1. Video-Based Projects with Animoto: Reflect.Create.Share Julie B. Wise juliebwise@comcast.net

2. Statement of Problem CCSS has changed curriculum: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone or beautify of a text (e.g., multimedia presentation of poem). W.5.6 Use technology to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations Technology has changed the: definition of literacy composition process

3. Purpose of Video-Based Projects

4. Benefits  Free  Easier than iMovie  Cloud storage  Novel way to convey meaning by combining text with visual, audio, and spatial modes  Differentiate process and product to meet a wide range of learning profiles  Facilitate critical thinking, collaborations, and research skills  Increase media literacy Challenges  Time to learn software  Access  Music & pictures aren’t always relevant  Can’t control time between slides  Need permission if using student pictures  Time to process video

5. Check out my youtube channel to see examples of video-based projects! www.youtube.com/juliebwise

6. REFLECT Before - Pique their curiosity Introduce yourself or a concept During - Grab their attention Practice order of operations After - Tutor support (QR Codes) Review a class, text, or a unit

7. CREATE Reading – book trailers, vocab, retelling, summarize, visualize setting, Writing – prompts, process writing (how to wash hands), build an argument, digital poetry, digital story telling History – timelines, biographies, amendments, bill of rights, regions of the us Math – order of operations, solve a problem, present a new formula, word problems Science – weather, experiments, scientific method, periodic chart, chemical vs physical changes Teacher – introductions, back to school night, field trips, class trips, highlight student achievements

8. SHARE

9. Further Research Expose students to multi-modal tools. As a reader As a writer Multimodal Composition Process Paper to screen Screen only Technology Pedagogy Knowledge How do teachers plan for Animoto Access to software and devices

10. Discussion What video-based environments have you already established? How could you use Animoto in your classroom as an entry point into multimodal composition? Why would a tool like Animoto be effective in teaching a lesson?

11. References Curwood, J. and Cowell, L. (2011). iPoetry: Creating Space for New Literacies in the English Curriculum. Journal of Adolescent & Adult Literacy. 55(2), 110 – 120. Dalton, B. (2012). Multimodal Composition and the Common Core State Standards. The Reading Teacher, 66(4), 333-339. Morgan, H. (2013) Technology in the Classroom: Creating Videos Can Lead Students to Many Academic Benefits Childhood Education (January 2013), 89 (1), pg. 51-53 Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing Project ‐ Based Inquiry: Middle ‐ Grade Students Read, Write, and Create Videos. Journal of Adolescent & Adult Literacy, 55(6), 483-493. Wickline, K (2011). Bringing Lessons to Life with Animoto. http://www.readwritethink.org/professional-development/strategy- guides/bringing-lessons-life-with-30885.html