Information
The only homework assignment that the teachers have is to complete their elements and principles of photography Google Slides Presentation and submit it by sharing it in Google Drive. If the teachers want to improve or complete their photo stories, they can also work on that at home and share it in Google Drive. The teachers will have ten days after the workshop to complete all assignments. The teachers also have ten days to complete the post-assessment survey, which will be emailed to them after the workshop is complete. I will encourage teachers to follow up and share their experiences with me if they do use photo stories in their classroom. I can always learn from the experiences of others.
reflection
Introduction
Project four was my first experience creating a professional development workshop. Our project three, the photo story project, had a big impact on me. Because of this, I chose to create a workshop for sixth through twelfth grade science teachers to teach them how to incorporate photo stories into their classrooms. With this project came many challenges and lessons learned. The project added significant value to my own practice, and I would love to have the opportunity to actually host this professional development workshop in my community.
Challenges
The first challenge I had in creating this project was to come up with an idea for a workshop that incorporated the elements and principles of photography as well as another project that we did in our class. The project that was most meaningful to me was project three, the photo story project, so I finally decided to build my professional development workshop around teaching teachers how to incorporate photo stories into their classrooms. The next challenge I was faced with was finding the appropriate activities to meet the time constraints of my workshop while keeping the adult learners engaged. I really wanted to have a lot of different types of activities in my workshop, and this brought challenges, but ultimately, I think it made my workshop more interesting. The last challenge I faced was creating all of the materials to accompany this professional development workshop. It took persistence and time management, but I was able to complete all of the requirements of the project.
Lessons Learned
The first lesson I learned in this project was how much time goes into creating a professional development workshop. I have attended many day-long workshops but never really put much thought into how much time was spent creating all of the material for me to learn. After this experience, I will always be cognizant of the amount of work educators put into their workshops. Another lesson that I learned was how to manage the time for the entire day. I really had to think about how long each activity would take my adult learners, and I had to plan my entire day around that amount of time. Lastly, I learned the importance of gathering data before and after my workshop. Gathering data will help me to determine what my attendees learned, and it will also help me improve my workshop for future instances.
Conclusion
In conclusion, I really believe this project was beneficial to me. It really broadened my perspective about professional development workshops. I had to think about who my learners were, why they needed to learn this material, how to keep them engaged, how to manage the time, what to teach throughout the day, and more. I really think that if I were to teach this professional development workshop that teachers would really benefit from the material taught. I might consider doing a workshop similar to this in the future.
To view this reflection as a Word file, click the link below:
7466_steele_project 4 reflection.docx
Project four was my first experience creating a professional development workshop. Our project three, the photo story project, had a big impact on me. Because of this, I chose to create a workshop for sixth through twelfth grade science teachers to teach them how to incorporate photo stories into their classrooms. With this project came many challenges and lessons learned. The project added significant value to my own practice, and I would love to have the opportunity to actually host this professional development workshop in my community.
Challenges
The first challenge I had in creating this project was to come up with an idea for a workshop that incorporated the elements and principles of photography as well as another project that we did in our class. The project that was most meaningful to me was project three, the photo story project, so I finally decided to build my professional development workshop around teaching teachers how to incorporate photo stories into their classrooms. The next challenge I was faced with was finding the appropriate activities to meet the time constraints of my workshop while keeping the adult learners engaged. I really wanted to have a lot of different types of activities in my workshop, and this brought challenges, but ultimately, I think it made my workshop more interesting. The last challenge I faced was creating all of the materials to accompany this professional development workshop. It took persistence and time management, but I was able to complete all of the requirements of the project.
Lessons Learned
The first lesson I learned in this project was how much time goes into creating a professional development workshop. I have attended many day-long workshops but never really put much thought into how much time was spent creating all of the material for me to learn. After this experience, I will always be cognizant of the amount of work educators put into their workshops. Another lesson that I learned was how to manage the time for the entire day. I really had to think about how long each activity would take my adult learners, and I had to plan my entire day around that amount of time. Lastly, I learned the importance of gathering data before and after my workshop. Gathering data will help me to determine what my attendees learned, and it will also help me improve my workshop for future instances.
Conclusion
In conclusion, I really believe this project was beneficial to me. It really broadened my perspective about professional development workshops. I had to think about who my learners were, why they needed to learn this material, how to keep them engaged, how to manage the time, what to teach throughout the day, and more. I really think that if I were to teach this professional development workshop that teachers would really benefit from the material taught. I might consider doing a workshop similar to this in the future.
To view this reflection as a Word file, click the link below:
7466_steele_project 4 reflection.docx
References
Butler, A., & Monda-Amaya, L. (2015). Implementing digital media writing to engage students with emotional and
behavioral disorders. Beyond Behavior, 24(3), 14-22.
Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning about urban sustainability with digital stories: Promoting
collaborative creativity from a constructivist perspective. Constructivist Foundations, 10(3), 388-396).
Georgia Department of Education. (2015). GPS. Retrieved from www.georgiastandards.org
Jocson, K. (2016). Digital storytelling: Using producer’s commentary in the classroom. Transformations: The Journal of
Inclusive Scholarship and Pedagogy, 26(1), 106-113.
Gleason, K., & Meissner, K. (2013). Katie and Kori Neptune Photo Story. Retrieved from https://youtu.be/1--QRzp4sBs
Karan-Miyar, D. (2009). Digital storytelling: Using Photo Story 3 to create digital stories. Distance Learning, 6(1), 27-29.
Kizoa. (2016). Kizoa. Retrieved from www.kizoa.com
Kobré, K. (2013). Photo journalism: The professionals’ approach. Burlington, MA: Focal Press.
Kobré, K. (n.d.). Kobre guide to the web’s best videojournalism. Retrieved from
http://kobreguide.com/channel/awards/pictures-of-the-year-international/
Lamb, A., & Johnson, L. (2008). Digital photo safaris: Authentic learning across the curriculum. Teacher Librarian, 35(3),
53-56.
Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement,
51(1).
Project-based learning. (2013). In The Glossary of Education Reform. Retrieved from
http://edglossary.org/project-based-learning/
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning.
Education Tech Research Dev, 56, 487-506.
Sancar-Tokmak, H., Surmeli, H., & Ozgelen, S. (2014). Preservice science teachers’ perceptions of their
TPACK development after creating digital stories. International Journal of Environmental & Science Education, 9,
247-264. doi: 10.12973/ijese.2014.214a
Sancar-Tokmak, H., & Incikabi, L. (2013). The effect of expertise-based training on the quality of digital stories created
to teach mathematics to young children. Educational Media International, 50(4), 325-340.
Sautee Nacoochee Community Association. (2016). Sautee Nacoochee Center. Retrieved from www.snca.org
Student Engagement. (2016). In The Glossary of Education Reform. Retrieved from
http://edglossary.org/student-engagement/
Yee, K., & Hargis, J. (2012). Digital storytelling: Kizoa, Animoto, and Photo Story 3. Turkish Online Journal of Distance
Education, 13(1), 12-14.
behavioral disorders. Beyond Behavior, 24(3), 14-22.
Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning about urban sustainability with digital stories: Promoting
collaborative creativity from a constructivist perspective. Constructivist Foundations, 10(3), 388-396).
Georgia Department of Education. (2015). GPS. Retrieved from www.georgiastandards.org
Jocson, K. (2016). Digital storytelling: Using producer’s commentary in the classroom. Transformations: The Journal of
Inclusive Scholarship and Pedagogy, 26(1), 106-113.
Gleason, K., & Meissner, K. (2013). Katie and Kori Neptune Photo Story. Retrieved from https://youtu.be/1--QRzp4sBs
Karan-Miyar, D. (2009). Digital storytelling: Using Photo Story 3 to create digital stories. Distance Learning, 6(1), 27-29.
Kizoa. (2016). Kizoa. Retrieved from www.kizoa.com
Kobré, K. (2013). Photo journalism: The professionals’ approach. Burlington, MA: Focal Press.
Kobré, K. (n.d.). Kobre guide to the web’s best videojournalism. Retrieved from
http://kobreguide.com/channel/awards/pictures-of-the-year-international/
Lamb, A., & Johnson, L. (2008). Digital photo safaris: Authentic learning across the curriculum. Teacher Librarian, 35(3),
53-56.
Morgan, H. (2014). Using digital story projects to help students improve in reading and writing. Reading Improvement,
51(1).
Project-based learning. (2013). In The Glossary of Education Reform. Retrieved from
http://edglossary.org/project-based-learning/
Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning.
Education Tech Research Dev, 56, 487-506.
Sancar-Tokmak, H., Surmeli, H., & Ozgelen, S. (2014). Preservice science teachers’ perceptions of their
TPACK development after creating digital stories. International Journal of Environmental & Science Education, 9,
247-264. doi: 10.12973/ijese.2014.214a
Sancar-Tokmak, H., & Incikabi, L. (2013). The effect of expertise-based training on the quality of digital stories created
to teach mathematics to young children. Educational Media International, 50(4), 325-340.
Sautee Nacoochee Community Association. (2016). Sautee Nacoochee Center. Retrieved from www.snca.org
Student Engagement. (2016). In The Glossary of Education Reform. Retrieved from
http://edglossary.org/student-engagement/
Yee, K., & Hargis, J. (2012). Digital storytelling: Kizoa, Animoto, and Photo Story 3. Turkish Online Journal of Distance
Education, 13(1), 12-14.