Course+Reflection+Prompts

Back to Multimedia and Video Technology Sub-Menu

=Reflection for Embedded Assignment EDLD-5363 = I began this project with limited knowledge in multimedia. As a result of this assignment, I learned how to create multimedia products using various technology tools. During the course of this assignment, I learned how to use many digital media tools for the first time. Furthermore, I learned how to plan, create, and edit multimedia projects in a collaborative format. As a result of this assignment, I expanded my knowledge of technology tools and learned to collaborate in a long distance setting.

We began our assignment by dividing into groups. My group was one of the smaller groups. My group had 3 members in comparison to 5 in most of the other groups. Even so, we were successful in completing our group assignment. Because of our smaller group, we each took responsibility for more of the tasks. I was responsible for the storyboard, videotaping, voice over narration, and music. Amy had similar tasks, but instead of the the storyboard, she was in charge of the script. Joe had the most technology experience at that particular time, so he took charge of troubleshooting and basically teaching us. He was also in charge of putting all of the multimedia together into the final PSA.

Although I was successful in completing my portion of the assignment, I struggled with producing a quality video. Quality was sacrificed on my behalf because of the equipment I used. Rather than using a digital camera as my video equipment, I would have preferred to have used a video camera for the PSA. A video camera would have allowed me a better quality and variety of shots. Although I was able to make due with the digital camera, creating an extreme wide shot or an extreme close-up shot would not have been as difficult. A video camera has better zoom. However I learned from these limitations I was presented with. The limitations I experienced in this class are similar to the limitations students experience in the classroom. As students would in this situation, I felt a little discouraged at times. However, I was determined to produce the best quality video I could. And, that is exactly what I did.

Our groups roles were clearly defined and each of the group members took responsibility for their part of the assignment. Joe Ross really took the role of guiding our use of technology, which was a saving grace for me. This assignment was completed early on in the program, so my technology experience was not as good as it is now. In fact, I struggled with posting items to a wiki. As a group we had to learn to troubleshoot. When time came to upload our PSA to Youtube, we discovered that our PSA was fairly large. We had not allowed enough time for uploading prior to turning in our assignment. Additionally, the file size posed problems for us when we needed to share our work with each other for further collaboration. We were all puzzled by this, because we had posted items to the wiki before. Rather than go back and record new video, we had to come up with a different solution. Our technology expert, Joe, then suggested using FTP. I had never used this program before and haven't used it since. Because of the file size constraints on the wiki, we were forced to use FTP to transfer videos to each other. Reflecting back, I feel very fortunate to have had this problem. Without it, I would not have learned this new technology.

Overall, I learned that the most important qualities an individual can have when working with technology is patience, determination, and discipline. Fortunately, my group had these qualities. Determination was my driving force. I learned that becoming a leader means sharing and asking for help when you need it. Leadership means allowing others to guide your decisions for the good of the group (or project). Leadership means treating others with the utmost respect and to provide positive reinforcement and encouragement to those you are leading. Most importantly leaders must always have a great attitude. Attitude is infectious. Each of my group member possessed all of these wonderful qualities and more. Our communication and respect for each other made it for a great and successful experience.

Because of the experience I received from completing PSA in a collaborative long distance environment, I feel confident in integrating technology in my teaching. My lessons can be revived through the use of technology. I can present lessons in a more engaging way. As I was working on the public service announcement, so many ideas crossed my mind. I've since been brainstorming about how to effectively implement technology in my classroom for meaningful instruction. Many of my ideas require a huge investment in time that I do not have the luxury of during the course of the instructional day. However, I plan on writing a proposal to my principal requesting permission for an after-school pilot program that will allow select students to create a PSA (or something similar). Consequently, these students can further teach other students in their classrooms how to do what they've just learned. This type of teaching and learning provides an opportunity for integration of many subjects and skills; and modification to instruction. For example, a student learning English as a second language could be responsible for the voice over narration to practice verbal communication. I would eventually like to for my entire class to be involved in a project such as this one. However, I'm concerned about the availability of time and resources. The proposal I mentioned, would not be all inclusive due to the parental permission required for after-school programs. Many of our students parents can't make arrangements to pick them up later than the end of the school day. I'm also concerned about the time required to produce a good PSA. Time cannot be sacrificed when producing a PSA. According to Rottman (2002), "... Many local media people are usually pressed for time, releases that don’t include some of the vital information will likely be tossed in the trash because they don’t have time to follow up to try to get a correction." So how can I provide all of my students with this experience, without sacrificing the time needed to prepare students for TAKS?

I have many people to thank for what I learned during the course of this project. First of all, I'd like to thank my team. Joe Ross taught me so much. Any technology issue that I had, he was quick to resolve the issue. He taught me how to use an file transfer program. It was amazing. Amy Nail started each weekly assignment quickly and got moving in the right direction. Her videos really made our project better. Speaking of video, our PSA would not have been possible without the help from Amy's teacher friend and his students attending summer school. Nor would it have been possible without the help of my three beautiful children, Matthew, Marly, and Christopher. Thanks as well to Daphne Dean for her support and Dr. Abernathy for the videos, lecture notes, and for the opportunity to learn many valuable skills.

Rottman, J. (2002). Tips on how to write a public service announcement. //Pagewise.// Retrieved June 5, 2009, from []