Video
- Cindy Morden - Solution
- Ms. Morden's solution involved having her students use the website MapQuest to examine landmarks that they could relate to, such as their neighborhood and school. Also, using the website GlobExplorer, she could have students see aerial photos of their school and compare that to the maps from MapQuest. Ms. Morden also built interactive experiences using a video camera and tourist maps of areas she had visited.
Review her problem. Tags: Elementary, Geography, Video, Online Maps
- J.D. Birchmeier - Solution
- Using the software Logger Pro and video cameras, Birchmeier and Dickie were able to overlay particle models over the top of video of moving bodies to better illustrate the concept of motion and the forces that control motion.
Review their problem. Tags: High School, Science, Video, Physics, Graphs
- Keith Forton - Solution
- Mr. Forton's solution is to use video capture to acquire video of simple and complex examples of motion. He then has the students use the software World in Motion to plot the and create a graph of the motion. This way students can see the translation of energy and other hard to conceptualize physics principles.
Review the problem. Tags: High School, Science, Video, Physics, Graphs
- Kelly Deboer - Solution
- Ms. Deboer used a claymation, using digital imaging and video editing, to create a project that required her students to analye important historical events and their effects. She had the students conduct Internet research, use the program Inspiration to create outlines and then use digital images to create the animated videos.
Review her problem. Tags: Social Studies, Middle School, Video, Digital Imaging, History, Animation
- Laura Glish - Solution
- Ms. Glish used animation to help illustrate concepts using digital video cameras and the programs FrameThief, iStopMotion and iMovie. Her students draw out a concept on paper under the digital video camera and then sequence the animation together using the different programs. They would also add titles and music, then create a QuickTime movie that they could take with them at the end of the project.
Review the problem. Tags: Middle School, Science, Video, Digital Imaging, Animation, Physical Science
- Nora Thompson - Solution
- Ms. Thompson chose the solution to video tape the verbal part of the conflict, then review the video with the students. She will then use the same traditional conflict resolution techniques, but with the video as an independent record. Ms. Thompson's solution keeps the students engaged longer and helps the students overcome their egocentric perceptions. She also then uses the video for professional development with her peers.
Review the problem. Tags: Preschool, Video, Conflict Resolution
- Sandra Smits - Solution
- Ms. Smits uses claymation to motivate her students to meet the standards for her science class during the their life cycle unit. Using a digital cameras and the software Video Blender, the students use clay to create an animation of different life cycles. After the unit is done, she hosts a movie day and the students watch each others videos. Afterwards she uses the videos as an assessment using a rubric she created with her peer teachers.
View the problem Tags: Elementary, Science, Video, Digital Imaging, Animation, Standards