Keynote (Digital TLC - Igniting the Fire by Ken Shelton)
- NCTIES 2012 started off with a message from Ken Shelton, "We want information and gratification NOW!" Such a simple statement. Yet, we don't fully grasp this concept within our classroom and the current "NOW" generation. Instead, many of us teachers continue to present material totally oblivious to the fact that students could have far more information within their hands in a matter of seconds than we often provide in a traditional lecture format.Ken showed us an example of this instantaneous media by taking advantage of Google and searching for a number of North Carolina facts within six seconds: the current weather, the time, the current population, local barbecue restaurants, and PowerPoints on geography. He went on to say that information means nothing without knowing what to do with it. He proposes that our education system should be focusing on "informational literacy" instead of the simple rote memorization of a limited number of facts that could be accessed far faster with technology than the human brain.To accomplish this, he stated that we should capitalize on teaching critical thinking skills, focusing on the synthesis, evaluation, validity, and usefulness of such "instant" information. In his words, our kids should be "...processing the raw materials that are information."He wrapped up his speech by transitioning to the idea of engagement. He even crowd-sourced the definition through a Google form that he then placed in a word wall, nifty! You can view the word wall below.
Session 1 (Mashups: Creating New Classroom Content Using Freely-Available Digital Media by Patrick Crispen)
- "Topics: General Technology, InternetTools For centuries, educators have strived to teach students how to take existing scholarly materials and reuse those materials -- with proper credit, of course -- to create something new. In this one-hour session you'll learn how you and your students can go beyond the world of text to create new, derivative works from freely-available graphics, audio, video, and animation files." - Patrick Crispen
Session 2 (Social Media 101: Classroom Collaboration After the Bell by Patrick Crispen)
- "Topics: General Technology, Internet ToolsConfused by all the talk about Twitter, Google+, Yelp, Reddit, and the like? This session is for you! Join Patrick Crispen as he helps demystify the world of social media, tours some of the most popular social media sites and tools, and gives you some field-tested tips and tricks to use web-enabled and mobile technologies to extend your classroom discussions beyond the end of the school day." - Patrick Crispen
Session 3 (Visual Storytelling by Ken Shelton)
- Ken's focus in this session was on the notion that our dominant sense is vision, and that the majority of any presentation should be aimed at capitalizing on this concept (less text and more images). However, he did point out that reading was, in fact, reliant upon the visual sense because it is an interpretation of shapes. Therefore, reading is actually considered a visual learning approach for all of those visual learners lurking out there.He then went on to showcase a few methods that teachers and students could tell stories through primarily visual media. These methods: 1 Image Story, Story by Edit (Crop), Photo 5/5X5, 6 Word Stories, Photo Essay and Photo Story, relied heavily on photography, but they did not require that a student or teacher have access to a camera. Instead, he suggested that students and teachers could use creative commons photographs or even photographs from a school's stock photo collection. Wouldn't that be cool, having students in art class collect their photographs into a searchable database on the school or county server to be used by students for generations to come? I thought so.Although each of these activities varied slightly in their construction and presentation, he stressed that the process behind these various activates remained the same: establish a setting/location, define the situation "What might happen?", insert character involvement, show probable outcome(s), and finish with a logical or surprise ending.
- Due to a lack of class resources, I will include my messy notes below:Story by Edit (Crop) - Taking a picture and showing different stories based upon how you crop the image. Use high-resolution photos. iPhoto works great on the macs for this; however, you could use a free program such as The Gimp.Photo 5/5x5 (5 scenes/5 seconds each)1. Journalistic - Documentation of event or occurrence that focuses on a topic, main idea, and supporting details.2. Sequential - Series of photos.3. Photographic Poetry - Telling poem to asociate with image/or image will tell poetry itself.4. Narrative - To tell a story that relays the Elements of Fiction.Visual Storytelling project on "Theme"1. Location2. Visual - Perspective3. Stylistic - Distorted Lines4. Relational - Taking all pictures of various "Piers" (not sure how this differs from the notion of "location.")5. Image Haiku - Soaring with the wind, Ease of flight Ease of Movement, Vision is Distant (Picture of eagle soaring) Basically taking a picture and creating a haiku poem on top of it.6. Picture Story (Journalistic or Narrative) v. Photo Essay (Theme) - He related that is is like comparing a "thread" to a "tapestry"*Photo Essay - Different Location**Photo Story - Same Location
- Note: Mr. Shelton did not have any PowerPoints available at the time of the class. However, once he makes resources available, I will be sure to add them to this section.
Session 4 (WoW in School: The Hero's Journey by Peggy Sheehy)
- Peggy discussed the impact of WoW in School on the engagement of the "NOW" generation. She took the audience through a short history of the project, its creation, and its implementation into the classroom. Then, she reviewed some samples of student work and discussed the differences between a traditional classroom and a game classroom. You can view the slideshow and hear a large portion of the presentation below.