Use highly effective
visual, auditory, artistic, and digital mediums to produce a
digital story so that the ideas and information are clearly
understood by a selected audience. Use visual, auditory, artistic
and digital mediums so that the basic ideas and information are
understood by a selected audience Limited use of visual, auditory,
artistic, and digital mediums to produce digital story. Work
independently Possess organizational skills to support academic
success such as setting priorities, planning, gathering and
documenting materials needed for the task Planning time effectively
to meet deadlines with little or no supervision. Possess
organizational skills to support academic success but need
supervision to set priorities, plan, gather and document materials
needed for the task Plan time effectively to meet deadlines. Have
limited organizational skills for academic success resulting in
work not being submitted on time or at all even with substantial
supervision
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- 2009 Winnacunet High School Profile. Retrieved from
http://www.winnacunnet.org/images/guidanceimages/2009%20profile.pdf
http://www.winnacunnet.org/images/guidanceimages/2009%20profile.pdf
2010-2013 Technology Plan for Winnacunnet Cooperative High School.
Retrieved from
http://www.winnacunnet.org/images/pdf/technolgy/whs_technology_plan-2010-2011.pdf
http://www.winnacunnet.org/images/pdf/technolgy/whs_technology_plan-2010-2011.pdf
Andrugtsang, Tenzin Wangchuk. Garbages. Retrieved from Bridges to
Understanding.
http://www.bridgesweb.org/flash/video_player.html?url=videos/GarbageProjectMovie.flv
http://www.bridgesweb.org/flash/video_player.html?url=videos/GarbageProjectMovie.flv
Bull, Glen and Garofalo, Joe. Dynamic Media. Learning and Leading
with Technology. February 2009 p. 40-41. Retrieved from
http://www.pbs.org/moodle/file.php/2946/docs/bull_dynamic_media.pdf
http://www.pbs.org/moodle/file.php/2946/docs/bull_dynamic_media.pdf
Center for Digital Story Telling. Image retrieved from
http://www.storycenter.org/index.htmlhttp://www.storycenter.org/index.html
Churches, Andrew. Blooms Taxonomy Blooms Digitally. Retrieved from
http://techlearning.com/article/8670
http://techlearning.com/article/8670 Collaborative Planning Video.
Retrieved from
http://www.youtube.com/watch?v=nVXhA_hs2J8&feature=player_embedded#at=12
http://www.youtube.com/watch?v=nVXhA_hs2J8&feature=player_embedded#at=12
Educause Learning Initiative. 7 things you should know about...
Digital Storytelling. Retrieved from
http://net.educause.edu/ir/library/pdf/ELI7021.pdf
http://net.educause.edu/ir/library/pdf/ELI7021.pdf Hatch, Shannon
P. Keeping Score. Stories for Change. Retrieved from
http://storiesforchange.net/node/2368
http://storiesforchange.net/node/2368 ISTE NETS*S
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspxhttp://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
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- Jakes, David. Basing Learning Experiences in Essential
Questions. Retrieved from
http://www.docstoc.com/docs/4971377/Basing-Learning-Experiences-in-Essential-Questions-
David-Jakes-It
http://www.docstoc.com/docs/4971377/Basing-Learning-Experiences-in-Essential-Questions-
David-Jakes-It Microsoft Clipart - MS Office 2007 - 00441338.png
NBEA Standards. Retrieved from
http://www.nbea.org/newsite/curriculum/standards/index.htmlhttp://www.nbea.org/newsite/curriculum/standards/index.html
Partnership for 21 st Century Skills. Retrieved from
http://www.p21.org/documents/P21_Framework_Definitions.pdf
http://www.p21.org/documents/P21_Framework_Definitions.pdf Royer,
Regina and Royer, Jeff. Developing Understanding with Multimedia.
Learning & Leading with Technology. April 2002. Volume 29
Number 7 40-45. Retrieved from
http://www.pbs.org/teacherline/courses/tech305/docs/tech305_article2.pdf?cc=tlredir
http://www.pbs.org/teacherline/courses/tech305/docs/tech305_article2.pdf?cc=tlredir
Rule, Leslie. What is Digital Storytelling? Retrieved from
http://www.umass.edu/wmwp/DigitalStorytelling/What%20is%20Digital%20Storytelling.htm
http://www.umass.edu/wmwp/DigitalStorytelling/What%20is%20Digital%20Storytelling.htm
Strauss, Valerie. A funny, scary 'education' conversation.
Washington Post. October 26, 2010. Retrieved from
http://voices.washingtonpost.com/answer-sheet/school-turnaroundsreform/ha-funny-scary-
education-conversation.htmlhttp://voices.washingtonpost.com/answer-sheet/school-turnaroundsreform/ha-funny-scary-
education-conversation.html The Computer and I, My Life in the
Digital Age. University of Houston, Educational Uses of Digital
Storytelling. Retrieved from
http://digitalstorytelling.coe.uh.edu/movie_personal_reflection_03.html
http://digitalstorytelling.coe.uh.edu/movie_personal_reflection_03.html
Winnacunnet High School ICARE Statements. Retrieved from
http://www.winnacunnet.org/images/curriculum/mission.pdf
http://www.winnacunnet.org/images/curriculum/mission.pdf
Winnacunnet Technology Department Icon. Retrieved from
http://www.winnacunnet.org/services/it-department/37
http://www.winnacunnet.org/services/it-department/37