Learning & Leading Through Technology

Day 1: Introduction, sample project, topic selection, initial brainstorming

Day 2: Creation of CD cover, including images, song titles, and descriptions; research, including image search

Day 3: Polishing and recording of narrative, beginning of MovieMaker project, importing audio

Days 4–5: Production of films and finalization of CD cover

Day 6: Student film screening

Differentiating by Skill Level

One of the classes that completed this project was designated gifted and talented (GT), and the other was a class with heterogeneous ability levels. Both classes completed the project successfully but used different software at different levels. The GT section completed the full project using MovieMaker and Audacity, while the heterogeneous section used PhotoStory.

Since the GT section progressed at a faster pace and had a few extra days to devote to the project, they were able to complete the project in a more complex way, using software that provided more advanced features. The heterogeneous class needed the shortened version of the project and the more limited movie creation software to keep up with the pacing of the course.

Both groups, however, were able to meet the learning objectives while developing and applying different modes of creative expression. Both were focused on their research, excited about finding quality images to represent their monarchs, and intent on creating interesting CD covers.

The main differences I noticed be-
tween the groups was the depth of
learning each achieved, the vocabu-
lary they used in the narratives, and
the lengths of their documentaries.

The GT students included more information in the descriptions accompanying each song title and went well beyond my requirements to include more personal information and interesting stories about their featured monarchs in their documentaries. The students in the heterogeneous class included the required information but focused more on basic facts and omitted some stories about the monarchs that had perhaps been more difficult to uncover in their research. The GT students’ narratives included vocabulary that was more academic and similar to historians’ language, while the students in the heterogeneous section used intermediate-level vocabulary.

Good Results

I admit that I had reservations about incorporating unfamiliar technology into an already successful project. I was apprehensive about my ability to use the software and concerned about the project’s pacing. Mostly, though, I did not want the use of technology to overshadow the learning objectives.

I’m happy to say that my fears were unfounded.

Using the new programs enhanced the project and helped the students create a better overview of each monarch for the class to enjoy. Students actively sought more information and interesting facts to include in the documentary portions of their projects. As a teacher, I enjoyed seeing my students get so engaged and discovering how incorporating pedagogically appropriate technology could enhance a curriculum-based project.