WEEK+9


 * __WEEK 9 - Monday, March 15, 2010 __**

**//__PhotoShop Elements__ //**
 * Created by Adobe Acrobat
 * Edit photos to create unique creations, clean up photos, add a frame/border around the photo, or change the backgrounds, colors, contrast, etc.
 * I was not able to get a copy of PhotoShop Elements for my personal computer, so I set up a day to meet with my friend Charlie who is a professional photographer (his company is called 'Charles Ebbs Photography')
 * Charlie took me through a little tutorial about how to use the program before letting me loose to play with the program and edit some of my photos. I still need a lot of practice learning about the different functions of the program but I feel that this is valuable software to use in the classroom since students can take photos and manipulate/edit them to their liking – this allows students to be as creative or original as they would like









**__PhotoStory 3 __**
 * Created by Microsoft
 * I can create slide shows using my pictures
 * I can crop, rotate and touch-up/edit the pictures
 * I can add special effects, soundtracks, and voice narration to the stories (the stories are the combination of pictures I would put together)
 * Stories can be shared with friends - if the file is small enough, it can be shared via email




 * __Interactive Whiteboards __**
 * I had the opportunity to use the interactive whiteboard in our class when I showed the video I made using Windows Movie Maker. In all honesty, I didn’t really know what to do on the Smartboard and how to get it to work.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 111%;">However, I had the opportunity to learn how to use an interactive whiteboard when Alex and I filmed our multimedia presentation as we had access to the Smartboard in my Dad’s classroom. Once we got the Smartboard and laptop up and running (it took me to find the power button for the Smartboard), I took a few minutes to simply explore the Smartboard. I opened up web pages and learned how to use the keyboard function to type in a web address. I learned how to use the Smart tools and created some fancy artwork in the process of learning about the different tools.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can see that interactive whiteboards are useful in the classroom becuase it can be more engaging, inclusive, and interactive for the students.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I had a discussion with a technology representative form the Upper Canada District School Board last semester as a presentation my group gave for one of our courses was about technology in the classroom. Ms. Grothier (the lady with whom I spoke), informed me that there are 5 elementary school that are "Smart Schools", which means that every classroom is outfitted with a Smartboard (interactive whiteboard) and the teachers have had training about all of the different functions and tools available to them on the Smartboard

Reading: "Literacy is Not Enough" __**
 * __<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Solution Fluency**: (1) define the problem, because you need to know exactly what you're doing before you start doing anything; (2) design a solution, because planning prevents wasted effort; (3) do by putting the plan into action, even though doing is not a linear process and may lead you back to define or design; (4) debrief and foster ownership by getting involved in the evaluation of the problem-solving process
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Information Fluency**: (1) ask good questions in order to get good answers; (2) access and acquire the raw material from the most appropriate digital information sources, which today are mostly graphical and audiovisual in nature; (3) analyze and authenticate and arrange these materials, and distinguish between good and bad, fact and opinion. Understand bias and determine what is incomplete to turn the raw data into usable knowledge; (4) apply the knowledge within a real world problem or simulation using a VIP action (vision into practice); (5) assess both the product and the process, which is both a teacher and a student practice
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Creativity Fluency**: Creative fluency extends beyond visual creative skills, to using the imagination to create stories, a practice which is in demand in many facets of today's economy; artistic proficiency adds meaning through design, art and storytelling
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Media Fluency**: Taking a critical look at the digital content of a website, video, blog, newscast, or a video game . It involves decoding the messages in digital media to better understand how data can be shaped and biased or misinterpreted. It's understanding now only how the media is being used to shape our thinking but how well it's being used. It can measure the effectiveness of a communicated message and to identify the most appropriate media tool to use for getting the message out. The idea is to challenge students to create digital product that reflects their understanding of the content, develops technocal skills and provides them with the empowering principles of graphic design.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Collaboration Fluency**: Students could work in virtual partnerships on projects with kids from across town or across the world, and the skills they develop will help them greatly because the workng world is being affected by new communication technology.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students in the 21st century must: (1) learn to communicate with students who are not phyiscally in their classrooms; (2) learn to jointly create products online; (3) learn to appropriate online behavior as virtual digital citizens **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**__Reflection of reading__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I found this reading quite interesting because it was right to the point about the different types of fluencies that we need to understand and incorporate into the classroom. Each point is relevant to the 21st century learner because it is all about retrieving the information as quick as possible and finding meaning and relevnace to the life of the student. To teach these 21st cnetury students, we want to model how to problem-solve and find solutions that may be linear or abstract in nature. We want students to learn how to develop and ask questions in which they will receive rich information. We need to teach students how to assess and evaluate their own work in which they can see their progress and understand what needs to be done in order to improve. We need to model and convey a sense of ownership and to eliminate the sense of entitlement students have; they need to work hard and really earn the grades they receive. We need to model thinking outside of the box, to be creative and to think in abstract ways. We need to promote collaboration between students in the classroom and in other schools. Sharing of ideas and resources may lead to the generation of different ideas and appracohes to solve problems and complete tasks. Therefore, the way in which we teach and rich the minds of students is changing. We, as teachers, need to recognize this change, adapt accordingly, and enjoy the learning and fun that follows!