First Grade "What's the Matter" Documentary Project

In accordance with CSU San Marcos Teacher Performance Expectation 14, Educational Technology and ISTE NETS*T Standards, I propose to design and implement a technology-based student project that documents a first grade classroom’s learning experiences throughout a Science Content Unit about Matter entitled, What’s the Matter?

Project Description: Students will be assigned “jobs” to document, film and write about their learning experiences during their science unit about matter. Students will be paired and assigned the following responsibilities, which will be rotated until the end of the unit, or approximately 4 weeks:

Videographer and Photographer – will use digital camcorders and digital cameras to record and document student activities, student work products, and film student interviews
Reporters – Will conduct brief scripted student interviews and scripted transitions
Writers – Will be responsible for writing scripts for interviews, transitions, and reports
Editors – Will be responsible for assisting in the decision-making process to determine examples of student work and writing that will be included in the documentary and where
Producers – Will review and choose clips of digital media that should be included in the documentary

Partners will be assigned to ensure mixed-ability grouping and have been made with behavior management considerations to ensure student success and productivity. Student partner assignments are subject to Patti Fox, Cooperating Teacher’s, review and approval. No more than two “jobs” will be occurring during the student activities to ensure maximized learning time, and minimal disruption of classroom operations.

All direct instruction of content will be conducted in whole class format. No documentary activities will be active during this time to ensure that all students are engaged in the learning experience.

All documentary activities will take place during hands-on activities, and during small time periods when students have completed all assigned work in all other content areas. As an example, if the editors have completed all of their language arts activities, I would pull them aside to preview and discuss student work examples for inclusion in the documentary. At that time, I may also ask the photographer to then document the work by taking pictures. Another example would be to pull a videographer and the reporters to film a short scripted transition piece, etc.

Once all the documentary evidence is collected, the class will review and decide such matters as sequencing and formatting. I will then transfer all digital media and writing into a PowerPoint slide show that will be given to each child.
Student
Project Objectives:
* Students will be use two types of digital technology: camcorders and cameras
* Students will use digital media to create pictures and video to illustrate each slide of the documentary.
*Students will demonstrate the ability to use digital technology effectively and productively.
* Students will use brainstorming, editing, and revision to document their learning.
*Students will demonstrate ability to work in a collaborative learning environment, utilizing social skills and academic knowledge to make informed decisions

ISTE NETS*S Standards addressed:

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d. contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.




NETS*T Standards and Objectives Addressed:

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

My intention is to design and implement a project that will utilize digital technology to enhance the learning experience of the students. The use of digital media at this age is a relevant skill that they can easily translate to their everyday lives by taking pictures and videos of their families, friends and activities. The completed project will allow for an introduction to PowerPoint software and will serve to familiarize the students with its format for future reference and use. The active participation in their own learning coupled with tangible rewards for productivity and good behavior will provide students with incentives to take ownership and pride in their learning and work so that it is made part of the overall documentation of their learning experience. It is my goal that the infusion of technology into the classroom learning environment be an enriching and educational experience for both the students and me. With hard work and diligence, and the support of my CSU Supervisor and Cooperating Teacher, I believe that I can successfully manage and complete this project with outstanding results, and student satisfaction.