Video Editing Software

I am all over the place on video editing it seems.  For completeness I use the following and can help people with any of the following:

1.  AVS Video Editor V 6.3.2.234 (latest)
This is the main software I use, I bought the full version but it may have trial stuff too:

http://www.avs4you.com/AVS-Video-Editor.aspx

I do not recommend buying anything unless you try it and really like it.  Movie Maker on windows did not have as many features and file formats.

2.  Windows Movie Maker V 2012 (build 16.4.3505.0912)
The latest WMM I could get from Windows update (last night).  I have made a video detailing basic operations in this programme, and I think it will help anyone using it:

http://www.youtube.com/watch?v=S0pTaca-Ods&feature=youtu.be

3.  Camtasia Studio V 8.0.4 (Build 1060) Dec 9 2012
I am using this in the trial version form to convert the swf files generated by Jing into avi files so I can actually do stuff with them other than put them on the site.  I might pick this up later, but I can try to help anyone using this if they need.  This one seems to come with tutorials and such so it seems nice:

http://www.techsmith.com/camtasia.html

Chapter 11 Reflection

            The focus of chapter 11 gives 10 general rules to govern a school’s ability to limit student expression online.  The rules are not hard rules, more guidelines that have some legal precedent.  As such, everything derived from the rules may apply in a variable fashion.  In general students enjoy the rights of free speech even in school settings.  The biggest limitation in the free expression is when it provides a disruption to the function of the school, especially if the expression promotes or entails illegal activity or threats against persons (using the phrase “going Columbine” was listed as a clear case). 

            I have not had much experience with this, the closest I have faced is with students’ tendencies to get off topic.  I try to engage their reasoning and steer the conversation back on topic.  It is in no way the same as curtailing freedom of expression of course, but it relates in trying to maintain a message to the students that their input is respected and valued even if it is not always applicable.  However, the input should not come at the expense of the goal of the lesson.  To my knowledge we have not had any threats or much in the line of bullying that I have seen, but it is nice to see the aspects laid out as clearly as possible in this chapter.  I very much appreciate the guidelines and their explanations in this chapter.

Chapter 10 Reflection

            The focus of chapter 10 is cyber bullying.  As expected this topic is lengthy and offers many, many great tips.  No foolproof solution is available but there exist many techniques to reduce the effect and likelihood.  The chapter starts in the logical first step, assessing if there is a bullying problem.  From there the author looks at the basics in a school setting.  The comparison to safety training for shop class was most intriguing, and an excellent idea.  I also found the explicit reminder of not searching contents of confiscated items really useful.  Seeing it in plain text like that provides a great reminder of something to important that can be overlooked in the moment. 

The author goes on to describe some filtering technologies that are/can be used with internet surfing to keep content appropriate.  Then cautions about bypasses for those technologies like proxies and handheld devices.  That ties into the section with parent involvement and the suggestion to be direct with children and notify them of monitoring devices as that can provide a deterrent.  The chapter explores techniques for developing secure passwords and advising children to never give out personal information.  The author also provides lists of warning signs of bullying.

Thus far I have not encountered much in the lines of bullying in general, let alone cyber brand bullying.  I do expect it to be a big concern, however, when I have an actual class to teach.  The warning signs and advice on safety practices and technologies for filtering will certainly help, I suspect.  I hear about cyber bullying intermittently and understand that as we become a more online based society that it will grow in occurrence and severity unless we actively work against it.

Chapter 9 Reflection

            The focus of chapter 9 is in generating school policies and other forms of contract law.  These include permission slips, policies, handbooks, and so forth.  The author points out that legal changes in 2006 now make it imperative for schools to keep track of good electronic records for any material that may require it.  The author points out that internet availability in schools is primarily for student education and teacher development, and that other uses should be carefully covered in policies set up preferably with legal council.  The author also lays out a basic plan for developing and implementing policies in schools.  Further, the teachers must be engaged to communicate with parents about computer and internet issues concerning the students.  Finally the chapter contains a sample acceptable use policy as a general resource to give an idea of what it entails.

            I have not had much of this chapter apply to my experience thus far.  The closest I have come is really dealing with student releases for photos and such.  The few times we have used computer labs the networks have been set up to automatically block anything outlandish.  Further, we only used online activities and did not access forums or the like.  I do enjoy the chapter giving me a view into the types of things I can expect and lets me think of problems before they occur.

Chapter 8 Reflection

            The focus of chapter 8 is assessment of the partnering style.  The author details many different forms of assessment including ipsative, peer, and self.  The recommendations tend towards formative and self assessment as better means, but acknowledges the benefits of all types.  The author also points out the oddity of ‘taking away student tools during examinations’.  The example given is having math tests where no calculators are allowed.  The author proposes reversing that, changing the nature of the test to encourage tool use even with fact based tests (perhaps an efficiency test on obtaining the facts).

            Further the author explores the applications of assessment on the implementation of the partnering style.  This is explored heavily with teachers, advocating peer and self assessment along partnering ideals.  A spectrum based indicator was suggested for an example.  The author also provides a context for assessing school administrators, school systems, and the nation in regards to improvement.

            I found the reading pretty interesting, especially all the options on assessment and its applications.  Moreover, I liked the parts where questions are asked about what we are actually measuring in assessment and whether it is apt.  The final section talking about national goals and what it means to be falling behind other nations was most engaging.  Not all of the clear benefits are identified with the testing approaches we currently have (obvious statement), but also our goals and our approaches may not go hand in hand as we might think.  Most teachers would likely agree that ninth grade level literacy is key to our national educational goals, but the author makes a valid point that that seemingly basic goal (in our eyes) may not result in what we want.  Teaching students to use new technologies may be a better approach.

Chapter 3 Reflection

          The focus of chapter 3 is on promoting technology usage in an education domain.  It tackles the key points of motivating educators, enabling educators, and organizing educators.  The author notes early that a good way to get motivation for teachers to adopt new technology for use in the classroom is to provide time for them to work with it specifically.  Teachers will not adopt something unless they are personally motivated about it.  Further, adults acquire new skills along their own interests far better than having it forced upon them.  Further, interest and access can be facilitated by technology coordinators (support teacher who aids teachers in blending technology and lessons), planning committees (groups who organize technologies to be used and pursue funding to support that technology), and teacher leaders (advocates who extend their interest by working making it available and working with other teachers no matter the location).

            I found the chapter to be pretty interesting and somewhat applicable to what I do.  We have been compiling lessons and activities for science education and are trying to make those available online for anyone who is interested in using them.  In addition, we will include lessons on technology where applicable.  I tend to agree with the self motivation on acquiring new technologies.  I taught myself how to make gif files one afternoon simply because I felt it would be the best way to explain how a given microscope works.  I doubt I would have figured it out so thoroughly without my own drive for how it would help my lesson.  Afterwards I made a document that explains how to do it for others so that anyone can easily make a gif file with free online software.  I have not had experience with technology coordinators or planning committees; however, they sound like very good ideas.