Wow hard to believe we past he halfway point of tech4teens, our global camp, gLocally located in New Haven,  bringing digital literacies to children across the globe.

In our final two weeks of camp we transition to students working on a project where they must better themselves or the world by learning something, teaching something, or doing something.

Each day we begin in our main room and do a fun activity. Next campers head to specialized breakout rooms where they work with mentors from Yale and Southern Connecticut State University. Finally we get back together and demo what we worked on that day.

 

Tuesday

Wednesday

Thursday

9:30-9:45

Tool Time- 1 or 2 people demo edtech tool

Wacky Wednesday-One person leads us in a game

Music and Memes-Pick a song and find memes to go with it

9:45-10:40

Breakout Room

10 minute mini lesson

20 minutes work

10 minute pair/share

Breakout Room

10 minute mini lesson

20 minutes work

10 minute pair/share

Breakout Room

10 minute mini lesson

20 minutes work

10 minute pair/share

10:40-10:50

Whole Group Demo

Whole Group Demo

Whole Group Demo

Today we demoed Google Forms as our cool tool. First we talked about how important reflection and self-efficacy are for learning. We then worked on a collaborative form and briefly examined the results.

This lead to a discussion of Likert scales, self-efficacy, ordinal data, and numerical data. We then examined the results and talked about bell curves, skewness, and kurtosis. We will add definitions to the Camper’s Guide to Vocabulary later this week.

Check out some of the results
30% online NHPS 90% tech 4 teens

We have had over a 90% daily attendance rate and over 88% of all campers have completed all of our activities and challenges. While the comparison isn’t perfect it is important to note that New Haven Public Schools only had a 30% full participation rate.

student self efficacy scores showing growht in digital literacies

As we defined and talked about the importance of self-efficacy we asked campers to reflect back on their knowledge at the start of camp and then at the halfway point as we begin to follow our own pathways in our passion projects.

Students were asked to rate their knowledge on a 4 point scale with 0 being none and 3 being a ton. In all four pathways students self reported  statistically significant knowledge growth. Even if the data isn’t perfect and subject to self rating bias it is so crucial. Believing in yourself matters so much in learning. Little indicators like these help us teach students “how to learn how to learn online.”

Plus we got to introduce lessons to campers on some basic statisical knowledge. Playing with Google Forms was fun.

After our mini-lesson students then went into their breakout rooms lead by SCSU and Yale Interns. The Southern Connecticut State University students who are completing internships in the Master’s of Library Science program have crafted a wonderful curriculum.

Please do not spill the beans on how we align the camp to national standards like the Common Core State Standards, The International Society of Technology Educators, and the American School Librarian Association.

I can not wait to see what campers make.

Web Design Objectives:

Create an original website to teach something or learn something that integrates  multiple pages, multimedia, and automated navigation (ISTE NET-s 6a;CCSS.ELA-Literacy.RH.6-8.7 )

  • Use a use a deliberate design process to generate ideas for a website (ISTE NETs 4a)
  • Utilize fonts and images to communicate complex ideas in hypertext docs (6c; CCSS.ELA-Literacy.W.8.6)
  • Build knowledge by actively exploring real-world issues and problems (ISTE NET-s 3d)
  • Utilize PHP for the automation of website components (ISTE NET-s 5d)

Podcast Objectives:

  • Express curiosity about a topic of personal interest or curricular relevance while using collaborative technologies to publish a podcast (ASLA V.B.1; ISTE NET’s 7b)
  • Persisting through self-directed pursuits by tinkering and making by designing a podcast with an intro, bumper, and outro ASLA V.B.2; ISTE NET’s 4e)
  • Collect interview data and make  critical choices about information sources to use as you trim and edit podcast episodes (ASLA 4A3; ISTE NET-S 3c)
  • Interview one person

Videography Objectives:

  • Engaging in inquiry-based processes for personal growth as you create a movie (ASLA 5.A.3)
  • Seek a variety of digital assets and sources as you adopt a dynamic collection to organize assets for your video (ALSA IV B.4)
  • Persist through self-directed pursuits by tinkering and making by designing a title screen, video in video, and three transitions (ASLA V B.2)

Podcast

Intros, Outros, and Bumpers!

Intro:

The introduction to your podcast in the very beginning

Outro:

The message at the end of your podcast

Bumper:

A music clip, sound effect, and/or message (~15 seconds) that transitions listeners between segments (intro → content → outro)

Podcast Intros!

 

What each podcast intro needs:

 

  • Your podcast’s name
  • Your name (or a nickname or an alias)
  • What your podcast is about (what do you hope to help or solve with your podcast?)
  • Who the show is for (a.k.a. your audience)
  • What this podcast’s episode is about
  • An episode title or date (so listeners can keep track of your podcast)

 

Intro Sample Script

 

Copy and paste this into your own document, and adapt it for your own podcast!

 

Hello and welcome to PODCAST NAME, the podcast about YOUR PODCAST’S TOPIC.

 

I am your host, YOUR NAME.

 

PODCAST NAME is for WHO YOUR AUDIENCE IS.

 

In this episode, “EPISODE TITLE” and/or DATE, I will talk about THE EPISODE’S TOPIC.

 

Intro Example:

 

Hello and welcome to Bow Wow Cast, the podcast about making the world a better place for dogs.

I am your host, Howl Barker.

Bow Wow Cast is for everyone who wants to better understand their dogs, and to help all dogs find forever homes.

In this episode for the week of July 23rd, 2020, I will talk about how to make your new dog feel comfortable in your home and with your family.

Podcast Outros!

 

What each podcast outro needs:

 

  • A “Thank-You” to your listeners
  • A quick recap
  • Links to the things you referenced in your podcast
  • Your podcast’s website address (where you can list social media, contact info, older episodes, etc.)
  • One call to action (such as “please subscribe to hear more!”)
  • If possible, a preview of your next episode!
  • A goodbye/sign-off

Outro Example:

 

Thank you for listening to Bow Wow Cast!

I hope you enjoyed learning about the ways you can set up a special crate for your dog to make them feel safe in a new space, and the activities to make your new dog feel like they’re part of the family.

You can find the products I mentioned at Woof.edu and PetPagoda.org.

You can find us at BowWowCast.com.

Please subscribe to hear more!

In next week’s episode, I will talk about organizations that match abandoned dogs with new families.

Goodbye and have a tail-wagging week!

dog on computer

More Info:

 

https://www.epodcastproductions.com/blog/podcast-intros-outros-tips

 

 

https://www.thepodcasthost.com/presenting-your-podcast/podcast-intro-and-outro-tips/#:~:text=On%20the%20surface%2C%20the%20most,them%20listening%20to%20more%20episodes.

Well campers yesterday we had a ton of fun learning and improving our interviewing skills during the introduction to podcast week.

We began by first comparing the interviewing techniques of different podcasts and traditional broadcast journalism. Many of you noticed how podcasts are more relaxed but still focus on a few salient details. By analyzing the moves podcasters make we understand their motives in shaping their stories in a particular way.

Next we posed questions to the moderators. Each breakout room then connected the ideas of each of you by focusing on relevant details that supported the salient points we wanted to make.

We had so much fun listening to the questions you asked the moderators. Then  everyone jumped in and learned how to make and edit collaborative podcasts in WeVideo. So cool watching people code shift from academic to the “inside language” of your expertise and communities.

Looking forward to today when we learn how to make intros, outros, bumpers, and cover art.

Welcome campers. Today we will continue to build our podcasting skills by learning how to interview.

Our Warm-Up Activity-

(Nuestra actividad de calentamiento)-

Ideal Skills For Every Interviewer-

(Habilidades Ideales Para Cada Entrevistador(a)-

Enthusiasm (With Your Guest and Podcast)

(Entusiasmo, (Con Tu Entrevistado(a) y Podcast))

Silence

(Silencio)

Being Yourself!

(¡Ser Tú Mismo!(a))

Breakout Rooms-

Step 1-Choose the Mentor You Want To Interview (Example: Could Ask A Basic Question On Subject Of Interview)

-Escoge El/La Mentor Quieres Entrevistar (Por Ejemplo: Puede Hacer Una Pregunta en el Tema de la Entrevista)

Step 2-Give An Icebreaker Question To Make Them Talkative

-Pregunta un “Icebreaker” Hacer tu Entrevistado(a) un(a) Hablador(a)

Step 3-Launch Into Your Own Questions

-Pregunta Lo Que Preparó

Our Exit Ticket-

(Nuestra Ticket de Salida)-

Sketch Your Profile Pic

(Bosqueje tu foto del perfil)

The Elm City Webmakers wanted to provide an update about our morning session at CfAL’s tech-4-teens camp.

Last week we focused on movie making and we may seem some movie premiers today!!!

We heard from many of you that campers could not put down the video editing apps. WeVideo also works on Apple and Android devices so encourage your kids to create content all summer long.

Good Trouble

We will then begin to explore podcasting. More importantly we will ask students “How do they want to change the world?”

We will then have a 30 second moment of silence in the memory of John Lewis. Next we will talk about how often good trouble is the only way to change the world and how as digital artists we can make good trouble.

John Lewis, as we all know was one, if not the greatest, American Hero, but he was also a leader in digital literacies. He published a graphic novel series called March and even went to ComicCon cosplaying (dressing in costume as a fan) as himself.

In 2016 his graphic novel series won a National Book Award. As a teacher the acceptance speech greatly moved me. Moves me every time I watch it.

We ask that you take time to watch the video with your camper as you continue to discuss the legacy of John Lewis and talk about ways we can all cause some good trouble.

As we begin our exploration of podcasting we will align to the 8th grade speaking and listening standards of the CCSS.

Specifically:

Tuesday:
Analyze the purpose of information presented in diverse media and format as we identify the common parts and text structure

Wednesday:
Pose questions that connect the ideas of several speakers as campers interview mentors for a podcast

Thursday:
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest

Key Vocab this week

intro
outro
bumper
integrate
clarify
relevancy
emphasize
salient

Good morning, campers! Today we are going to begin our week of Podcasting! Throughout the week, we are going to learn all about Podcasting, with even having some practice!

For today, this is our plan:

We are going to start the morning by sharing the videos you friends made last week! We all know how excited and focused you were on your video projects, so we want to take some time for you all to share!

We are going to start our lesson this morning with an Ice-Breaker! “How would you change the world? What good trouble will you start?”

Take some time to share your answers, whether with a written response or an image.

What’s the Shape of a Podcast

Once we have spent some time sharing our answers, we are going to listen to a few podcasts. The podcasts are not going to be long, but you are going to listen to them to be familiar with their different parts.

After a few minutes of listening to the podcasts, we are going to discuss the different parts that you hear. What is included in a podcast? What does the creator make sure to have? What do they all have in common?

Make a Podcast

You all are going to create your own podcast! Using the WeVideo website and your already made account, you are going to create your own podcast!

  • Once we have discussed the different parts of a podcast, we are going to go into our Breakout Rooms!
  • In our breakout rooms, you are going to take some time to plan out your podcast. In the planning process, you are going to take the idea/answer that you shared in the Google Doc and elaborate on it. Take some time to answer your question and give some reasoning.
  • Your podcast can be fiction or nonfiction. It is your podcast! You can write it from any point of view.
  • For example, you can write it from the point of view as a SuperHero.
  • Use the time in your breakout room to bounce ideas off one another and to get some advice from your mentors.

 

Our Warm-Up Activity-

(Nuestra actividad de calentamiento)-
Examples of Transitions That Can Be Replicated In WeVideo-
(Ejemplos de transiciones que puede replicar en WeVideo)-

Example of Cross Mosaic from a Video Game:

(Un ejemplo de “Cross Mosiac” de un videojuego):

Example of Bubble Pattern from Spongebob:

(Un ejemplo de “Bubble Pattern” de Spongebob:)

Example of Screen Wipes from Star Wars films:

Un ejemplo de “Screen Wipes” de Star Wars ppeliculas.

Examples of Other Transitions-
(Ejemplos de otras transiciones)-

Example of Answer Cut:

(Un ejemplo de “Answer Cut”:)

Example of Using Similar Items To Connect 2 Scenes:

(Ejemplo de dos cosas que unen dos escenas de películas:)

Example of No Transitions:

(Un ejemplo con no transiciones:)

Today we began our exploration of video. Again at #tech4teens camp we set the first three weeks up like a buffet line. We want students to nibble on podcasting, video making, and photography before choosing a pathway they concentrate on in the final three weeks. Having them try each dish before filling up on one.

On Friday the SCSU Interns and I met to develop the curriculum. We talked about how much offline work online video making takes. We then developed a curriculum for the three days that went roughly storyboard, curate, and edit.

Day4 revolved around story boarding. Annelise facilitated the lesson. We first went over some key vocabulary and reflected on favorite YouTube and TikTok genres. Then we watched a video how to use post it notes to storyboard.

Students blew us away with their demos. Evie, a nine year old camper from California, demoed her storyboard of the dinosaur extinction in a flip board. Diallo showed off his storyboard for a music video. Demario dropped the mic on the end of the lesson with a rap about the fun of building websites.

Check out Evie’s demo

Key Vocabulary

Some of the key terms we covered. Those who care for our campers, kids learn words best through multiple exposure, multiple times. If  your teenager is like mine and two word responses are considered a success, “It’s good…”….see if the vocab can help extend the conversation.

transitions

storyboard

out of frame

asset

media

audio

visual

Standards Addressed

Again folks, please don’t share with students all the wonderful academic skills we build together. We want them to keep coming to camp. Here are some of the standards we addressed today:

CCSS.ELA-Literacy.W.8.3.b
Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.8.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Now you never teach an entire standard in one day. These are end of the year expectations for 8th grade. Each standard could take dozens of lessons, many with different goals to in order to show the standard has been met.

You can see how we worked towards these standards in our activity today. The storyboard provides evidence that campers can organize events, their dialogue notes provide evidence of narrative techniques.

When you empower kids to learn through passion they will often blow by what me mean by goals being met…Nobody can stop you when you drive towards your own goals.