Crafting Video Texts

 

Creating or editing movies has always been exciting but also overwhelming for me. The process can be time consuming and frustrating. Each editing service is different, and it takes time to get to know and understand the various programs. As educators, we must remember that our digital native students often have the same struggles with technology, but they are excited to try to use new forms of technology. Compared to traditional writing, digital writing must begin with a very similar draft process. Hicks (2013) explained that when starting a technology-rich project, students benefit from a sketch, a storyboard, even a conversation. Planning is the key to success when creating a digital project because it requires organization and structure. Students of all ages need time to think about the design and content of their project. While prewriting and drafting, students need to document images, text, transitions, and create a script to be prepared for creating the digital video and text. Planning for the final product will lessen the stress and prevent students from becoming overwhelmed during the process.

Hicks (2013) explained that first educators must focus on the writer, then the writing, and finally the technology. As educators, we need to utilize the strengths and interests of our students. Writing can be a difficult task for students because it requires students to organize their thoughts into a fluent text. Digital writing allows students to jump into the writing process in a way that is engaging for the students. In my experience, I have found that students are anxious to finish the drafting process to get the technology component.

Educators have an important role to provide good examples of mentor text as well as modeling the research process for images, text, and video. Jenny Maehara provides some great examples of digital mentor texts. Students need to feel comfortable utilizing search engines to find material for any type of presentation. Richard Byrne offers several search engines that are intended for student academic use. As students utilize and create video text, the more digital literate they will become. Hicks (2013) stated that students can search or create images, graphs, or other visuals. With devices such as smart phones, taking pictures and recording video has become easier than ever. Google Docs allows students to create graphs online without needing additional software. Encouraging students to become familiar with searching and creating resources will foster creativity and provide a purpose for their project.
        According to Hicks (2013), crafting a multimedia project requires more than recording when the MAPS heuristic is utilized in the creation process. I revised my video introduction by using iMove. This editing software is very user friendly and offers several templates. I incorporated narration, transitions, music, and text to my video. I particularly like the iMovie app because it can be used on a hand-held device. When the iMovie app is installed on the iPad, an extension of the app can be accessed from the photo editor. This feature is very beneficial to the classroom to create and edit video quickly and effectively.

           

References:

Hicks, T. (2013). Crafting digital writing: Composing texts across media and 

     genres. Portsmouth, NH: Heinemann.

(2014). Editing Video In iOS 8 With the iMovie Extension. Retrieved November 
     1, 2014, from http://www.youtube.com/watch?v=5_FzeZ0PlxM.

(2010). Seven Search Engines for Students - Free Technology for Teachers.

     Retrieved November 1, 2014, from

     http://www.freetech4teachers.com/2010/08/seven-search-engines-for-

     students.html.

(2013). Using Digital Mentor Texts in Writing Workshop - Raising Voices: 
     Thoughts on Teaching, Learning, and  Leading. Retrieved November 
     1, 2014, from https://teach2change.wordpress.com/2013/07/17/using-
     digital-mentor-texts-in-writing-workshop/.