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SED 501 helped me rediscover iMovie as an instructional tool. I used it as a student. Now I am able to relate how I used it to specific ISTE standards, and I am able to see what my instructors were thinking when they had me use an iPad to record a Spanish news anchor segment.

I then took my knowledge of iMovie and applied it to podcasting, which would be an ideal activity for a student who does not prefer group work or a student who likes to avoid cameras.

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Podcasting is one way I plan on having students present information (AZCCRS SL 4).

Ideally, podcasts (extensive voice recordings in a journalistic style, citing textual or research evidence, etc) will empower students to
- Vocally summarize then analyze texts we've read
- Analyze texts we've read and make connections to their lives
- Synthesize texts we've read while comparing them and relating them to their lives

This will help students become responsible digital citizens by showing them educational uses for cell phones and creative expressions through technology. (ISTE-T and ISTE-S)

Students will record their podcasts on their phone and then email them to me.

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ISTE-S 2 is "becoming a digital citizen," and ISTE-S 4 is "innovative design," and every activity I do is aimed at reaching these two goals. Technology is fun and exciting, and when used correctly will help students reach these goals.

http://www.iste.org/standards/standards/for-students-2016

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My main focus is ISTE-T 1, which is inspiring student learning and creativity. Technology (along with more traditional tools like crayons and markers) is a wonderful way to incorporate student creativity, thus making English class more fun for the average student who may not enjoy it.

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iMovie would allow students to build content in a similar fashion to podcasting, but would let students do it in a group atmosphere.

iMovie can be used to transform student learning by having them process and understand the plot of a text by acting it out, or by explaining it to someone else in a news anchor skit (two ideas I would like to use).

This follows ISTE-S 4 and ISTE-T 1, both of which relate to student creativity. It follows AZCCRS RI/RL 2 by giving students the opportunity to better analyze a series of events (the plot) and ideas (theme) by acting it out.

I could use chunks of the video (below) to help students understand how to use iMovie if they have it. In a perfect world, students would be broken into groups no larger than four, and each group would have one student with an iPhone and iMovie downloaded on it.

If students do not have iMovie, they can record straight video clips without cutting and editing them. iMovie just makes it look prettier.

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iMovie Tutorial for Beginners - How to Use iMovie

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iMovie 10.1 Tutorial for Beginners. In this iMovie tutorial I show you how to create a movie, import media, add media to the time line, edit video, edit audio, add titles & text, and share (export) your video to the desktop and YouTube. Thanks for Watching!!

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The main state standards I'm focusing on this unit are AZCCRS RI/RL 2 (analyzing how an author unfolds an analysis of series of ideas and events, drawing connections, etc.) SL 4 (presenting information and supporting evidence so readers can follow lines of logic/organization).

https://www.azed.gov/azccrs/files/2013/10/azccrs-6-8-ela-standards-final10_28_13.pdf

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A few tools I am looking at are iMovie (or other phone video software) and the use of phones/voice recorders for "podcasting." My school does not furnish voice recorders or iContraptions, but I have plans/ways to conduct these tech projects without school technology use. Technology would mostly be integrated after students have closely read the text of choice and we have discussed as a class.

Continue reading for how technology is linked to state standards and ISTE.

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This is for my upcoming Freshman and Sophomore English classes in the Fall of 2016.

I will be focusing on students learning more about nuanced writing (figurative language, connotations, inference, characterization, the effects of diction on the theme, etc.), as well as addressing opposing viewpoints in essays. In addition, I want to incorporate vocabulary of some form (outside of the new vocabulary addressed in stories we read.)

We will most likely not be reading a novel; instead, we will spend 8 weeks focusing on poetry, short stories, informational articles, and intensive writing workshops. Specific texts have not been chosen yet.