So, this ed chat had a bunch more people and was considerably more varied in topic. I liked, in this one, how many resources I was able to pull up from it further. As I stated in one of my other blogs (regarding the Forbes article post) one of the things I like most about twitter its that it often links to more in-depth content.
I liked this movie. I'm not normally one for propaganda flicks but I thought this had a lot of interesting ideas. First of all, before I even start, I would like to point out that I am, as a whole, yet to be a fan of the Charter School System. I grew up in Boulder Colorado and we had a school, September School, that was the equivalent. It was ok. The principal openly smoked pot and the kids were allowed to be artistic. Truthfully, either because they were just smart, my opinion, or because of the school, they did pretty well. They went off to Mountain schools and...well....I'm not sure. They were dramatic. They were them. So, I have to take issue with some of the opening scenes in this movie. There is is this HUGE hypocritical aspect to this move. I went to school in LA and saw what could be seen. Guggenheim drives his kids through Los Angeles, up to a private school. No Joke, He made an entire moire directed at people, just like him, trying to convey that they should feel bad about being so lazy about public schools. Wait...What? He showed himself driving his kids to a private school and then berated people, just like him, for giving up on public schools. Wow. In any case, what I though was most interesting was his coverage of Charter Schools. I loved the idea of that the teachers could overcome the system and that the 'differen't' could address a child's needs. I thought, at times, that it was overly political, and highlighted the benefits of Charter and Alternative schools. As you may see in my pedagogy project, not all Charter schools are equal. Not all are honest. With regard to the aspects of Tenure. I can't imagine. My mother, who mastered at the Sorbonne, and teaches at both a high school and college, is not a fan, at all, of tenure. I think most good teachers fall somewhere in the middle. One the one hand doing a good job should allow you to keep your job and your actions and work would, ideally, speak for itself. So I agree with him here. On the other hand, however, the direction that school seems to be going further in, decentralized control, means that arbitrary decisions could put teachers, even great teachers, at risk. The whims of administrations, as well, come in to play, and with so many factors floating around... so, it isn't a simple question. I think the biggest benefit on NOT having tenure in place, is that is doesn't allow a teacher to just float and do a bad job. Just like any other job, When someone is unable, unwilling, or not suitable to do the work, especially with students, they should be terminated. Was it Eipic? I suppose it was because from everything I saw, agreed, and disagreed with, it made me want to be a better teacher. I have reservations about Charter schools, as I mentioned. I have a video of one of the 'rooms' up of a school (in my dig. pedagogy section) and while I appreciate their ability to target certain types of students, helping them in special ways, the possibility of them just operating as businesses, for some people's profit, seems high. Also, as was shown (maybe heavily handidly) in the documentary. Because many Charters are so popular they have a high number of students clamoring to get in. As we followed the stories of the individual in the movie, it was hard to watch that their hard work hopes and dreams, and there belief that the Charters were their ticket to success, rested upon their number being called, their ball from the roller being pulled, or some other lottery. I admire the dedication of the teachers but just wish we could expand that to demonstrating that will public teachers as well. All in all, though? I was both moved and highly motivated by the movie. I can't WAIT to start! It's kind of funny actually. I was looking for communities for both photography and history on line and I ended up finding both of the most unique kind. For the photography, I first joined Flckr. One of the most known photo sites, Flicker is, as I saw it, mostly a repository of pictures from real people. It was really cool actually. I got to see people go through Yosemite, Yellowstone, take a motorbike trip through Norway, and even showcase the different phases of the moon. I love Flicker. What I don't LIKE about it is that I, myself have submiteed pictures but I am not all about love. I want feedback. Last year went to Yosemite and, on a lark, stopped the car, got out, and took a picture of the strange light before a bridge in the middle of the night. I love the picture, I laid down and watched, and it was amazing. That doesn't mean it was a great picture. Flickr seems like a great place to be positive. We all look but there is no critique. On the flip side, you have 'the Grid". These are serious photographers and anything you submit will get critiqued...or destroyed. I like this site and this group. They are dedicated about their craft and while they aren't always nice about it, the help people learn the craft. And.....finally...the spinners. I was able to meet up and start working with a group of photographers who spun steel whool at the end of ropes. There are competing groups out here that try and outdo each other! It if fantastic. They all post to intstagram, which I don't use just yet and they get really serious. The great thing about having joined up with these guys (and one girl) is that they have really put a focus on exploring their cameras, light, and technique. It has been a steep learning curve with them but they are all so eager to teach and learn that I have really begun to excel at my own photography. Now, in terms of how creative and awesome they get; my last session with them was in a school parking lot where they were able to have a full fire engine with the firefighters all dressed up and standing on the top of their engine while two people spun around and over them. It was INCREDIBLE. Finally, here is an AWESOME article with five different community sites where we can share and that will give feed back! Here are a couple examples of what they do and and example of one of my latest shots that I think show some improvement. Ok, so below is my first screen cast. I have wanted to do this for a long time. Sadly, it took me hours, loading, and reloading Java, and going through three different sites before taking another hour to cast it. Even more sadly, after I finished I watched a screen cast of what must have been a ten year old explaining it very simply. Too funny. It was actually REALLY great to see that students so young are already doing things like (it was, yes, a minecraft kid). Anyway, please let me know what you think! Thanks. Correction! You do not have to pay for premium usage, you just need to sign up, for free, with an email. So, so far during our Ed 578 course, I have had the opportunity to get into an edchat on twitter and actually go to a huge tech conference here in San Diego. Because I was so excited about the ideas from the tech conference that I wanted to locate their twitter # for what running coverage they had for an edchat but low and behold, I could find none. I thoroughly looked through the booklet they gave us, searched through twitter, and did a web search but nada. I have to assume I am missing something since it was a conference on how to utilize technologies in the classroom. I mean, the slogan was "Boldly Going Where No Daniel Has Gone", on no, sorry, that was the name of my own experience. No, it was "Technology: Bridge to the Common Core!". I have to assume that I am missing some insiders, frequent conference goers, well known information for jumping into these eschats. If anyone reading this has any insight, please share. In the meantime, I will just assume that I will be the presenter for 'uses of social media in the classroom and in conferences' for their next conference. In my last blog I described the edchat and included a link. Below I have embedded and shared the actual chat. Tonight I had two firsts. I took part in my first Twitter Chat as asked for by our Ed 578 prof and created my first Storify story using that twitter chat. I joined into #edleadchat that had the topic of engagement vs. compliance. Both twitter and storify are still new to me and twitter is actually still a little confusing at times. I was using tweetdeck and wanted to create a new column of edleadchat but couldn't remember how and the clock was counting down to when it was going to start. Fortunately, if you press enough buttons you either ruin everything or it works out (my personal experience). In this case I ended up screwing a lot of things up, figuring out how to get it back to what I wanted and then, woo whoop, getting the column in time for the chat. So, not knowing in the least how chats worked I had only planned on observing and pulling things into storify interesting (another sharp learning curve as I was trying to figure it out AS right before the chat and I wanted to try and pull directly from twitter, well the tweet deck...not sure why anyone would use the original twitter- pain in the neck). First comment, though was, asking people to introduce themselves and where on the faculty they were. Hmmm..., I thought, what faculty? Is this a school or group chat? Is it for certain people only? To be honest, even after the whole thing is said and done, I am not sure but they did advertise on #caedchat. I also looked at their personal profiles to try and figure it out but all I could find were credentials for higher ups so I thought, 'Well, I'm here so, what the heck'. "Hi all i'm so and so from USD and blah blah blah" and just like that I was in. Now truthfully? I immediately got nervous. I'm more of a watch and learn the process and I had now idea if I was or was not supposed to say. Well, I won't give the whole storify away but long story short one other person showed up (well two others who just left a comment or two and were never heard from again) and we ended up just chatting with each other. She was the vice principle of a school in San Mateo and was great. It sort of reminded me of the old yahoo and msn chats except at the end I kept having to type in #edleadchat. Something I kept forgetting to do so would have to retype and add it. I can only imagine how it must look on #usdedu14 since everything I tweet shows up lol. It is just a series of tweets then retweets with the #. Look like a twitter novice? You bet. Ah well, as prof said, only way to learn is to keep playing with it. So, if you are interested HERE is the story: http://storify.com/DTinelli8/caedchat-march-17 What a great end of Spring Break. This end of week and weekend I was able to attend the California Language Teachers' Association annual conference for the 2014. "Technology: Bridge to Common Core". This wasn't my first conference, fourth including the annual ABLE, Assoc. for Biology Laboratory Education conference, one on Action Research, and another on general ed. subjects (AR and gen ed. at USD) in fact, but it was the first that was mostly dedicated to implementing technology into the classroom. It was also the first four day full immersion, day in and day out full bore learning sessions I had seen outside of our my university classes. The conference went from Thursday to Sunday and was held mostly at the Town and Country Resort conference hotel as well as at San Diego State. Each day there were various options for sessions and workshops that were geared towards helping teachers learn about new tech tools (or new ways of learning how to use familiar ones) and helping us engage our own educational communities in the change towards the use of tech in the classroom. A brief- I am credentialed for a single subject in history but the plan is take CSETS in English, Science, and Spanish/French this year so I take every opportunity around. My undergrad background is in science and I grew up in multicultural family. Raised mainly in Colorado with a French Dad, American Stepdad and Puerto Rican mother. Since we had spring break and I wasn't going to class or able to work I was actually able to fully focus on the conference. I was even able to stay at the hotel which was strange, because I only live about ten minutes away, but great because each evening after the day's work teachers would sit around and talk about what they had learned. Well, some teachers. It was interesting actually. There seemed to be three types of people here. Those that were REALLY interested in what was being done, those that attended the conference, and those that showed up late left early and talked about being excited about the San Diego Party scene (which I guess is understandable since it was St. Patty's weekend). In any case, each evening we would talk and I was able to get some really amazing perspectives on both common core and tech in the classroom. As one would expect, there are some enthusiastic advocates and detractors for both. So, just some of the great workshops I went to: 1. Google Docs good refresher 2. Let me tell you a photo story: Online tools to transform still images into interactive, Animated, Media-Rich stories 3. Have you flipped? discussion and demonstration of what flipped teaching can look like in the secondary classroom. 4. What's so scary about common core? Nothing! 5. How do you know if they know it? Digital Formative assessments! 6. and..the Key note by Catherin Ousselin Thinking of Syncing? One of the things that I realized was that what we have been studying while at USD is just slightly ahead of the curve. Digital Native is less of a concrete position of a lack of understanding or familiarity with incoming tech as it is a continuum of levels of ability and knowledge that teachers (and students) find themselves in. I have to admit that even as I go through the programs here at USD while I am not the most clueless I am by far not the most advanced. The interesting thing however is that the general sentiment for most of the teachers I spoke with was that most of this was new to them and their schools, very new for some. At USD I have been in a number of tech classes as well as have gone to Africa with a group with 21st century tech in mind. I am not only aware of how these skills will translate into better work opportunities but how new pedagogy is starting to shift the way we will teach to more closely connect to how students learn as we include, as we must, these innovations. One thing is certain. Education has and is going through a profound and dramatic change. It is extremely exciting to see how much texture, information, and opportunity there is for both teachers and students at the moment. On Friday evening, after classes had let out, I was describing some of the things I had done in my own classroom during student teaching, when one of the teachers, who had been teaching for 30 years, said something that has been bouncing around my head all day. "This may be one of the most exciting times to be a new teacher. The world is at their fingertips - there are just so many resources on the internet and in the classroom". It is exciting. We can do things with the kids that can bring the world to our doorsteps with immense ease, easily modify or differentiate for different students, and allow them to bring their own interests in the daily learning. It's awesome. View of the bay using the automatic setting. For this blog I used: Iphoto, pinterest, storify, Twitter, animoto, youtube, my camera, and Weebly, This class is really annoying. Its not like I have a lot of time with both work and school as well as a graduate project that needs to be done in order for me to get a baby blue cape and hood (seriously, the only real reason I opted for a to do this program). Oh, don't get me wrong. The demands aren't out of whack its that the more I work on this stuff the more I want to work on this stuff. Take right now, for example. I really should be working on my action research (the grad project) and during my break instead of getting up, maybe walking around and taking taking the dog out, I jumped on to my pinterest to see what else I could add. I saw some pictures and became inspired so then took my camera out and shot some pictures of the view from my house (various images I have included) using the automatic setting. I then decided they were ok but hazy and/or out of focus and looked online for a video of the basics for manual settings (included below). I stowed that for later and started to think about how I could change and use my project idea to be practical with an actual history class. Maybe get the kids disposable cameras and have them research then shoot images of historical places with attached events and compare them with old photos or primary source? Maybe have the kids create a storify or pinterest like I have of then and now to accompany important periods in US history (if that is the case)? Maybe even have them present and teach all of us about what was going on in their area with respect to their own family experiences using online information, presentations, and images! Ninety minutes later and a full page of ideas written down I realized my fifteen minute break was over. As I went to minimize everything I had been looking at I got side tracked and spent another twenty minutes looking at Animoto, wondering if this wouldn't be an awesome tool for both students and teachers. The worst part is that even after I started to get back to work I thought 'maybe I should blog this so I remember what my train of thought was' and am now back and involved with the class and sharing my video and pictures only ten minutes later. Point is, I already have enough to do without the distraction of following some of my own interests in education. The only real way to learn is to hear, copy, document and regurgitate and this is taking time away from my AR. Ok so, I kid though it does seem that the wheel we all run looks a lot like the other guy's. I probably shouldn't say that since I do actually realize that each of our AR projects is unique to us and our immediate students. Still, though, the formal process does sometimes seem like a bit of a formula. (Another setting and view of downtown partial and the bay using my automatic settings. The buildings are blacked out in favor of the water and clouds- wondering how to change that.) Rant's over. So- "the Cannon I shoot from" title. If you think the title is more than a little Kitchy (see: http://www.urbandictionary.com/define.php?term=kitchy) I agree. If it and this blurb are still here then I got sidetracked and didn't change it. I suppose I didn't need to say that. Either way, it came from the hip and after I typed it, it even elicited a groan from me. Ok, so I admit it. I thought all of this social networking was going to be pointless and boring but is actually not. I have connected some of my own passions to others with regard to education and have already done some really interesting networking. I have also learned about a lot of things in a lot of directions quickly. The learning, while challenging with limited time, has also been fun. Herein lies a personal lesson I have learned about all of this. The fact is that despite having so many other things pulling at my attention (just like my students) I have enjoyed engaging and learning about my local history in the last couple of weeks using these tools to organize and showcase. Showcase, is important here since I equate it with a student motivation to create for a larger audience. Just like we have. Without further adieu: The video watched about my camera and some MORE pictures. I like these pictures but realize that in the first the tree is the focus, when it isn't supposed to be and that both are slightly off focus.
Before I start I just want to say that I thought Pinterest was going to be a complete waste of time but felt that I needed to look because it is a photo-sharing hub; it isn't a waste, it's awesome. Here is the Pinterest Board I created: http://www.pinterest.com/danieltinelli/photo-grfaie-the-history-of-san-diego-around-us-by/ Alrighty then. So I have a general sort of specific idea about the 20% project all lined up with some goals I would like to ultimately try to meet before the end of this class (though I don't see why I can't just keep on trucking if I don't quite finish). As I go forward I feel like I have to define, at least for now, some smaller mountains to climb. I also have been thinking that it would be pretty neat to include older pictures of the locations and/or building that I am focusing on in order to give some good contextual juxtaposition. So... 1. Learn how to use my DSLR Camera a bit better. 2. Begin to identify and research on the locations and/or buildings that I would like to focus on for the project. 3. Start to use some of the social networking tools we have been learning about in class, and that I have been learning about on my own, in getting this information together. 4. Get out and start using what I learn about the camera and practice on the locations. I'd like to get some research done before heading out to take some initial pictures. So, my first step here is going to be to try and start narrowing down what I actually want to take pictures and learn the history of here in San Diego. There is just so much here that I wanted to take an online look around at what might be of interest. I started close to home and simply started writing down a list of buildings, areas, and locations that I thought might be historically and photographically interesting. I, literally, live across the street from Balboa Park in Banker's Hill so both the Hill and the Park (with many of the buildings) were on the list. I spread out from there and jotted down what I could see from our front windows- Gaslamp (noting Cortez Hill, Star of India, the Midway, Cabrillo National Monument, and the Bay itself. I then included Old Town since that was the inspiration for the project in the first place (not to mention where San Diego started). Ok, list was done and now onto the research and organization of information. For this I used Pinterest, both as a repository of images and a brief history, and as a way of getting ideas about the types of images I would like. Despite my interest in photography, I have actually never used it before. I only knew that it was a photo-shearing website that allowed people to manage photos and by themes as well as offered a social networking aspect that enabled people to browse and share similar interest. Getting started was actually a slog of a process because of how easy it was to use. I just couldn't accept that it was as simple of a tool as it was. Well, simple on the user end since as I started to engage with it I started to see the implications of the networking aspect. I started putting images with history descriptions I as finding from the web, or that I had taken pictures of, and before I new it Pinterest was offering advice on other users with similar themes, interest, and images. What was really interesting and great is that I was able to locate other teachers who had images and personal experiences with the subject on there. So, step one is starting to get accomplished and I have been getting some ideas of the different types of shots I can take of a subject. The board for the Pinterest : http://www.pinterest.com/danieltinelli/photo-grfaie-the-history-of-san-diego-around-us-by/ On the front of the inclusion of older, in some cases, much older, I searched for and found a resource and community interested in historic images and pictures that have both an online and brick and mortar presence; the San Diego History Center (sandiegohistory.org). As I look forward my next step is to try Storify (another tool I have never used) and see if I can begin to create a brief outline of some of the location histories with maybe some images, articles, and history that I find on the web. At the same time, while I have been out experimenting with the camera I am still learning the process of using the specific functions. I will be looking on line for video tutorials for some of the basics. Shakespeare wrote this in Hamlet as a means of conveying that a great way to find the right direction is by going down the wrong path. Shakespeare was pretty smart, so I decided to try it...twice. (This is really three posts combined. I have included my two first failings, however, if you would like to read the official start of my 20% project- skip down to "Creating historical meaning for my students and the Camera".) First path: Computer Coding Recently I had read an article about a guy, a programer making a bunch of money, who had struck up a relationship with a homeless guy that hung about the outside of his offices a lot. This programer wanted to do something for his friend and decided to offer to teach him how to code so that he too could make some money. At about the same time another story came out about 12 year old kid who made some millions by inventing and creating an app. "Huh", I thought. I vaguely remember having a lot of fun doing some sort of programing, creating a worm of some sort, on ancient Apple computers when I was in elementary school. Maybe I will try that as my 20%. It's tech and this is a tech class, it has been bouncing around my head for a while and on the upside I could make billions of dollars. I have this idea that I call whatspp and maybe I can create it assuming no one gets their first. I reached out to a number of friends in the tech industry and, oddly, the first two people responded with a question. "Do you have OCD? No? Skip it, coming up with an idea is one thing, coding another". Ok, so no help there. I did get a tip that there were PLENTY of free sites where I could learn it on my own. I actually found this pretty neat site called code.org that not only had "try and hour of coding" but also had educational tools for how to bring it into the classroom. So...to make a short story even shorter; it took me just a tad under than thirty minutes for me to realize that I had, in fact, been told the truth and that this was definitely not going to be something I would enjoy doing. Further, as it was for a class project, I wasn't sure if anyone else would be interested in anything but the final project. The small things I did learn made me realize that for me to do something as substantial as I would like, I would end up sitting inside working on the computer for hours upon hours, days upon days, over weeks upon weeks. And right when Spring was starting. No thanks. Second path: The Accordion! So, my father is French. Like FRENCH French and as such he does what every Frenchman is supposed to do; sing, play the acoustic guitar, and play the accordion like Georges Moustaki (VIDEO BELOW). Its is almost a fact that this is true. Oddly, he does look a lot like him minus the hair and facial hair. He ended up moving back to Nice and I have had his accordion for almost ten years. When I was little he used to play for us rasping out old fold songs about, of course, how great poetic the French are, and I had always wanted, wanting to be a proper Frenchman, to learn how to play. Plus, I had been in talks with one of my fellow students about starting, or getting in on a band. I would have that going for me. I even live right next to Balboa Park and envisioned myself on the main strip playing for the public with my old fedora, the one I stopped using when Timberlake brought the style back, in front of me, making mounds of change for us to do laundry with. Yeah, everyone who moves to California has a dream; this could be mine. My first step was to haul it out and randomly start pressing a lot of keys in no particular order while I pretended I was already an ace. My fiancee was very moved and loved it so much she asked to go ahead and get started with my idea of playing in the park, immediately, though she phrased it a little differently. I even thought about recording this as my 'before' song. Yes, it sounded horrible. This particular accordion is big and old, very old, and on one side has a piano type section while on the other has an enumerable set of round buttons. Many of these buttons, as I found out, could be turned into a haunting song by simply pressing them together without even knowing how to play. So I was done with the project I thought. Now what? In seriousness, I had located a site that gave a pretty thorough explanation, with 24 videos of lessons in all, of the beginnings of play (nowcast.org). The problem, I realized was that because this accordion was so old it was quite a bit different that the ones I was seeing and the accordion itself seemed to be in need of repair before it could be employed in making sweet, sweet music. At the tail end of three years of grad school and now working odd jobs to keep up the house and family until Fall, getting it fixed was low on my financial priority level. This will have to be my next, own, 20 percent project some where on down the road. In a year or so, look for me in Balboa and buy my CD, "I'm just like Mustaki but with a fedora". Creating historical meaning for my students and the Camera: So, I kept thinking about this project and letting what it really meant sink in. Really sink in. Here we have a project where we can take on the task of learning anything we want. Could be something on our bucket lists or a fleeting fancy, big or small, education oriented or not. The more I thought about it the more I realized just how great this really was. Talk about extreme intrinsic motivation! We get to pick what we learn, and many of us from what I have seen, have picked things we are passionate about or have wanted to learn, we get to pick how we learn it, as long as we use internet tech, and how we present it through our community PLNs. This baby is ours in every way. After I took the not-me road, then the couldn't-work road, I sat down and wrote a list of what I wanted to get out of this project. Word for word: 1. Learn something that I have always wanted to know how to do. 2. Create a larger something for the presentation itself- not just a how I learned it but a product of some sort. 3. Do something that can directly relate to helping my future students in some way. 4. Pick a task that will get me out into the San Diego Spring weather. 5. Find a something that I can share with my fiancee limited time. Something she can learn along with me. 6. Think about a project that I may be able to offer my own students as a modified 20% project. The day I wrote this list down and right after our 578 class I rushed off to Old Town to meet with Glenn, a fellow Cohort student and my old supervisor, for dinner. It was a great night and Glenn and I stayed a bit after talking but he had to leave within the hour. I actually stayed longer and walked through the area looking at how beautiful all of the old buildings were in the light of the lanterns and lights. So much history here, I thought, and thought back to when I was student teaching a middle school class in Chula Vista and how when I tried to open a discussion about the Hispanic history, attempting to give my 99% hispanic class a local connection to history, of San Diego they were stumped as to any contextual history of the area, including their own. During the time that I was with them we went on one field trip and that was to see a play in Horton Plaza, and I can still vividly remember the shock I had when learning through talking to them on our tram ride there that almost none of them had been there, seen a play, been to a museum, or even been to Balboa Park and Old town. I remember being pretty bummed thinking about how many wasted opportunities to use our awesome local history there might have been and lost. As I was walking through the Old Town area I kept trying to take pictures on my little crappy phone and wished I knew how to use the practically professional SLR camera I had been given as a gift a couple of years earlier. Photography had been an early passion in my youth and my family, who always liked my photographs, purchased a high end camera for me so that I could take photography to the next level. Well, I then started grad school and time became more precious leaving me to put it on the back burner. I have tried using the automatic settings but the images are always inferior to what I see from my phone. The key to a camera like that is truly knowing how to finesse the shutter speeds, aperture openings and a host of other things I don't really know anything about. So, the camera generally sits on the shelf and comes with me traveling to be used in poor shots. Needing to know how to use it really hit home over the last two years where I have been to Kenya (with SOLES), Peru and the Amazon, and Europe, and feel like I lost out on amazing subjects by not knowing how to use the camera. Anyway, I digress. The night I finally realized what I wanted to do. Sort of. I wanted to first, learn how to use this camera by the online resources I could find, improving with the tutorials and communities that exist. Secondly I want to incorporate online tools, like the "National Geographic puts over 500 maps on Google!" article I submitted through twitter, and other informational sources to research the historic areas of San Diego to, thirdly, combine these two into a photographic and informational online book of some sort that my students could use and interact with as a guide of local historic information and, more importantly, to possibly starting their own project like it. One of the things that I wish I saw more in history classes is the connection and use of the history that surrounds the students in both area and culture. Most of my students are vaguely aware of these things and yet while we have amazing opportunities use these tools to get them excited and interested, I am not sure they are used much. We have the ability to show them how history works through using our local history making enabling some serious meaning for them. So far, that is where I am heading. I want the project to be organic and change as necessary. I could envision using portraits of people along with their stories, pictures of historic interest within our city along with information, and a great deal of other things, but I will see how it plays out. Two things that I do want to try and do are to relate my different blogs in as many interesting tech ways as possible. There are just to many different things we can use. Storify, for example- or putting the blog into an animation, to even video (what I probably would like least lol) to even using a map maker. So: 1. Learning the camera and starting to do the research. 2. Getting out and about in the town and taking photographs to practice and improve while learning more about our city. 3. Organizing a digital presentation fo work and information. 4. Creating the basics of a project for my students that have them working towards integrating their own histories. Finally, if you have a chance, check out the video below! Ma Solitude strictly means my solitude but generally means my loneliness. My loneliness sounds depressing but he actually speaks- Je ne sus jaime soul, avec ma solitude- about how he is never along because he has his solitude. Glass half full! |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
May 2014
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