Netiquette Infographic

My goal for this project was to create an infographic that I could give to students or post in my classroom concerning Netiquette Guidelines. ISTE Standard 4 recommends teachers promote online digital citizenship and student creativity while focusing on relevant technology issues like security, plagiarism, research, global communication, and copyright laws. These are all important topics and one of the reasons netiquette captured my attention is because the guidelines summarize many of the other digital citizenship objectives.

After I decided on netiquette as my topic, I searched for websites about specific tips and rules to teach students. I was surprised how many of the articles I found were written nearly 10 years ago. This confirmed that netiquette was a good topic. Updated materials and information is appealing to any learner, but it is especially helpful when trying to capture younger students attention. Next, I googled examples of infographics so I knew what one looked like. I also watched the EDTC6433 YouTube video that teaches how to make an infographic and examples of projects to assign students. I learned there should be a relationship between pictures and text and that the images should be noticed before the details.

I used the website to create, modify, and download my poster. The free demo offers limited templates, but I think that is actually a benefit for new learners. After selecting a template, I discovered I had more creative control than I initially realized so I changed some of the fonts and color schemes. The majority of my time was spent writing and editing content. I would have liked more image choices since the visual aspect is so important, but I was able to work with what was provided. Overall, I think the site is a valuable free resource. If I want to create more charts and posters in the future I think it is worth the annual cost, especially to have access to higher quality final versions.

Creating an infographic is a really fun assignment to demonstrate knowledge in an artistic method. If students cannot access a computer, then I would teach them how to make an infographic either through drawings or assembling together pictures from magazines and newspapers. I look forward to seeing what my students create in the future when I assign infographics as part of group projects or individual assignments.

netiquette-tips (3).jpeg



My Digital Storytelling Video

I created my digital storytelling project on why I decided to become a teacher because then my video serves multiple purposes. First, I can use it as an example to show my students what a digital storytelling project is. Second, they know I have finished one before too. And lastly, the video has another message to them about why I enjoy being their teacher. This video is primarily focused on my students as the audience in a formal educational setting, but I would likely share it with parents and other educators too.

The recommendation of ISTE Standard 1 for teachers is to create an inspirational student learning community through technology. The entire digital storytelling creation process is fun for students while engaging them to apply technology skills and research content for their topic. Also, because the videos take time and planning to finish, students’ learning is enhanced as they continually combine prior knowledge with new information.

Creation Process

The creation process can be as simple or as a complex as someone wants it to be. I decided fairly quickly on a topic and began gathering my photos to include in the video. I typed out a script so I could think about what other photos I needed. While writing the script I tried to use simpler vocabulary words and thought of how I would emphasize certain terms during the audio recording step. I searched for the additional pictures using the website Creative Commons. I specifically downloaded map pictures for the different geographic locations so students had a visual representation of where I was during different parts of my story. I searched for graphic art style pictures too because I thought the variety added more character to the video.

As I collected pictures online, I saved them in an iPhoto folder. Next, I imported the pictures to iMovie. Since I had not created any videos before, I watched a few videos on YouTube about how to use iMovie. I preferred an educational series from user KQED Education because the videos were in a sequential order and concise. After watching a few videos I worked on making transitional changes between pictures and extending their length for more than four seconds. The tutorial videos advised that the pictures are timed a bit longer than your audio so it would be easier to adjust after recording narrative.

I practiced my script a few times using my iPhone stopwatch to record how long it took to read through. The stopwatch ended just before four minutes and thirty seconds so I knew I had the right amount of content. I recorded the audio in iMovie was satisfied after my fourth recording. I adjusted the pictures to ensure photos changed at appropriate times. Next, I looked for music to add to the background. The music is from YouTube’s free library, although I searched a bit on SoundCloud as well. I found two free songs on YouTube and added them to the video. I watched and listened to the video at least five times while making slight changes before deciding I liked the final product.

Learning Process

The biggest challenge of this project was thinking about the fact that nearly all of the technical steps were completely new to me. I was really overwhelmed before starting to make my video, but soon realized I had enough research skills and basic technology knowledge. Finding music was probably the most difficult step because I was really nervous about how I would know if it was free or not. I also wanted to find music that had good tempo, was a bit calming, and not a distraction from my story and the pictures.

The most significant thing I learned from this project is that as a teacher, I must practice whatever I assign my students and have many resources available for them when they need help. This is definitely a project I would assign to my class, although I would specify a shorter video time for younger students. I would also build the class up to a project like this by having them practice skills in recording audio, finding music, searching for pictures, and slowly combining information along the way. I am excited to see what types of videos my students create in the future.