Integrating Technology

Goal of the Group: To learn about new methods of technology to use and enhance lessons with students.(voice threads, webmax, blackboard, wiki, embedding video into power points…)

 

L.Bedian, B.Baker, A. Rudolph, J. Corona, M. Duessler, K. Knapp, J. Burlingame, M. Lodico, J. Renaud, C. Holt, D. Benner, O. Mars, M. Rudolph, C. Loukides, A. Brown.

 

We meet at the beginning of each session, broke out into smaller groups to learn and test different types of technology.  We then met at the end of the session and discussed what we thought of the particular topic, discussed positive and negative impacts for each classroom.

 

Impact on Student Learning: We feel we have a variety of technology tools to use in our individual classrooms.  One should note that many of these items are difficult to navigate and use without more technology tools/items available in our classrooms and blocks removed from our system.  Our current blocks severely limit our use of technology and that of our students.  Media carts are helpful, however the limited amount of them also make using technology difficult.

Remedial Software

We are creating software to allow students to drill and practice skills necessary for specific courses. We are currently working on global studies and biology.

V. Donnelly, P. Mackey, L. Lilly, T. McCluskey, C. Loukides, S. Kosier

Global – We created software to allow students to practice and master geographic skills and vocabulary, as well as global history, concepts and terminology.  The time we were given was spent adding to the question base to include more of the Regents curriculum.  By allowing students to drill & practice the skills, they get better at it.

 

Bio – we added additional units and organized the table of contents.  The software itself is now at a point where it can be used.  This will definitely impact the core bio classes.  Students will now be able to drill and practice skills specific to the course, and the Regents exam.

 

We’d like to continue to add topics, and questions!

 

Analysis of 2008 Elections

Our group’s goal is to prepare comparative materials on Candidates for the 2008 election, for use in public policy and 11th grade U.S. History classes that will include the candidates positions on the major issues.

M. Nelligan, K. Knapp, M. Kinnally, E. McNamara, M. Lodico, L. Whitman

Our group went through the election process on the road to the White House.  Students will get a hands on approach to preparing for debates, making political advertisements, analyzing straw polls and seeing the election process in our school.  This lesson will be important to our students throughout their life as they take part in the political process.

 

2008 School-Wide Election Process Outline

 

              I.      In early October, student representatives for both major political parties (Democrat & Republican) will participate in a formal debate within the auditorium at Guilderland High School.

 

                                                               i.            This debate will be taped by the media department and will be broadcast in each social studies class over the course of two days.  There will be some classes that attend the live debate.

                                                             ii.            The debate will last roughly one hour and will have four breaks after each fifteen-minute session.

 

            II.      During the breaks, student-produced political advertisements will be aired supporting each candidate.  These ads will be judged by the student population within their social studies classes.

 

                                                               i.            Students will be given the opportunity to participate in a contest that asks them to create political advertisements for a specific candidate addressing a specific political issue. 

 

         III.      After the airing of each debate, the students in each of the social studies classes that viewed the production will participate in a school-wide election.  Questions will range from the candidate they support to their views on specific political issues, as well as their vote for the best political advertisement. 

 

                                                               i.            Students will be given a customized scantron specifically created for the purpose of polling their responses.

 

         IV.      The data produced by this election will be compiled and released to the student body.  Aside from deciding the winner of the election, this data will consist of several subcategories that take into account various demographics, such as gender, grade level, and views on a particular topic. 

 

                                                               i.            The information will be compiled by several social studies teachers and will be distributed to all social studies classes within one week of the election to allow teachers to use the data to spur political discussions among their students. 

CAMPAIGN ADVERTISEMENT ASSIGNMENT SHEET

 

Directions- As a part of our work on the 2008 election, we will create 30 second advertisements on behalf of each candidate. Once those ads have been scripted and produced they will be rated by students in each class. The top 2 videos (one positive and one negative) from each class will be entered into a department wide contest. The winners at the class level will be determined by student ratings. A committee of Social Studies teachers will review and rate each of the winning ads, and the top four ads (again, two negative and two positive) will be shown during the commercial breaks when our mock election debate is shown during Social Studies classes. Before starting this assignment, examples of each variety of advertisement will be shown as an example. These ads will span from 1952 right up to the present day.

 

TYPES OF POLITICAL ADVERTISEMENTS

 

POSITIVE ADVERTISEMENTS

 

1)      Biographical Ads- This type of advertisement encapsulates the background of a candidate into a concise and attractive 30 second ad. These pieces may focus on a survey of ones background in and out of public life, or a seminal event, that has helped to shape the candidate’s personality and views.

2)      Issue Ads-   Focus on the candidate’s position and/or plan to address a specific issue which is important to the electorate. It is important to focus largely on broad themes and not on very small details of your plan. as thirty seconds is not a long time. Since these kinds of ads, may focus on substance as the text of the ad, pictures and music should be used to improve the overall presentation, so that viewers do not lose interest quickly.

3)      Valance-  An Ad that connects a candidate directly to a positive idea, feeling or attribute that will resonate with the viewer. Examples include: Honesty, Patriotism or Hope. These sorts of ads are rich in imagery and music, but do not offer a lot of specifics in terms of substance. The point is to make an emotional connection to the viewer.

4)      Humor-  The use of humor in a positive ad is a way to show the viewer that you do not take yourself so seriously. Often, humor is used in an advertisement to “humanize” a candidate that voters may see as aloof or as too serious.

 

NEGATIVE ADVERTISEMENTS

 

       1)   Negative, Issue-   Highlighting and attacking your opponent based upon his   or her position on issues that matter to voters. Usually this takes the shape of someone’s support for something that voters do not support, such as opposition to health care or support for an unpopular war.  

      

 

2) Attack Ad- These ads are personal. They highlight someone’s personal scandals or indiscretions. These could focus on a past arrest or an affair or drug use. They are meant to plant deep seated doubts in the minds of voters about a candidate’s judgment and trustworthiness.  

 

3) Contrast Ad-  A split screen, on one side the candidate the ad supports, a full color, positive photo with positive music. On the other the target of the Ad, the photo is horrible; the color is black and white and the music ominous. The text may be focused on an issue position or on a character flaw, but the point is to show that one candidate is clearly on the right side of the screen and the other is clearly on the wrong side.

 

4)  Humorous Ad-   Using humor to deride or belittle your opposition. This could take the form of an unflattering photo of the other candidate, a misstatement that they may have made or some other negative humor.

 

5) Guilt by Association- Using the words or actions of an unpopular supporter in order to raise questions about your opponent’s campaign. A popular version of this ad, uses technology to “morph” the candidates face into that of an unpopular supporter.

 

CREATING A POLITICAL ADVERTISEMENT

 

1)      Create a Story board-   You need to do this for ONE positive and ONE negative Ad. You can choose any type that you wish. Before you can produce your advertisement you have to outline its purpose and storyline. To do this it is necessary to sketch a frame by frame depiction of the content. You do not need to be an artist to do this. For a 30 second Ad, you should stick to 5 or 6 frames.  List them separately. Then clearly and completely describe the narrative, color scheme, music, scenery and objective of each frame, to make sure that you have hammered your message home. It is often useful to start and end with the same message to reinforce the goals of the ad. For this project you must produce a storyboard and submit it for a grade BEFORE you begin work on the ad itself. Pay careful attention as to whether your ad does not include elements that you cannot reproduce when you film. (50 points)

2)      Create your Ad-  Now it is time to film your Ad. You will be allowed one period of class time to film elements of your Ad at school. All other work on this must be done on your own time. You are welcome to enlist the assistance of the media department and Mr. Viscio to help you with ideas and editing. Videos must be handed in, on a DVD or VHS tape, and ads cannot exceed 30 seconds each. All Submissions are final. Point Value- 100 points

 

 

 

 

 

CRITERIA FOR RATING ADS

 

EACH FACTOR WILL BE JUDGED ON A 1-5 SCALE, ONE BEING THE WORST AND FIVE BEING THE BEST. THEREFORE THE HIGHER THE SCORE THE BETTER.

 

1)      Clear Purpose and Thesis: From the start the ads intention is clear and its message is clear.

2)      Logical Progression- The ads flows in a logical sense from frame to frame building upon a central theme

3)      Quality of Production- Does the ad flow smoothly, without technical interruption or stoppages, is the video clear and not obstructed, is the sound clear or muffled?

4)      Use of Graphics-  Do all of the images and visuals used in the piece contribute to and develop the overall theme.

5)      Use of Music/Sound- Does the use of (or absence of ) sound and music enrich and advance the overall theme and mood.