Multimedia Project Proposal

Proposal: 

The purpose of my project is to create a teacher workshop and interactive resource to communicate ways in which educators may use digital portfolios to document, assess, and communicate learning.  This project will allow me continue to utilize technology as part of classroom practice, as well as support teachers throughout the district in finding creative and meaningful ways to integrate technology into their classrooms.

The following student learning objectives will be integrated into lessons shared with teachers:

TECH.8.1.2.B.CS2 - [Content Statement] - Create original works as a means of personal or group expression.

TECH.8.1.2.B.1 - [Cumulative Progress Indicator] - Illustrate and communicate original ideas and stories using multiple digital tools and resources.

TECH.8.1.2.C.CS1 - [Content Statement] - Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.

TECH.8.1.2.C.CS2 - [Content Statement] - Communicate information and ideas to multiple audiences using a variety of media and formats.

Additional content objectives will be covered in lesson samples as well.

Rational:

This project will attempt to incorporate technology into various content areas by offering lesson examples for creating, documenting, assessing, and communicating learning through Seesaw Student Driven Digital Portfolios.  Since I already incorporate a lot of technology options into the classroom, this project will take practical classroom experience to the next level by providing examples and resources for other teachers throughout the district.  One of the best ways to enact change is to provide real life examples and experiences from which teachers may learn. 

By creating a virtual tool for learning, teachers may work at their own pace, return to resources as they progress in their own practice, and learning may be passed on to new teachers as they enter the district.  We are in the process of rewriting our English Language Arts curriculum, and are currently working on organizing ways for teachers to create and share resources to utilize within and across grade levels.  My hope is that this will become a resource that can be added to our curriculum and will grow with teachers as they find more practical applications across curricular areas.  By using a multimedia design, I will be able to reach teachers as individual learners, and model effective ways for them to integrate these approaches into their classrooms as well.

Audience:

This particular project is designed to reach K-2 classroom and special area teachers in our district.  This year I created a virtual professional learning community (PLC) utilizing G Suite tools to support connection between teachers across the district.  This has been an important learning experience for me as I have found there is a vast range of comfort and knowledge in the area of technology across the district.  Teachers range from those who were reluctant to figure out how to log onto Google Classroom, to those who are creating their own websites and flipped classroom environments.  My target audience is the teachers of primary students within the district.  Seesaw Digital Portfolios offer options for teachers and children that can be utilized effectively to personalize and differentiate learning experiences.  Although digital portfolios can certainly be used across all grade-levels, my focus is on elevating learning and play that is already embraced by district teachers of younger children.  The goal is to communicate ways to incorporate technology into what is already happening in the classroom.

In order to determine the specific needs of my audience I have approached it on several levels.  I have created a Google Form to identify specific needs and comfort level among K-2 teachers.  I have also met one on one with teachers to walk through the process of creating a digital portfolio to get a sense of comfort level and needs of beginners.  In addition to considering teacher needs, I have reached out to my principal and assistant superintendent in charge of curriculum for thoughts on how this project can positively impact the district by supporting specific needs of current and future teachers.

Overview and Learning Objectives:

District teachers will be able to set up a class using Seesaw Digital Portfolios

District teachers will be able to utilize audio, photo, video, and drawing tools to incorporate learning experiences into the classroom

District teachers will identify resources that can be utilized to support and extend use of digital portfolios

For my workshop I will host an in-person session and send out a link to the Adobe Spark Page that I will create with all available resources.  The Adobe Spark Page will also be added to district curriculum resources to be utilized by future teachers.  The use of multimedia tools embedded into this resource will allow teachers to explore and return to activities at their own pace so that they can incorporate use of portfolios in the classroom as their comfort level increases.  This resource will also be shared via the district teacher Google Classroom used for communication among teachers throughout the district.  After the teacher workshop, I will send out a follow up Google Form to assess teacher learning and understanding, and evaluate how I may continue to revise and extend resources moving forward.  When speaking with my principal, he had also suggested having a day when teachers can sign up for 20 minute sessions in my classroom to come and observe use of digital portfolio tools in action.  This hands-on opportunity would support teachers comfort level as they navigate new tools.

Technology Tools:

In order to create an overall resource that teachers may use to direct learning and interact, I will be creating an Adobe Spark Page site.  This will ensure that even when teachers are not in the same physical space, they may access learning tools.  Within the Adobe Spark Page, I will be sharing resources through the following multimedia tools:

Seesaw Digital Portfolios – We will look at the web-based as well as app version of this tool for use in the classroom on a variety of platforms.  Audio, video, camera, and drawing tools are all embedded within the use of the digital portfolio itself.

Video Tutorials created by Seesaw – Seesaw has many resources available to walk teachers through each step in digital portfolio creation.  I will be utilizing these videos in conjunction with examples from my classroom experience.

Video Creation Software (to be determined) – To create an inspirational video highlighting the need for portfolios which capture experiences using a multimodal approach.

Animoto – To show examples of simple ways to create video newsletters using the free teacher account.

Aviary – To edit classroom photos and show ways in which photo editing can be used as a way to demonstrate learning.

Canva – For creation of infographics and visuals for my Spark Page.

Various Apps to demonstrate app smashing for more advanced users – Felt Board, Draw and Tell, Book Creator, PicCollage

Learning Theories and Principles:

When I began my exploration with technology in the Kindergarten environment, I sought to find ways to elevate developmentally appropriate learning experiences through the use of technology. 

Some of my foundational questions have been:

How have changes in the 21^st century impacted learning and play for young children?

How have play-based experiences changed in and out of the classroom, and what gaps are there because of these changes?

In what ways can we celebrate and elevate learning and play through technology?

How can advances in technology support personalization, differentiation, assessment, and parent/family communication?

Walker, Jameson, and Malcom (2010) suggest the need for “developmental strategies for helping learners to bridge the gap between informal, participatory learning and the expectations of academic study (p.212).  This idea may be applied to young children as digital learning portfolios provide a link between informal hands-on or play based learning experiences and how they relate to learning for the young child. 

For example, as children participate in an informal block building activity they negotiate shape, size, communication, problem-solving, and spatial skills.  The activity itself provides critical steps as children lay the groundwork for mathematical thinking.  Now consider the same activity in which children participate in building, and are then able to use an iPad to create a video of their building explaining their experience and thought process.  The uploaded video is then shared with the teacher who is able to glimpse into the child’s world – identifying areas of understanding and development.  The same video is viewed by family members who may then discuss the social and academic experience with the child outside the classroom.

In this scenario, the digital portfolio has provided a scaffold for children to extend informal play and learning into academic knowledge.  Transfer beyond the classroom helps children to further solidify understanding, and apply knowledge in the outside world.   For young learners, digital portfolios support reflection and connection which are later embedded in social networking experiences.  Helping children to develop digital responsibility and citizenship when they are younger may support their future experiences as they get older.  Walker, Jameson, and Ryan suggest, “The reflective skills that digital learners exhibit – attending to their peers’ input, reflecting on their own output, responding to feedback – are also vital to make them fully rounded, competent members of the higher education community (p. 219).  By allowing young children to develop the ability to document, reflect, and share their learning, we set them up for success in the digital social and academic world ahead.

Digital portfolios offer a 21^st century alternative to the traditional written report card used to document and share learning.  While report cards remain important in communicating overall progress, digital portfolios allow for daily documentation which drives learning both in and out of the classroom.  Rather than having the teacher the sole reporter and documenter, digital portfolios provide children access to multimedia tools to show their learning.  As Daley states,

The very vocabulary of multimedia encourages approaches different from those used to write text.  One ‘creates’ and ‘constructs’ media rather than writing it, and one ‘navigates’ and ‘explores’ media rather than reading it.  The process is active, interactive, and often social, allowing for many angles of view. (p. 36)

Embracing multimedia in within the context of learning for the young child offers possibilities to communicate that may not otherwise exist.  For the child who does not yet read or write, an adult must be present to hear the words or see the actions that are demonstrating feelings, ideas, or understanding.  The use of multimedia tools such as audio, video, or photography offer the young child a means of communication and reflection that can be applied across content areas.  As it states

in the Resource and Policy Guide for 21^st Century Sills, Education, and & Competitiveness, “Students can master 21^st century skills while they learn reading, mathematics, science, writing, and other school subjects" (p. 8).  Beginning the process of learning 21^st century skills in the primary 

grades can support development of skills that are needed in today’s global economy.

Timeline:

Stage of ADDIE Model	Activity to be implemented or completed	Date	Completed
Analysis	Google Form for teachers            Meeting with principal to identify building goals         Meeting with assistant superintendent to identify district goals	February 6-February 17
	Consult with online Google + communities for ideas, input, resources	Feb 6 - ongoing
	Reach out to Seesaw to communicate project – ask about design colors and fonts used in their logo to mirror in visual design for site	Week of Feb 12
	Explore Adobe Spark site to familiarize with capabilities for uploading multimedia elements (look for color options that complement the Seesaw logo)	Week of Feb 12
	Begin collecting Seesaw samples from classroom work (photos, video, audio links)	Feb 12-25
	Develop inspirational video (connection to week 6 mini art school assignment)	Week of Feb 19
Design	Create thumbnail sketch of site pages/elements            Rationale/objectives	Week of Feb 26
	Create course description	Week of Feb 26
	Determine needs for learner/facilitator (iPads, chromebooks, laptops, smart board)	Week of Feb 26
	Create Google Form follow up	Week of March 5
	Use design principles to determine layout:            Header            Photos          Columns	Week of March 5
Development	Develop plan for in person workshop Collect physical materials	Week of March 5
	Organize Spark Page to follow the flow of the workshop	March 5-26
	Test site	Week of March 26
	Finalize date/availability during staff meeting time	Week of March 12
	Finalize site to be shared with teachers	Week of March 26
Implementation	Present in person workshop to share site and explore activities	April 6
	Add site link to district Google Classroom for teachers to access on their own	April 7
	Reflect on workshop after presentation	Week of April 10
	Share follow up Google Form for teacher feedback	Week of April 10
Evaluation	Use evaluation feedback to modify site	Week of April 17
	Invite teachers in to observe or visit classrooms to help facilitate set up and implementation	Week of April 17

Sources:

Daley, E. (2003). Expanding the concept of literacy. EDUCAUSE (March/April), 33-40.

Partnership for 21^st Century Skills. (2010) 21^st Century Skills. Education & Competiveness: A Resource and Policy guide. P. 1-17.

Walker, S., Jameson, J., & Ryan, M. (2010), Skills and strategies for e-learning in a participatory culture. In R. Sharpe, H. Beetham, &S. de Freitas (Eds.), Rethinking Learning for a Digital Age: How Learners Are Shaping Their Own Experiences (pp. 212-224). Routledge: New York, NY.

.