Statement of Problem
CCSS has changed curriculum:
RL.5.7 Analyze how visual and multimedia elements
contribute to the meaning, tone or beautify of a text
(e.g., multimedia presentation of poem).
W.5.6 Use technology to produce and publish writing as
well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills
to type a minimum of two pages in a single sitting.
SL.5.5 Include multimedia components (e.g., graphics,
sound) and visual displays in presentations
Technology has changed the:
definition of literacy
composition process
Purpose of Video-Based Projects
Benefits
Challenges
 Free
 Time to learn software
 Easier than iMovie
 Access
 Cloud storage
 Music & pictures aren’t always
relevant
 Novel way to convey
meaning by combining text
with visual, audio, and
spatial modes
 Differentiate process and
product to meet a wide
range of learning profiles
 Facilitate critical thinking,
collaborations, and
research skills
 Increase media literacy
 Can’t control time between
slides
 Need permission if using student
pictures
 Time to process video
Check out my youtube channel to see
examples of video-based projects!
www.youtube.com/juliebwise
Introduce yourself or a concept
During - Grab their attention
Practice order of operations
After - Tutor support (QR Codes)
Review a class, text, or a unit
REFLECT
Before - Pique their curiosity
Reading – book trailers, vocab, retelling,
summarize, visualize setting,
History – timelines, biographies, amendments,
bill of rights, regions of the us
Math – order of operations, solve a problem,
present a new formula, word problems
Science – weather, experiments, scientific
method, periodic chart, chemical vs physical
changes
Teacher – introductions, back to school night,
field trips, class trips, highlight student
achievements
CREATE
Writing – prompts, process writing (how to wash
hands), build an argument, digital poetry, digital
story telling
SHARE
Further Research
Expose students to multi-modal tools.
As a reader
As a writer
Multimodal Composition Process
Paper to screen
Screen only
Technology Pedagogy Knowledge
How do teachers plan for Animoto
Access to software and devices
Discussion
What video-based environments have you already
established?
How could you use Animoto in your classroom as an
entry point into multimodal composition?
Why would a tool like Animoto be effective in
teaching a lesson?
References
Curwood, J. and Cowell, L. (2011). iPoetry: Creating Space for New
Literacies in the English Curriculum. Journal of Adolescent & Adult
Literacy. 55(2), 110 – 120.
Dalton, B. (2012). Multimodal Composition and the Common Core State
Standards. The Reading Teacher, 66(4), 333-339.
Morgan, H. (2013) Technology in the Classroom: Creating Videos Can
Lead Students to Many Academic Benefits Childhood Education
(January 2013), 89 (1), pg. 51-53
Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing
Project‐Based Inquiry: Middle‐Grade Students Read, Write, and Create
Videos. Journal of Adolescent & Adult Literacy, 55(6), 483-493.
Wickline, K (2011). Bringing Lessons to Life with Animoto.
http://www.readwritethink.org/professional-development/strategyguides/bringing-lessons-life-with-30885.html