Importing Videos From a Flip Camera Into Windows Movie Maker

I’m writing this blog because I don’t want people to have to go through the same ordeal I went through to create a movie using Windows Movie Maker. When I opened Movie Maker to import the videos from the Flip Camera, it wouldn’t let me because it was not the right type of movie file. The Flip Camera creates avi movie files. So I used a free program called Format Factory to convert the files to wmv. Format Factory is not on the district approved software list so you might have to convert the files on your home computer. WMV is a Windows Media Video created by Microsoft, the same company who wrote the program Movie Maker. I just assumed that I would be able to open this type of video file. As crazy as it seems, I was wrong. I've been wrong before, but only once. I was wrong because Movie Maker would not import this type of file either. I opened Format Factory again and converted all the videos to the mpg format. This did the trick. I was able to import the videos, add my jpeg pictures and create the title slides I needed to complete the video. By the way, if you have PowerPoint slides from previous slide shows you created, just open the PowerPoint file and choose save as. Choose “JPEG File Interchange Format” as the type. You will see a window asking you if you want to export every slide in the presentation or just the current slide. After which you will see a message telling you that each slide in your presentation has been saved as a separate file in the location you specified. Now you will be able to import the pictures into your Movie Maker video.
Format Factory is a very useful program for converting video, audio and picture files from one format to another. It also does a number of other things as well but I just wanted to give you a quick description of the program. There are only three or four steps to convert a video file from an avi to an mpg using Format Factory. You first choose the output format you want to convert your files to. In my case I clicked “all to MPG”. Then I clicked “add file”. Navigate to your video and double click it. Look at your output folder. If that is not the place you want to store your converted file, click browse and navigate to the folder you want it to go. Then click the ok button in the upper right corner of the window. The last thing you do is click the start button in the top middle section of the window. You will be able to see the progress as it converts the file and then it will show you it has been completed. I hope this helps someone in their endeavor to create a video in Movie Maker with the files from their Flip Camera.

What 21st Century Skills should look like in a school/classroom

I was challenged to express my opinions on what 21st Century Skills should look like in a school/classroom. My blog on the subject appears below:

There are three commonly accepted categories of 21^st century skills:

1. Information Media/Technology skills

2. Learning and Innovation Skills, and

3. Life and Career skills

They have been widely adopted across a number of states and are being implemented pedagogically with success. The following blog will briefly review examples and my opinions of how these skills should be integrated into curricula.

I will begin with the category for which I am most familiar, Information Media and Technology skills. This category includes a curriculum with an emphasis on a building a student’s understanding of information, technology and media literacy.

As we embark upon the 21st century, school systems remain slow to change to adjust their curricula in order to address the technological demands of society. To build students appreciation and capacity to engage in computing, schools will need to be more open to emerging trends in technology and introduce these aspects more readily in the classroom. Therefore it remains critical to train teachers in the first year of their career in an effort to reduce their apprehension and try out new technologies early; in the hopes that they will be more open minded when the opportunity arises.

Research suggests that because today’s youth are more engaged in social networking and the consumption of rich media over the Internet, educators need to place a new emphasis on teaching methodologies that incorporate digital media production as a tool for classroom inquiry.

However, whereas the use and consumption of technology is critical to its understanding it remains just the beginning for both students and teachers. In both the education and computing fields there is still a critical need for students to embrace an appreciation of how to construct and design new media at an early age. Schools that place an emphasis on media education should go a step further and provide students with the experience to compose their own software applications using design and composition software that is readily available. This leads me to the second skill category Learning and Innovation Skills.

This category includes a curriculum that strengthens a student’s ability to think critically, solve problems, collaborate, be creative and innovative and then be able to communicate effectively.

There are a great number of examples where teachers are developing students’ ability to think critically. I will speak mainly on examples that can be found in lessons on technology and media. In today’s classrooms students are being exposed to digital media in ways that in just 10 years ago would be hard to imagine. Students are developing gaming software, texting, twittering, editing HD video, and creating simulations. As advanced as these concepts may be, it is important that we as educators do not teach them in isolation. We must be careful to engage the student in ways that foster critical thinking through new challenges. This may include infusing a multiple number of subjects into the creation of one video game or the use of software creation to encourage the memorization of complex mathematical concepts. Research suggest that students remember algorithms faster and get more excited about course work when an experimental approach to computer science is incorporated into instruction within a lab type environment. These types of innovative approaches to instruction are just a few examples of ways to tweak a students learning and innovation skills.

The final category, Life and Career skills, develops a student’s intrinsic ability to be flexible, adaptable, and self-directed. These skills also include a student’s sense of responsibility, social awareness and accountability. Educators must provide opportunities that foster students’ future goals by involving them in programs during the school day that have real-life applicability and relevance to classroom lessons.

In these programs, the school could provide a mentor from the students chosen career path and give the student access to professional conferences. This would be done in order to show to the student the direct relevance their classroom activities have to their desired profession. It would also develop self-direction in the student by creating an understanding of the importance in choosing a given career and make certain associations back in their own communities. Such programs develop a responsible student who is accountable for their own learning.

I welcome your comments and opinions on this topic.

Hurry Up: The Natives are Restless

The biggest change in education today has nothing to do with legislation, reforms, or even the way we have taught the past 20 years. The biggest change in education today is our students. Today’s learners have been dubbed as digital natives (Prensky, 2001). They come from a generation where they have grown up with technology. They, in essence, were digitally born. Research indicates that these learners have a completely different physiological brain which makes them hungry for a digital age that transcends the classroom.

Classroom teachers are playing catch up with the computer literacies of their students and they on the other hand are considered digital immigrants. Teachers must learn this new language and how to relate to the new brains they are teaching.


With the 21st Century upon us, now is a critical time for the Instructional Technology Facilitator to be considered a vital member of school leadership. The 21st Century Instructional Technology Facilitator (ITF) skillfully helps teachers build their toolbox of technology resources all the while providing instructional leadership in a variety of ways. The ITF should have a remarkable understanding of Web 2.0 and multimedia tools as well as be able to:

· Demonstrate lessons that maximize student learning
· Provide a wealth of instructional resources
· Model effective research-based instructional practices
· Use 21st century skills to enhance learning
· Analyze data to inform and plan instruction
· Collaborate with teachers to integrate 21st Century literacy rich content instruction


Studies show that technology can increase student achievement if used effectively by teachers who have received appropriate technology training (Wenglinsky, 2008). This implies that with the right training, teachers can use Web 2.0 and multimedia resources as instructional tools to increase student achievement.


Unfortunately, professional development days are filled with meetings, speakers, etc., leaving little time for teachers to become adequately familiar with a particular program/software, let alone create materials that would be useful in the classroom. Consequently, the few skills that are learned are quickly forgotten and little change is made on instructional practice. Research indicates that most teachers lack the confidence to use technology to its fullest potential (Rosen & Weil, 2005). The result is a lost opportunity to improve student performance. The implementation of technology into daily classroom instruction must begin with sustainable teacher training.


For over twenty years the U.S. Department of Education has been studying the use of computers and technology in our schools. These studies examine how well computers are used for teaching and learning. In particular, there is a need to determine the contributors and obstacles for successful integration of computers into regular classroom instruction. The reports conclude that teachers like technology and have a desire to integrate it into their classrooms, but often do not have the skills to do so. The U.S. Congress, Office of Technology Assessment (OTA) reported that ". . . most teachers graduate with limited knowledge of the ways technology can be used in their profession" (Office of Technology Assessment, 2005, p.174). Other studies (Thorsen & Barr, 2007) also list lack of time as a major obstacle in planning for the use of technology. Lack of pedagogical skills combined with limited expertise with hardware makes it nearly impossible to take full advantage of computers as an instructional tool beyond the most superficial uses.


Properly trained Technology Facilitators can prove to be a valuable tool for teachers given adequate time to train and retrain teachers to integrate teaching of technology tools with teaching of the curriculum. Teaching the tools alone does not provide a meaningful approach for teachers to make relevant connections to their curriculums. Teachers need this resource.


A well versed curriculum oriented Instructional Technology Professional should be considered a meaningful part of leadership in our schools in the 21st Century as we begin to think creatively about cultivating a 21st Century Professional Learning Community that integrates research based pedagogy with the tools of technology.

Hurry up: the Natives are restless!

What should 21st Century Skills look like in a classroom?

When I think about a 21st Century Skills Classroom, I see a classroom where students are actively involved in learning. More time and attention is spent on discovering information, finding solutions, and figuring out ways to present what has been learned rather than just memorizing facts and listing them on a test. Students may be working in small groups, completing whole class activities, or working independently. They are not fixed to one spot doing one type of activity over and over but are able to move back and forth as they work on integrated projects designed to increase communication, creativity, innovation, critical thinking, and problem solving.

In this 21st Century Skills Classroom, technology is present but is not the main focus. Students and teachers are using technology to enhance learning and instruction, not just because it is there. Lessons and projects determine what and how technology is used; not the other way around. Are all students and teachers doing things the same exact way? No, there are many pathways to the same end result. Students are using the ways that work best for them to achieve the stated goals, whether those goals are teacher-directed or student-initiated.

In this classroom, there is a “technology toolbox” available to enhance students learning. The teacher in this 21st Century Classroom will promote the use of technology through modeling and designing assignments to utilize tools students are familiar with using. Using these tools allows students to be exposed to and learn more about the information, media, and technology skills they will need to be successful.

A certain type of teacher is needed for this 21st Century Skills Classroom. Vicki Davis (http://coolcatteacher.blogspot.com/) describes this teacher as a “teacherpreneur” who is interested in collaboration, reflection, and always learning (NCTIES Opening Session, March 2009). The teacher of this class will work hard to form partnerships to benefit his or her students. They will also think about what does and does not work with his or her instruction, and strive to gain new ideas and insights, possibly from a Personal Learning Network (PLN). The teacher in this 21st Century Skills Classroom is more concerned with teaching the skills students need for learning than focusing on the tools they may use.

Students and teachers in this 21st Century Classroom may be using things like interactive boards, document cameras, wikis, blogs, and all kinds of things we don’t even know about yet. But the main focus of this classroom and its teachers or students will be the LEARNING that is taking place whether using the newest forms of technology or not. The technology that is used will be used to bring about greater levels of learning.

image from http://www.wordle.net/

First Impressions of Google Wave

So in one of the first "waves" ever sent to me, Angie (who I'd sent an invite to Google Wave) asked, "So can you describe Google Wave in five words?" Like many of us she wanted to know why she would begin using this new platform without watching the looooong video on the "About Google Wave" site and why she wouldn't just use email or skype.

Well, I've been using it a bit and reading some good posts on what others thought of the wave. And while I think the possibilities down the road are great, here are some of my early impressions.

Things I like:

• Like many Google products it's very intuitive and has a friendly, clean interface. You don't feel like you need a manual to get started. And if you have a Google account already this is just another piece to add.
• Possibility to be a great tool for collaboration. Sure you can use it for email communication, but it might be at its best with groups, where you need to track the thread of the conversation. Google Wave might really be a great way to share information, links and documents all in one "wave," in real-time.
• Less email (the bane of my existence on some days...I can't even talk about it) or at least the possibility to create one wave that would allow participants to respond without several "replies to all" ending up in inboxes.

Things I don't like (right now):

• Seems slow. In a few practice waves with multiple contributors the "real-time" communication was a little slow. I imagine this will get better as Google continues to work out the kinks.
• Not enough people on wave. As invites to wave continue to go out this will also get better, but Google Wave is not very exciting if you don't have anyone to wave to.

To be fair Google Wave is still in "preview mode," so it will improve and there are all sorts of cool things I've heard will eventually be a part of wave. So for now I enjoy what it is and look forward to the future of the wave.

In the meantime I have three more invites to Google Wave. I'll send them to the first three educators who contact me with the email or gmail account they'd like to use.

Oh, and my answer in five words was skypeIM + email + Wiki = google wave. Not bad for a five word limit. :)

http://www.flickr.com/photos/axio/3973598646/

Additional Links & Readings:

• Jane Hart has a great Google Wave Reading List
• Lee Stacey's short and sweet Confused by Google Wave? post
• Google Wave Overview from the official site
• ESchool News Google Wave has Great Potential for Education

Null & Void

Null – According to Merriam Webster, it means amounting to nothing or having no value.

Void – Merriam Webster says void refers to anything that is not inhabited, contains nothing or is without something specified.

How does THIS relate to technology you ask? Simple. If your use of technology in your classroom is not directly tied to curriculum… it should be considered null and void.

Instructional technology is one specific area of technology that is sometimes squeezed into a box. But, on the contrary, it far exceeds any limitations that can be placed upon it and the value it holds for our students and teachers alike. Actually sitting down to “plan” the implementation of technology into the daily curriculums in our schools is (and should be) goal-oriented, copious, and even a bit circumstantial. What is my mission in this industry… to bridge the gap between those who see technology as a “thing” and those who see it as a resource with educational benefits beyond our imaginations. How do we accomplish this? Easily. With a plan.

So… you’ve actively participated in a workshop, or two, or seven that we’ve offered within our visits to your school. But, what’s next?

Start small….

• Identify a (that is just one for starters) lesson that you really, really like teaching.
• Take some time to mull over how you assess what the students have learned at the very end of the assignment
• Now… from that assessment, slide some type of technology application or resource into the final project and envision what that assignment would be like if they “turned it in” differently – using technology
• You should still be able to assess their learning levels – but – you should also notice a difference in their project engagement, overall assignment creativity, and a different learning perspective encountered.

What exactly does turning in assignments “differently” refer to? Here is a classic example…

Say you have assigned a research paper. The students are expected to pair off into groups of two, to do the research, write and/or type the paper and then turn it in. If time allows, you might even have them stand in front of the class the day the assignment is due to give a verbal recap.

Here is the 21^st Century Skills scenario #1. The students are expected to do the research, type the contents of the paper into a PBWorks wiki, where they can also add copyrighted images and a video. Now, not only does the “paper” come to you… it is there for the feedback from their peers in the form of comments, as well. Indirectly speaking, you are teaching the basic goal/overall objective for the research paper, but you have also added in 21^st century skills with keyboarding, digital citizenship, digital etiquette and online collaboration since the students were working in paired groups. How do you determine who did the most work? Easily…. With a wiki, revision histories are captured allowing you to see every time a student logs in and specifically what their contribution was. Did the public speaking portion get lost? Not at all. The day the projects are due, you can still have the students address the class, but… now they have visuals and talking points to go along with it. Want parents involved? Give out the wiki address and let them marvel at their student’s writing skills and use of technology in the classroom.

Here is the 21^st Century Skills scenario #2. Assigned yet another research paper? No problem! This time, the students take their finished paper along with copyrighted images they found and upload them into Microsoft Photo Story. In addition to the photos that visually tell the story of the paper, the students record their voice to do a narrative (straight from the paper they’ve written). Adding music to the background and saving it as a Windows Media Player file makes it a finished digital product.

So, at the end of the day – your assignment was still a research paper – but I am quite sure the lasting impact and impression from the finished project will go much further than just two pages of research typed and printed.

Just as passionate as I am about the direct integration of technology into daily curriculums? Check out these sites for further perspective and examples.

Why Integrate Technology into the Curriculum?

Technology Integration Made Easy

Make sure your use of technology in the class is for a specific purpose – and far from being null and void. If your choice of classroom technology is tied specifically to a SCOS goal and objective… you are on your way to technological success within your daily instruction! Need a beginning point? Find unit/lesson plans in our Learning Village Curriculum Warehouse.

Creating a Revealer Tool in ActivInspire & Finding Pre-Made Revealer Tools in Promethean Planet

Ok, first of all you might ask what is a revealer tool. It is a tool in ActivInspire that reveals pictures text or anything that is behind an image. Let’s first find an image to hide your pictures or answers. This can be a large picture or rectangles that cover answers. If it’s an image you are going to use, make it large enough to cover the whole page. Click on the object browser to move it to the top layer and lock it so that it does not move. Now let’s create the revealer tool. Draw a rectangle with the shape tool. Choose a color for the outline and the same color for the fill. Move this rectangle to the top layer too. Now select your magic ink tool. The thickness of this tool can also be changed but I just leave it at 50. Now erase the inside of the rectangle. Hold the mouse down the whole time you erase the inside of the rectangle otherwise you will have more than one magic ink shape. Now select both the rectangle and the magic ink shape and group them. Now place your text or images on the page. Make sure these items you want to hide are on the middle layer.

However, if you don’t want to make your own revealer tool you can get them from PrometheanPlanet.com http://www.prometheanplanet.com/index.php?20091201094212. If you’re not a member, you should sign up. If you do, be sure to tell them I sent you. It puts me in the pool to win free ActivGifts. However, it’s not about the gifts. Promethean Planet has flipcharts made by teachers around the world, resource packs, news & events, professional development, ActivTips, user guides & documents and so much more. So this is how you can download the magic eraser resource pack. Click on resources and resource packs in Promethean Planet. Type magic eraser in the search box, click the resource packs radio button and then search. Click on the magic eraser resource pack, click download resource pack and choose either open or save. To load it in ActivInspire on your computer, click the file menu in ActivInspire, import, resource to shared resources. Click on your resource browser and click on the plus sign for lesson building tools and the plus sign for magic erasers. You will find 29 pre-made revealer tools and pages of images that you can use the revealer tools with.

Remember, you can also add the revealer tools to other pages in your flipchart by dragging it into another page in the page browser. You can also copy the revealer square, open another flipchart and paste it into a page in that flipchart as well.

SMARTBoards: Where do I start?

Now that you are staring at a nice, clean, brand new SMARTBoard hanging on the wall in your classroom or rolling around on a stand what do you do with it. Here are a few things that you can do to get started amidst all the confusion and overwhelming thoughts of creating Notebook files.

First of all watch this video, it will help ease the pain a little bit.

Now that you have watched the video take a deep breath and start slow, the biggest thing that you can do to get started working with your SMARTBoard is to actually walk up to it and touch it. Now once you walk up to it and start using it now what do you do with it.

Well you are not alone in this, the Smart Tech website offers you a lot of resources in the way of videos, pdf and hands on practice documents to help get you started. You can view or read lots of information on the new version 10 software, activity toolkit, student response system and many other products available from Smart Tech.

There are many other Online Resources which you can access from the Gallery Tab in the software.
You have the SMART Exchange - you can search for content (Notebook files) that are aligned with state curriculum standards, by subject area, share your own resources and connect with other teachers looking for similar information. You can quickly preview and/or download the notebook files and have them up and running in your classroom in minutes.
There is also the Educator Resources - where you can search for lesson activities, resources, get ideas for classroom activities, look for curriculum based content, view current new articles and research, check out the community section to talk with others using SMART products around the world. And you can apply for grants to get additional products for your classroom.
Lastly you have the Teacher Resources - where you can talk with other teachers around the world who have been using SMART products for a while and those who are brand new and need assistance. Connect with teachers that are working on similar projects and curriculum that you are and work collaboratively to develop new notebook files.

Even though there are a number of online resources that you can use to get information, watch "How to" videos, and talk to other educators around the world there is a wealth of opportunities to get you going right in the software. If you go to the Gallery Tab and then to the Activity Toolkit there are many interactive pages that are Flash enabled which provide you instructions on how to use them and can have your students working collaboratively and interactively within minutes of choosing one of these resources.

A couple of things I can leave you with would be to take little bites, the more you use a SMARTBoard the more comfortable you will become. If you have questions or need help ask, no one will fault you for searching out an answer to a question. Lastly use the resources you have at your finger tips to get you started, whether you are a beginner or have been working with it for years.

video provided by: SMARTClassroom