Student+as+Creator

== = **Temeka Butts' E-Portfolio ITEC 8231** =

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This example of students using technology to demonstrate their learning of acrostic poetry is a collaborative project with the art and music teacher working along with the media specialist. Students are given a choice of what media that they want to use to display their knowledge of and creation of an acrostic poem. Some students used blogs as the picture above displays to present their knowledge, and some students used Animoto to represent their poetry. This project helps promote understanding because it appeals to different type of learner that there is: kinesthetic: the art of creating the project, visual: using media to create imagery that match their poetry, and auditory: using music to enhance the learning of the project as well. Creating an acrostic poem and using the arts and technology to display it further develops the students understanding of poetry as an art by itself. An example of a video created for this assignment can be seen by clicking on the link below:

__ http://animoto.com/play/lh6G5oVfr2mf0Am1BF0jBA?utm_source=blogspot.com&utm_medium=player&utm_campaign=player __

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The students had to do a presentation on explorers. Instead of students doing traditional posters or slide show presentations, the students were given instructions on how to use Glogster to create a multimedia poster that displayed their research of a famous explorer using books and the Internet as resources. The students were able to work on their glogs at home and according to the teacher were excited about being able to share their work with their peers which impacted their effort level, proofreading, and overcoming challenges of presenting all of their research on one Glog poster. This is a meaningful use of technology because the assignment is project based and according to the teacher helped the students to create more concise and authentic writing samples when limited to how much information they could include on their glog. However, the best part of this process was the way their writing became more concise and authentic which is how the use of technology help to promote understanding of the research and writing process.

Example 3
**Students as Creators: Fifth Grade Students from Torrey Pines Elementary School Create Podcasts**
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**Showcase Project - Grade 5 Explorers Podcasts** Grade 5 students have been studying New World Explorers. To integrate technology into their study of explorers, they created podcasts that described explorations. Click to listen ||  || Using podcasts to allow students to show their knowledge and research of an explorer is a good way to allow students who are creative but are not good writers to display their learning. Although students have to research and write the script for their podcasts, they are not being graded on their writing abilities as in the previous example. The student's work in this example demonstrates their knowledge of the explorer, using accents to sound like the explorer that he was researching, and an engaging project that engages auditory learners and therefore promotes understanding for students whose strengths are verbal and not writing. The project is meaningful because it includes a description of explorations and not just material that a student is reading out of a book and writing about but more re-enacting which engages reluctant learners and hooks learners into learning about their explorers in their project based learning experience.
 * [[image:http://www.torreypineselementary.org/Resources/TeacherPages/Lin/juan%20cabrillo.jpg width="340" height="255"]]