Over the past few years, I have been privileged to attend two #Slide2learn events, in Perth (2013), and in Sydney (2014). Despite being terribly sick for most of the Sydney event, it made a deep and meaningful impact on my teaching practice.
At the 2014 event, Tony Vincent @tonyvincent introduced me to Adobe Voice, an extremely powerful tool for telling stories, narrating procedures, explaining a concept, and so much more. I have now successfully integrated this rich digital storytelling tool into Year 2 and Year 3 ICT and English classes, most recently in collaboration with our Early Childhood teachers.
Last year in ICT, I had a class of Year 3 students script and voice creative ‘newscasts’ and narratives. We had originally planned to create iMovies, but due to circumstances beyond my control, I had to find a more manageable alternative. I chose Adobe Voice, and was absolutely blown away by the results …
Staying Safe Online
Then, in Term 1, 2015, seeking a simpler alternative to Explain Evrything (which we used last year), I introduced my Year 2 and Year 3 colleagues to Adobe Voice. Working on an online safety unit, and keen to integrate ICT into literacy, we taught our students how to use the app to create “Online Safety” presentations, some of which you can watch here.
What have we learned?
As we’ve experimented (played) with the use of Adobe Voice in the early years, we’ve discovered a few useful tips worth sharing:
- Younger students need some explicit modelling of how to use the app, especially for how to add their first names to the final credits (to make identifying the work easier), and saving the completed product to the Camera Roll and Dropbox.
- It is important to balance ‘learning through play’, with some explicit teaching
- I intend to create a poster explaining the ‘Save to Dropbox’ process which we can post in the classroom for student reference.
- Have students write out their scripts prior to using the app. Scripting the presentation leads to a more polished result, and also encourages students to ‘think’ carefully about what they want to say, rather than making it up as they go along.
- We found we needed to encourage students to say only one or two sentences per slide – some thought they had to present all their information on one slide!
- Students need to be taught how to match images and music to the tone and content of the presentation. For example, a horror music soundtrack is probably not appropriate for an explanation about ‘Staying Safe Online’!
- Having an authentic audience and purpose is powerful – students learnt that they needed to speak clearly and sensibly when presenting an explanation video which will be viewed by people outside their classroom.
- Build in some time for reflection and discussion. We found sharing the final products with the class, and talking about what they did well, and where they could improve, was a very valuable part of the teaching and learning process.
Where to next?
Given that I am in a new integration / support / coaching role this year, I am taking a slightly different approach to integrating iPads in the early childhood classes. Based on collegial feedback and my personal observations, I’m focusing on helping teachers become confident, independent users of just one or two creative / digital storytelling apps per Semester. I’m also trying to develop my early childhood pedagogy and teaching techniques through observing and team-teaching with my colleagues, learning and refining my approach as we go.
I am looking forward to seeing how we can integrate Adobe Voice next Semester!