The Empowered Education Awards Finalists!

To make the case for educational technology to skeptics in Congress and elsewhere, eSchool News joined with leading experts to create the Empowered Education Awards (EEA). Meris Stansbury reports for eSchool News on this contest which asks those most affected by educational technology -- students -- to make the case for it.

EEA, with funding from the Pearson Foundation, challenged elementary, middle and high school students to create three- to seven-minute videos on "How Technology Helps Me Learn," a theme meant to show how schools are using technology to complement and enhance student learning. The winners from each grade category, plus their teachers, get free trips to Washington, D. C., with guided tours in D. C., recognition at an awards ceremony, prizes for the winners and their schools, and more. The biggest part of the prize is getting a chance to meet with state representatives and senators on the importance of technology in education and its boon to learning.

The entries have been narrowed down to three finalists in each category: elementary, middle and high school. In the middle school category the finalists are:

• "Satellites and Us" from Yokota Middle School, Tokyo, Japan -- "Student reporters from Japan give a glimpse into the world of satellites at the Miraikan Museum of Innovative Science and Technology."

• "One Pretty Cool Movie" from Creative Connections Art Academy, CA -- This video"shows how students in California use technology to create classroom magic."

• "How We Use Technology to Learn" From Frederick H. Tuttle Middle School, VT -- "Reporters for South Burlington Network News (SBNN) travel back in time to 1983 to show the differences technology has made in the classroom."

You can see the middle school finalists, plus the finalists for the elementary and high school categories, at the EEA webpage. You can also rate them and help eSchool News decide on the winners. The winners will be chosen and announced in September.

SOURCE: "Student videos demonstrate ed-tech's value" 06/13/08
photo courtesy of brockvicky, used under this Creative Commons license

Immerse, Connect, Understand and Excel with NBC's iCue

NBC News has created a free online learning community aimed at students 13 and up called iCue, which stands for "Immerse, Connect, Understand, Excel." Michele Greppi reports in TV Week that iCue has games, "peer talk," and video in a secure environment.

The Cue Card is central to iCue. A Cue Card is

a video player, flash card, note-taking tool, and trading card all rolled into one. With the patented 'flip card' technology, you can watch a streaming video from NBC News, and then 'flip' the card over for additional information from our producers. You can also jot down your own notes, add your own tags, and organize your cards in color-coded categories for easy study. Plus, Cue Cards can be shared with your friends and used in games and activities.

iCue also promises discussion forums, "hundreds" of current and historic news videos, daily challenge questions, essay challenges, and a Student Center that offers non-academic activities. The site is free to use and paid for by advertising. iCue debuted May 1 with a focus on election coverage. There are plan to create collections of resources for U.S. history, U.S. government and politics, and English language and composition, modeled after AP course outlines. The resources themselves, though, can be used to enrich or support non-AP classes.

The site was created based on research from the MIT Education Arcade. MIT will conduct a study on iCue's effectiveness at building critical thinking and communication skills in students. It will be interesting to see how helpful or effective iCue is as a service. Even so, free access to NBC news videos, past and present, can be helpful in any middle school social studies course.

SOURCE: "NBC News Launches iCue for Students" 05/05/08
SOURCE: "iCue FAQ" 2008
photo: screencapture of the iCue homepage

Free Videos from C-SPAN

In an election year, it might seem like enriching resources for civics, government or social studies classes are easy to find and use. But do you have the couple of TiVos and extra hours needed to search, edit, download and prepare videos for class tomorrow? Middle school teachers looking for online resources can find great ones, almost all of them free, through C-SPAN, cable TV's non-profit public-affairs service. Katie Ash in Education Week's Digital Directions reports on the C-SPAN Classroom website which offers free video clips and standards-based resources to educators.

The available videos at C-SPAN Classroom are culled from C-SPAN programming, ranging from Washington Monthly's call-in show to Senate and House footage and international events. The videos and resources come in six categories: principles of government, the U.S. Constitution, the legislative branch, the judicial branch, and political participation. If you are registered, you can view and download the video clips for free to use as you wish in your classrooms. A sample page provides links to some 2006 video clips to give you an idea of what can be available. Another great feature is the ratings system -- teachers can rate videos and direct each other to particularly well-done or powerful clips.

Once you're registered, you get other benefits. In addition to access to C-SPAN's video database, you have access to:

• classroom resources linked to national civics and government standards including discussion questions, worksheets, quizzes, and graphic organizers, most teacher-created
• free classroom posters
• email updates
• eligibility for contests and C-SPAN's Teacher Fellowship
• access to a toll-free hotline for educators who have questions about using C-SPAN resources.

Though many of the resources are aimed at high school, middle schoolers can definitely benefit, especially during this election year, from a closer look at how government functions. It makes civic participation about real people. Plus, some middle schoolers would probably love to compare and contrast the somewhat formal and often-empty Senate chambers to the usually raucous Prime Minister's Questions in the British House of Commons.

SOURCE: "Top Picks: Go-To Sites for Educators" 5/1/08
SOURCE: "C-SPAN Classroom: Benefits of Registering" 5/1/08
photo: screencapture of the C-SPAN Classroom page

Steven Elwood: DIY Science Videos

Steven Elwood, an 8th grade teacher at Roosevelt Middle School in Monticello, Indiana, has a surefire teaching tool for his science classroom: videos he makes himself. Cara Bafile reports in Education World that Elwood had used video before to present classroom activities, so when he had an opportunity to make a science program for the Twin Lakes School Corporation, he jumped at the chance.

"I ha[d] wanted to implode a large barrel for several years," said Elwood, "I had only one barrel, so I knew that I would have to videotape it so I could show it to everyone. This sounded like a good opportunity." Elwood taped the implosion in his classroom with tripods and 2 digital cameras, edited the footage on a laptop, then posted the video online. It was a hit with students and their parents:

"I used the video in my classroom to demonstrate the power of air pressure, and my students really enjoyed and understood the concept," reported Elwood. "The video made in our science classroom and posted on the Internet made the topic more interesting. Several parents have since come up to me around town to tell me that their sons and daughters dragged them to the computer to watch the video. They have enjoyed it too."

Elwood is a teacher who believes that students retain information better if they are also entertained. In addition to videos, he uses toys to show advanced concepts like Newton's Laws. At the end of the year, students get to keep a small collection of toys to help them remember the concepts from class.

For those who want to make their own videos, Elwood advises teachers to make sure they "have good editing software" and "try to keep the final video down to around five minutes in length. Most of the time, a longer video takes too much time to download, especially for people with a dial-up connection."

If you don't have the time or equipment to make your own science videos, or homeschool or just want some enrichment for your own middle schooler, you can check out the links at MiddleWeb Science, a roundup of websites, profiles, lessons, reports and related resources for middle school science. The page also lists science fairs and links devoted to biology, the environment, and outer space. Also take a look at Brain Pop, which offers animated videos explaining science concepts.

SOURCE: "Students Tune In to Science Online: Starring: Steven Elwood" 01/26/07
photo courtesy of jurvetson, used under this Creative Commons license

(Note: There is no current link to Elwood's video.)

Q&A Thread for Mark Shulman, LIVEbrary #1

Teachers, Librarians, Students and Homeschoolers -- welcome to the very first week of the Annick LIVEbrary, where students get to interact with authors in a secure environment under the guidance of our Series Librarian.

Today begins our first program, D.I.Y. Video, Solo and Team Work. The Lesson Plan has been posted here, with a reading, an assignment, a quiz, and discussion questions: it's available on the blog or as a PDF download. On Thursday, you'll have a chance to chat LIVE with Mark Shulman, author of Attack of the Killer Video Book: Tips & Tricks for Young Directors, from Annick Press. In order to chat with Mark, you need to install Skype software and send us your Skype Username.

But you don't have to wait until Thursday to start asking questions. Go ahead, add them to this "thread" using the "comment" button on this message. Do you want to know how much it costs to make a movie? How about what kind of camera you need? Do you want to know how to put your videos up on YouTube? Pile your questions here and Mark will answer them, either here or in Thursday's chat.

Thanks for trying the LIVEbrary -- we hope you like it!

STEVE O'KEEFE
Producer, The Annick LIVEbrary

LIVEbrary Lesson Plan #1: DIY Video

LIVEbrary Lesson Plan #1
DIY Video: Solo & Team Work
(for a colorful, downloadable PDF version, click here)

Topic/Subject: Media Awareness
Age Range: 9-13
Grade Level: 4-8

Contents:
- Reading
- Assignment
- Quiz
- Discussion Questions
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READING:

"DIY Video: Solo & Team Work"
an excerpt from the book
ATTACK OF THE KILLER VIDEO BOOK:
Tips & Tricks for Young Directors
by Mark Shulman and Hazlitt Krog
Published by Annick Press.
Reprinted here with permission.

~ Full Team Ahead ~

So you're the director. In Hollywood, directors make the decisions because they're the experts. At your house, you're the director because you've got the camera. But that's no reason to hog all the fun. If you don't let the other kids share the pleasure, you'll end up videotaping the flowers out back. All alone.

Like most of us, you probably have one or three friends to shoot with. That means people will be doing double duty behind the camera (the "crew") and in front of the camera (the "talent"). Since everyone can't hold the camera, you'd better know what jobs to offer instead.

~ One Live Crew ~

Here's a list of essential roles for making a video. Sometimes just a few people do everything. And if you're going to do everything, you might as well find out what you're called.

• Writer -- in charge of the story
• Director -- the visionary who controls and manages the movie's creation
• Camera Operator -- sets up, operates, and deals with the camera
• Sound Person -- deals with all aspects of microphones and capturing sound
• Gaffer -- in charge of the lighting and related visual solutions
• Grip -- in charge of sets, main props; sometimes helps the camera operator
• Stylist -- in charge of costumes, makeup, actors' props
• Talent -- those who work in front of the camera
• Effects -- creates and executes the special effects
• Editor -- pulls all the pieces together at the end
• Producer -- supervisor, also known as "a responsible adult"
• Caterer -- see Producer
• Transportation -- see Producer
• Executive Producer -- a producer who provides funds or very good food
• Studio Chief -- the owner of the video camera

~ The Talent ~

Who's the biggest ham on camera? The actors are called the talent, but that's no guarantee of actual talent.

"Casting" means choosing the right actor for each part. If there are only two of you, it also helps to be a master of disguise. If your video has a script, encourage your actors to memorize their lines before the shoot. It's all right if they change their lines if the changes make sense for the movie.

TIP: No Hidden Cameras! Everyone in your movie should know they're in your movie. Get people's permission before you videotape them.

~ Going Solo ~

What's that? Your crew is home doing homework? Relax, Hitchcock... solo projects don't have to make you psycho:

• Keep it simple. Don't bite off more than you can shoot.
• Plan ahead. Plan ahead. Plan ahead.
• Travel light. All you really need is a camera, a blank videotape, charged batteries, a charger (just in case), a camera bag to keep things safe, and a shot list in case you want to know what you're doing.
• Non-fiction videos especially lend themselves to solo shooting: interviews, events, and nature video.
• If you've got fiction on your mind, puppets, dolls, and hands make surprisingly well-behaved actors. You'll have to do the talking, though. Or, set up the camera somewhere stable and strut your stuff onscreen.

~ Enough Reading! Let's Make a Video! ~

Ready. Get set... grab your camera! Get a videotape that fits in the slot. Find the red REC button. Aim the camera at something. Sooner or later hit the REC button again to stop taping.

Rewind the tape. Match the colors on your audio/video cord plugs with the colors of the jacks on your TV or VCR. Figure out how to get the video to play on the TV. Sit and watch. Cool, huh?

Go ahead and satisfy that itchy recording finger. Let practice make perfect, then come back to the book for your next steps up the video ladder.

# # #

Copyright 2004 by Mark Shulman and Hazlitt Krog. Excerpted from the book, "ATTACK OF THE KILLER VIDEO BOOK: Tips & Tricks for Young Directors." Published by Annick Press, ISBN 1-55037-841-4 (library binding), ISBN 1-55037-840-6 (paperback). Reprinted with permission. For more information, please visit http://www.annickpress.com. Thank you.
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ASSIGNMENT

Team Video Project.

Divide your classroom into 5-person teams. Assign each person to one of these 5 jobs:

• Writer
• Actor
• Director
• Set Person
• Camera Operator

In addition, every team has a Producer -- that is, "a responsible adult" who supervises the film shoot (and catering). That adult could be a parent or a teacher or a librarian or the person you borrowed the camera from. NOTE: If you can't round up a 5-person team, you can assign two or more jobs to one person.

Your assignment is to videotape a simple process. Here are some examples:

• making a sandwich
• mowing the lawn
• washing the dog
• giving a wet dog a sandwich on the lawn

Your team has 10 minutes to make a movie. The Writer decides what simple process to shoot and what the actor will do. The Director gives everyone their assignment, keeps track of the time, and tells the camera operator what to do. The Set Person makes suggestions for locations or props -- should we move the desk? The Actor decides how to show the process being demonstrated -- play it for laughs or play it straight? The Camera Operator has one minute to tape. If you have time left, you can do a "second take" and tape the process one more time -- but only for one minute. The Director is in charge of saying "ROLL" to start the taping and saying "CUT!" after 60 seconds of taping.

Next, everyone changes jobs and does it again: you have 10 minutes to make a movie. Then everyone changes jobs until you've had all 5 jobs. In 50 minutes, you make 5 movies and try 5 jobs. Not bad for a one hour class!

TIP: Let the action happen on its own, so it seems as natural as possible.

You can let the camera stay in one place or try close-ups, wide shots, and different angles to help tell your story.

The simpler and shorter the process you tape, the better. Here's what you can accidentally learn by making simple process videos:

• how to show the individual steps of doing something
• how to capture a series of nice-looking shots
• how an actor can change the mood of a scene
• how a writer can script action, not just dialogue
• how to work with sets and talent (even wet, hungry dogs)

When you are done, you will have told a short story on video. Elsewhere in our book, we talk about storytelling. For now, just get the feeling. Then plug it in, watch the results, and on each video, notice:

• who is the director?
• how does the camera move?
• what is the actor's best moment?
• how does the action tell a story or set a mood?
• how do the set and props add to the video?

Ready for more? Power down the camera and read up.
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QUIZ

NOTE: Quiz answers are available to teachers upon request from LIVEbrary@annickpress.com. Quiz answers will be revealed during the live Skype Chats and made a part of the Skype Chat Transcripts.

1) Matching. Match the Jobs (numbers) with the Job Descriptions (letters). Put the correct letter next to each number. I'll spot you the first one:

Sample: 1. Studio Chief -- goes with -- B. owner of the video camera

Jobs:
1. Studio Chief
2. Camera Operator
3. Gaffer
4. Director
5. Sound Person
6. Grip

Job Descriptions:
A. in charge of lighting
B. owner of the video camera
C. sets up and runs the camera
D. deals with the microphones
E. manages the movie's creation
F. in charge of sets and props

2) Multiple Choice. What does the term "second take" mean?
A. You tried twice to get the camera away from your friend.
B. You filmed the same thing twice, in case you flubbed it the first time.
C. You got second pick from the sandwich tray on break.

3) For each person listed below, write whether they are "talent" or "crew":
1. A dog doing a dance for the camera.
2. The person looking for the battery charger.
3. Your friend doing a dance for the camera.
4. The person fixing lunch for everyone.
5. The dog that just ruined the shot of your friend dancing.

4) Multiple Choice. What does "casting" mean in moviemaking?
A. Making a cast of an actor so they can remember where they stood.
B. Asking the crew for ideas about what you should do next.
C. Matching an actor to each role in the movie.

5) Multiple Choice. Besides a working video camera, what is the one thing you must have to make a video?
A. A microphone.
B. A big investor.
C. A video tape.
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DISCUSSION QUESTIONS

• How does working with a team make moviemaking easier? How does it make it harder?
  
  
• How is solo moviemaking easier than team moviemaking? How is it harder?
  
  
• Watch the video of LIVEbrary author Shari Graydon -- it's in the LIVEbrary or on YouTube -- and discuss it. It's only 2 minutes long. Do you notice anything about the lighting? The sound? The set or props? Does the camera ever go "in" for a close-up or "out" for a wide shot?
  
  
• Who are Mark Shulman and Hazlitt Krog? Use the ASK.com search engine to check them out. Series Librarian Gary Price will be giving ASK.com demonstrations before each weekly chat.
  
  
• Prepare questions for author Mark Shulman for the live Skype Chat on Thursday, October 18, 2:00 - 3:00 p.m. ET. You can post questions on the LIVEbrary Blog, send them via email to LIVEbrary@annickpress.com, or ask your questions live during the chat program. Advance registration is required to chat.

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Copyright 2007 by Annick Press. All rights reserved. Printed here with permission of the publisher. Please request permission from LIVEbrary@annickpress.com before posting this lesson plan in any public place. Thank you.