MULTI-MEDIA AUTHORING TEMPLATE

Name: Jeremy Fair

PART A: Students can use Audacity to not only hone their technological prowess, but it can also be a fun
way for students to apply learned information. For example, using Audacity could replace a traditional
essay or research paper. A student can do the research and learn the necessary information required, but
instead of writing an essay, they can use audacity to present the information as a song or poem. This would
be a fun way to meet the same ends that a traditional essay would.
Grade Level: 7th
Content Area: Language Arts
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed:

ELAGSE7RL4
ELAGSE7RI7
ELAGSE7W2
ELAGSE7W4

Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will
the project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects
students are creating? How broad is this audience? How will student work be assessed and by whom? Who will provide
feedback to students about their work? (Overview should be a minimum of 2 paragraphs)

Student Engagement/Higher-Order Thinking: What LoTi level would this lesson be and Why? LoTi level 4.
This lesson fits this level for a number of reasons. For one, it is allowing students to apply their knowledge in a fashion
pertinent to the real world. Technology is constantly becoming more and more prominent in every aspect of life, and by
teaching students to use media-editing tools, they are developing a set of increasingly necessary skills. Additionally, it
includes the measures featured in the previous levels, such as higher order thinking skills like application, synthesis, and
analysis.

Importance of technology: Why is using a multimedia authoring tools critical to the project? Could the project be
completed without this technology? What would be lost without using it? What other types of technology, if any, are
going to be used in the learning experience?

Using multimedia allows a student to express information such as a written poem, song, or even an essay, and present it
in a fashion that is fun and integrates high level technology in the classroom. Teaching traditionally academics is great,
but it is a teachers job to prepare students for the real world, and one such thing they they will encounter at an
increasingly popular rate is the need to be able to adapt to new and complex technologies. Teaching students to use media
editing tools is preparing them for inevitable technology encounters that they will face beyond the classroom.
Inspiration (optional): If you used existing multimedia projects as a model for your project (whether in part or whole),
include the URL(s) so we can visit. Explain what concepts you “borrowed” from others.

I was in the Audio/Video club for all 4 years of High School. Additionally, I was director/editor of the CHS news
team in high school and thus am very familiar with media editing tools. I also have multiple friends who are
music producers, and thus have lots of exposure to this sort of content.

Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student
privacy that could arise while implementing this learning experience and explain how you’d minimize risks to
students/yourself, alleviate any fears by parents/administrators, and follow school districts’ Internet Safety/Use Policy.

I would avoid this issue entirely by providing students with the components they need such as sound/video samples,
examples, and pre-downloaded tutorials/instructions for how to use the editing software. I would minimize or eliminate
the need to explore the web during this project.
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Other comments about your proposed student multimedia authoring activity:

This is a project designed to be very fun and very enlightening. I find it to be a fantastica deviation from standard
essay writing projects.