Hello everyone! To document my summary of learning, I decided to continue what I have done throughout the semester and explore another new tool called VideoScribe that could potentially be used within the classroom! After using this site for the first time, I was a little disappointed with the free 7 day trial. For some reason the voice over wasn’t working and cut out at 5minutes. I was also unable to download my finished video. However, I was very happy with how the visuals turned out. To resolve my problems that were faced, I tried using googles “screencastify” to record the finished visuals. Unfortunately, the free version of screencastify only records 5min length videos. After searching different screencast tools, I decided to download “Screenrec” which was free of charge. I then screenrecorded my visuals and emailed the link of the video to myself. Once I had the video on my phone, I used InShot (tool that I learned in this course) to edit and add voice over to the video.

This was a huge process that took time and patience…I was very grateful that my learning project helped me learn to be more patient, as this was much needed.

I am very happy with how my finished project has turned out, and I am excited to share it with you through this platform. Thank you so much for following my learning journey!

Enjoy,

Danica

Script:

Hello everyone! My name is Danica Finlay. This past spring term I had the opportunity to participate within a class titled introduction to educational technology in media 300. Through this course I have learned many new skills and have obtained an abundance of knowledge that I am eager to implement within my future classroom. Over the past seven weeks I have found myself being mind blown on multiple occasions and in awe of the incredible technology that is accessible to individuals. Before taking this class I had very little experience with technology. However, through Dr. Katia Hildebrand‘s teaching, I can now confidently say that I love exploring new things that can be found online and through networking to become the best version of an educator that I can be for myself, and future students that I will have the opportunity to share my learnings with.

I believe a huge part of this class revolved around the understanding of Personal Learning Networks also known as PLNs. This is a way to effectively use technology in order to learn from others through questions, ideas, reflections, and references. Through networking, information can be shared fast! Not only was I able to learn about PLN‘s through this class, I was able to participate/receive first hand experience on how it works through the platform of Twitter, discord and blogs (edusites). My learnings on this topic evolved throughout the semester as I began to understand the value in learning through others. Prior to class I posted things online just because I felt like it . Now I feel I am posting with a purpose, to share with others and receive thoughts, ideas and feedback in return to help myself grow. 

Before this class I had almost no experience with twitter. Throughout this course I learned the importance of implementing hashtags within posts. Doing so allows tweets to gain a specific audience. For example, I used #edtech within my tweets so that individuals who are wanting info on that topic can find and read my valuable, informative post. Additionally, I found posts to retweet and share with our #edtc300 class by searching items such as #edtech and #onlinlearning to find relevant posts. edtc300 also introduced me to instant PLN through Live Twitter Chats, specifically the #SaskEdChat. Through this I was able to participate with fellow educators from all over Canada and the United States (this is what I noticed when people introduced themselves during the chats) where we shared ideas, answered questions as well as uplift/encourage/inspire others with their teachings. Tweet deck is a way to look at different things all at one time and was essential for participating in live twitter as I could see my notifications, what I was tweeting, and what others were tweeting. 

My learnings on twitter progressed grately the more I pushed myself out of my comfort level to use it. I started my account with 0 tweets and I am now up to 260! Ending this course I can confidentially say that I have learned a great deal and am now comfortable using this platform on a daily basis. 

I have learned that discord is an incredible tool that can be used as a way to communicate  with a small community of your choosing. This platform offers a safe place for students to discuss concerns, questions and comments which I think can be a valuable tool to use for online learning and in class (highschool years). 

Through blogs I was provided with the opportunity to share who I am as an educator as well as post reflections, resources and questions from in class learnings. I was grateful to implement this platform through weekly posts and my learning project to network with others by including pingbacks within posts as well as commenting/replying to posts, providing my input and listening to others ideas. I really enjoyed watching my site evolve throughout the semester  by organizing it through different menus and widgets which ensures that it is appealing and easily accessible to others. Hildebrandt has taught me the importance of digital identity and keeping in mind what I would like others to know about me through my online presence. To learn about this first hand, I was tasked with a cybersleuthing activity where I instantly realized just how easy it is to access information about individuals with a simple google search. Keeping what I have been taught in mind, I have ensured that my edusites page as well as other platforms is professional and includes information that I would love for my future employers to see about me.

Before taking this course, I honestly had no idea how to identify if something online was real or not. Dr.Katia Hildebrandt has taught me how to look for clues through digital literacy. I now know that when coming across something on the internet, I can do an internet search to see if any resources back up what I have found. I can also look for the 5cs that John Spencer has created to help identify authenticity: Context- finding out where the information has come from and when it was written , Credibility- is this a popular post? Are works cited?, construction- is this an opinion or fact?, corroboration- ensuring that the information can be found elsewhere, compare- what is this in relation to other news?. When teaching about authenticity of info to students, I will share and keep in mind the “7 types of mis and disinformation” created by Clare Wardle which includes satire of parody, misleading content, imposter content fabricated content, false connection, false context and manipulated content.

As I incorporate technology into the classroom, I can use the SAMR model that I have learned through edtc that was developed by Dr. Ruben Puentedura to identify the tools I need for different specific reasons; ,Substitution, augmentation, modification and redefinition. Through this my hope is to make the connection between teaching and learning a seamless experience for all that is involved. I believe that learning about internet safety is important, especially after learning the story of Amanda Todd. When teaching, I would like to share the two films that Hildebrandt has provided the class with students so that they understand the importance of learning safety with technology. I also need to ensure that students understand how to use the different tools, which can be taught by teaching digital citizenship. In class I have obtained an abundance of information on this topic, including Ribbles nine elements of digital citizenship and how to incorporate the different elements  into specific grade level/subjects using the Saskatchewan curriculum. Myself, choosing to look at health, careers, and English language arts for upper elementary and middle years.

This class has gone above and beyond my expectations and I am so thankful for this learning opportunity. I wish I had an hour to share my learnings with you, but I will leave you with this: Technology is truly incredible, and I cannot wait to share my learnings with others through in class teachings and my professional learning network.

Dr. Katia Hildebrandt and fellow EDTC 300 Classmates, thank you so much for providing encouragement, guidance, and assistance when needed and most importantly, helping me to become a better educator for future students that I will have the opportunity to teach. I am so grateful for the connections and learnings that have been made.

Throughout the past seven weeks I have had the opportunity to engage with fellow education professionals and classmates to learn a variety of different skills, understandings and resources that can be implemented within my future teachings. Every evening during this spring term I have dedicated to EDTC300. One hour a night I spent going through twitter, reading the latest posts, commenting/answering questions to the best of my ability, and finding new resources to share with other educators. I ensured that I spent at least 40 hours on my learning project, which many of those hours were spent reviewing different learning platforms to share with others as well as to enhance my skill learning of origami. Every Saturday morning I spent reading other peoples blog posts from the week and making comments/sharing ideas. This class has taken time, but I am so grateful to have shared this experience and have had the opportunity to learn from such a diverse variety of individuals who have taught me so much. 

Course Blog

Using the Course blog as a way to share ideas and contribute to others learning is something that I really valued and appreciated. Before starting this class, I had created an edusites account and used it for ECS 100.  Even though I had my website up and running, I had a limited idea on how to use it. I didn’t know that you could blog on edusites until I began this class! Learning the skill of blogging is something I have always wanted to do, so I am grateful that Dr. Katia Hildebrandt (class professor) took the time to show us step by step how to not only create posts, but make them visually appealing.

For each prompted class blog post, I took the time to research the topic and gain a deep understanding before beginning to share my thoughts and ideas via my site. When writing the blog post, I made sure to include external information as well as extra resources/links where readers could find more information on the topic:

I also provided many reviews on different resources for readers of my blog to check out:

Within my blog posts I shared other classmates ideas using a pingback and suggested that readers check out their work

As I have previously mentioned, I spent every Saturday morning this semester reading classmates’ weekly blog posts! During this time I left comments, feedback and questions on fellow students’ work to learn about others thoughts and ideas as well as engage in a network of professional learning. I have enjoyed following each person’s learning journey and have been inspired by many to pick up new skills such as trying out recipes and learning ASL over the summer months. The following images are screenshots of some of the interactions I had on others posts. If the photos are blurry/unreadable, please check out the following link here

Another thing that I would like to highlight is the interaction of others and my responses that have been written at the bottom of my blog posts. I appreciate all of the feedback and questions that I have received and value others ideas that go along with what I have been posting.

Discord

Discord is an excellent tool that we used as a class to communicate, ask questions and respond. I am grateful that this platform was available and that we had a safe space to interact. I work during the day so I often missed chats and read them after they had happened. However, I did try to help others when possible! And I asked a question when needed about twitter. This platform wasn’t used a whole lot, but I believe that I helped with others’ learning where applicable. 

Twitter

Wowza! If you would like to read my initial thoughts on twitter, please check it out! My view of twitter has definitely changed over the past 7 weeks, in many different ways. First, I was not a fan of twitter going into this course, and was slightly terrified as well as unsure how I was going to participate and help others learn. Now, after spending at least one hour every evening (7 days a week) on twitter, reading tweets, checking out shared resources, commenting on posts, and tweeting/retweeting valuable information that I believe would benefit #EDTC300, I can confidently say that I have become totally comfortable using this platform! At the start of this term I had 0 tweets… I now have a total of 250+ (posting more than 5 tweets a day on average) and 61 followers!.

I absolutely love this platform as a tool to network with others and share valuable information/resources that can be implemented within the classroom. Contributing to others learning is a passion of mine, and I am grateful that this platform gave me the opportunity to do so!

1. Participating in live twitter chats: This term I participated in the #SaskEdChat on two separate occasions on May 12th and June 16th . The live chats are held on Thursday evenings which was during the time that our EDTC300 lecture was held, so unfortunately I didn’t take part in as many as I would have liked, but I look forward to participating in many more moving forward during my internship and throughout my career. I would also like to take part in other live chats that are beneficial for educators. I tweeted a couple of times asking for recommendations and pinned it to the top of my twitter page for viewers. I was fortunate to receive feedback from both @kellywchris (host of #SaskEdChat) and fellow classmate @VRIGrabowski. I look forward to checking out the list of chats that they have shared with me. By participating in live chats, I contribute to others learning through thoughts, opinions and ideas

2. tweeting /sharing resources- contributing to others learning

One of my favourite parts about this class is having this incredible platform to share resources on. I enjoyed reading through different tweets and retweeting ones that I thought would benefit pre-service and in-service teachers. I also enjoyed doing my own research and using feedly to find additional resources. The following pictures are examples of some posts I have made:

3. Responding to other tweets: Each day I read through each of the tweets that had been posted by classmates, and commented on ones where I shared thoughts, questions and ideas in response.

The above is just a snippet of the tweeting that I have done that contributes to the learning of myself and others. If you would like to check out my twitter page @danica_finlay for many educational resources and tips, I would highly recommend it as this is something that I have worked hard on and would love to share with others!

Within this blog post, I am going to be discussing Digital Literacy. Some readers might be thinking, well… what exactly is digital literacy? According to the Ministry of Education (British Columbia), digital literacy is “The interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others”. Basically, it is the ability to analyze and use technology in an appropriate way. 

Have you ever seen something on the internet and thought, wow this is cool…I have never heard of this.. I should let others know. Damon Brown states that it is important that one completes a google search on something that seems outrageous before actually sharing things, as you could possibly be sharing something that is commonly known as FAKE NEWS. By completing a google search, you can look for other resources that support what you have learned. If other resources back up what you found, the more credible the thing may be. If you are unable to find other resources that look credible to back it up, chances are, what you have come across is in fact not real. 

Clare Wardle agrees with what Brown states and adds that our ecosystem is polluted. By accepting information that we read, without further investigation/insight, individuals are only “…adding to the noise and confusion”. The spread of Fake News makes it become more believable… which is frustrating and difficult to put an end to. 

To help individuals identify fake news, John Spencer has created the term “The five C’s of critical consumption”. His video is insightful for those confused on how to identify fake news… I know I was until watching his video. Please note that this list does not include everything, and is not perfect, but it’s an excellent place to start!

The 5 Cs:

1. Context: look at the context… When was it written where does it come from?
2. Credibility: are the sources cited? Is this a popular post?
3. Construction: What are the biases, is there any propaganda? Is what’s stated opinions or facts?
4. Corroboration: corroborate with other credible news sources. Ensure that the news can be found elsewhere.
5. Compare: with other news. Gain a bigger picture on what is really happening.

News being online can definitely have its pros and cons. Technology allows all individuals to share news which in turn leaves us no longer under the gatekeeper of news (news was at one point only shared through 4 stations). But individuals need to take responsibility with their freedom. This can be done by ensuring that “…the flow of news does not become a flood. Leaving us less informed than when we took the plunge.”

The following is an excellent resource highlighting the 7 types of mis- and disinformation:

According to the National Council of Teachers of English, ​​Active, successful participants in a global society must be able to:

• Participate effectively and critically in a networked world;
• Explore and engage critically, thoughtfully, and across a wide variety of inclusive texts and tools/modalities;
• Consume, curate, and create actively across contexts;
• Advocate for equitable access to and accessibility of texts, tools, and information;
• Build and sustain intentional global and cross-cultural connections and relationships with others so as to pose and solve problems collaboratively and strengthen independent thought;
• Promote culturally sustaining communication and recognize the bias and privilege present in the interactions;
• Examine the rights, responsibilities, and ethical implications of the use and creation of information;
• Determine how and to what extent texts and tools amplify one’s own and others’ narratives as well as counter unproductive narratives;
• Recognize and honor the multilingual literacy identities and culture experiences individuals bring to learning environments, and provide opportunities to promote, amplify, and encourage these differing variations of language (e.g., dialect, jargon, register).

So my question is, how can the above points be taught to students within the classroom? 

Taking a look at the English Language Arts Saskatchewan curriculum is a great place to start. When thinking about my own teachings, I would personally begin by implementing the section “Comprehend and Respond” for middle-highschool years. Within this, I would have students read different information using technology. They would then analyze the info, looking for credibility; how it was written, what type of language is used, who wrote the piece and what resources back up what is being said. I would then push students to think more critically, and discuss the rights, responsibilities, and ethical implications of the use and creation of information. 
Note: This is just an idea/starting point to teaching digital literacy using the Saskatchewan curriculum.

It has taken me some time to finally sit down and write this post. A couple of days ago I opened my computer and read the story of Madison Holleran. I was immediately engulfed with emotion as I read about the success of a track and soccer player, and then seeing it suddenly take a turn. Madison Holleran took her life on January 17, 2014 at the age of 19. My heart goes out to Madison’s family and friends who are hurting. And to each and every person who is struggling with mental health. 

When reading about Holleran and her life, I came to the realization that it is typical for people to just post the highlights of life on instagram. When thinking about myself, I post what I want others to see. Therefore my digital identity comes across as an always happy person. But I am Human. We are all human. I have sad days, but I have never posted about those days. I know I wouldn’t be a burden, but it’s hard because all one sees on social media (instagram) are the happy moments that people have. 

“Checking Instagram is like opening a magazine to see a fashion advertisement. Except an ad is branded as what it is: a staged image on glossy paper.”

Split image

It breaks my heart that Madison Holleran felt the need to  portray such a happy and successful individual to the world and social media, even though she felt broken and lost on the inside. 

This article has brought awareness to me as a reader that we can create who we want to be on social media, but it may not be who we actually are. The people with “perfect lives” may not be living so perfectly. In the end, we need to remind ourselves that everyone is human, no life is filtered… only on social media.

“Even people you think are perfect are going through something difficult.”

Quote that Madison Holleran posted on instagram

To read the full article please click the following link: Split Image

To find The Madison Holleran Foundation On Facebook, please click here: Madison Holleran Memorial

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After reading about Madison Holleran, I then watched a video of a TED talk by Monica Lewinsky that talked about cyberbullying and online harassment. With the online internet, things that seem private can instantly blow up with a flick of a switch and turn a persons life upside down. Within the talk, Monica talks about her own personal experiences as well as how cyberbullying leads to victims feeling more suicidal, than in person bullying.

Online news can be seen as  a great thing as news can travel quickly, but we must also be aware of the fact that any information can be spread worldwide about us in minutes. Digital identity is important for all individuals to think about. What do we want others seeing about us online?

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This week I was tasked with cybersleuthing my Classmate Vincent Grabowski. For those of you wondering what cybersleuthing is, it is the activity of searching the web for information on a specific individual.  

To begin my close examination on Vincents digital identity, I took to google and typed in “Vincent Grabowski”. I was shocked with the results, as nothing on him came up! I was expecting to see his social media platforms such as facebook, instagram, twitter, and his edusites blog, because this is what comes up when you search my name. So my next thought was… Does he not use social media?

I went to instagram and searched for his name. I ended up finding his page! But it was made private, therefore I was unable to see his photos. His Bio provided basic information as it states that he identifies as he/him and that he attends the University of Regina.

Next, I looked up “Vincent Grabowski” on twitter and found his twitter account (this was easy to do as I have commented on his posts in the past). Through his twitter account I found out that he is living in Regina, and is a middle years education student.

via twitter I found Vincent’s edusite, where he has posted a “Who Am I” page. Here I was able to find out that he is from the town of Hamiota Manitoba. He has a mom, dad, two older brothers and a younger sister. His sister has Down syndrome and  is a huge part of Vincents life. I also read that he moved to Regina in 2016 and received a degree in Electronic Systems Engineering from the University of Regina. While in engineering, he was a part of the coop program. In 2021 he convocated and enrolled into the Education After Degree Program (still at the University of Regina). 

Overall, I think that Vincent’s Digital Identity shows that het is a private person who is passionate about education and loved ones. If an employer was to search him online they would find educational resources that he has shared via twitter, as well as self reflections, and a thoughtful teaching philosophy + biography on edusites. I am curious though, how does his social media not show up on google, even though his user handles include his whole name “Vincent Grabowski”? Is there a way for my social media to not be found when googling? 

Digital Citizenship is currently defined as “the continuously developing norms of appropriate, responsible, and empowered technology use”. 

– Digital Citizenship: Using Technology Appropriately

I believe that this definition is excellent as it recognizes the continuous evolvement of tech. 

According to Ribble’s nine elements of digital citizenship, we are to demonstrate the following:

• Lead and assist others in building positive digital experiences
• Recognize that our actions have consequences to others 
• Participate in a manner of common good

As time progresses, so does the world of technology, and I believe that it is our job as teachers to prepare/ guide students to access this valuable resource in a safe and positive way. Students should not be made to feel afraid of the “what ifs”, instead they should be aware of how to handle different situations that may arise, and how to use technology in the most effective way!

The Nine Elements of Digital Citizenship Explained

Now I am going to take a look at the Saskatchewan curriculum and identify ways in which we as teachers can include the teachings of Ribble’s nine themes of digital citizenship to meet outcomes and indicators. 

First, I want to make note that I have not found an outcome or indicator that is explicitly for teaching digital citizenship (this is definitely true in elementary years). Before taking this class, I did not realize just how important it is to teach young individuals about this… But now I am left wondering, why is this not an outcome/indicator to be taught? I believe that students of all grade levels should be receiving education on this topic as technology plays such a huge role in our everyday lives!

I did however find different possibilities for connecting it to grade levels, subjects and outcomes/indicators. The following are a few examples from grades that am interested in teaching within the future:

Grade: 4

Subject: Health

Outcome: USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

Indicator: 

(b) Describe and recommend healthy behaviours, including positive communication skills for getting along with others in play and competitive situations (e.g., an appreciation of silence as an opportunity to reflect and refrain from “jumping in”, analyzing and criticizing ideas and not the people offering them).

Connection: 

• Digital Etiquette

When implementing Digital etiquette with indicator b), educators can teach the importance of being aware of others, as well as using positive communication to get along with individuals. It’s important to be kind and understand how others’ feelings may be affected within the digital world and the classroom when interacting. Teachers can show how to communicate online and be considerate of individuals (other classmates) who are online with them in an educational game (play and competitive situations).

Indicator:

(c) Recognize how various factors, including peer pressure, communication strategies, and assumptions affect relationships.

Connection: 

• Digital communication and collaboration

Students can learn how to communicate through digital technology in a way that ensures others understand what they are trying to convey. Educators can provide a platform as well as guide students to communicate and share ideas. Using this as a tool will teach students effective communication strategies to create relationships with classmates. The teacher can show examples of how miscommunication can occur which can then affect relationships.

• Rights and Responsibility

Within this indicator, students can learn the responsibility of informing adults when there is a potential problem such as peer pressure that occurs online. It is important to avoid negative situations and this can be done by being diligent in helping others. Educators can discuss different situations that can happen online and how it can affect others, students can then brainstorm ideas on what to tell an adult when something happens.

Grade: 5

Subject: Health 

Outcome: USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.

Indicator: (b) Discuss criteria that can be used to determine if a health source is reliable.

Connection: 

• Digital Fluency

Educators can teach students how to identify if  health sources found online are credible/reliable. This can be done by examining different websites as a class and pointing out things that look like fake news. Teachers can discuss with students that believing everything that is shared online is not appropriate as anyone can post anything. After whole class learning, students can then work in groups to investigate different health websites and report back to the class on if they believe the source is credible and their reasons that support their conclusion.

Grade: 6

Subject: Career Education

Outcome: LW6.1 Examine effective practices such as responsible decision making, cooperation, and accepting diversity and predict their continued importance in one’s own career.

Indicator: (b)Evaluate the impact of personal decisions on self and others

Connection:

• Digital Rights and Responsibilities & Digital Health and Welfare

Educators can use this outcome/indicator as an opportunity to teach students the responsibilities of technology use and how upholding their responsibilities can help students in their future careers. It is also important that students understand the importance of protecting themselves and others both in person and online. Additionally, students can learn about the responsibility of taking care of their own personal health within the world of technology, as technology is typically used within careers and everyday life.

Grade: 6

Subject: English Language Arts

Outcome: CR6.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).

Indicator: (a) View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

Connection:

• Digital Law

Digital law can definitely be taught to students when they are practising responses to different texts. Educators can discuss the term plagiarism and have students practise citing resources that they are using within their work.

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Conclusion: Within this blog post, I chose to look at different subjects and grades to demonstrate that the nine elements can be integrated into many different areas of learning. As a teacher I would like to educate students on digital citizenship as much as possible by implementing the nine elements within different lessons and assignments. Possible ideas include having students create posters on the nine elements to define what they mean, having students complete their own research to gain a better understanding of the tech world, and demonstrating effective use. Technology is such a huge part of life, and without the proper knowledge on how it can be used in a positive way, students may be faced with certain hardships that could have been avoided. 

Resources on this topic to check out:

• Digital Citizenship Education in Saskatchewan Schools
• Digital Citizenship Instruction in Saskatchewan Schools

Extra: Our classmate, Karlee Scott is an online teacher, and has a beautiful blogging platform. Karlee uploaded a post that highlights her favourite online tools. I would suggest checking this page out for awesome resources that can be implemented within your teaching!

This week the EDTC class was tasked with finding a tool that can be used to document progress for our learning projects. I took a look at Animoto, shotcut and InShot. InShot is the tool that I ended up going with, and below I created an in depth review of how to use it!

Animoto seemed to be a great resource, until I began using it. For some reason I was unable to drag photos or videos into the area it said to (i’m thinking that this was a glitch on my end). Another thing I wanted to include was a voice over, but the free version did not allow for this. Lastly, Using the free version, I was unable to create a video over 30 seconds in length. 

Next, I chose to explore Shotcut. WOW was this overwhelming. I think that this would be an excellent tool for an individual who has more experience with video editing. For me, I was completely lost and didn’t even know how to add more than one clip! Shotcut is extremely advanced and was way outside of my comfort level.

Lastly, I decided to download an app on my Iphone called “InShot”. This app was free and incredible to use! I would highly recommend this to anyone who is wanting to edit a video in a simple way, looking to edit a photo, or wants to make a collage, as the app is very straightforward to use. I also love how one can speed up and slow down videos, as well as include voice over, music, sound effects, pictures, stickers and gifs. You can also make different edits such as cuts, filters and crops. 

How to use:

1. Download the app
2. Open the app. Three different options will appear “video” “photo” or “collage”
3. When entering it asks if you want to allow access to photos and videos. Click “allow”
4. Once you allow photos and videos to be accessed, you can then choose which items you would like to upload. When the items of your choice are uploaded, you can begin editing! (see the uploaded video below on how to complete the process).

Note: If you click the “video” option when entering the app a green square will appear that says “new”. Click on the green square and then choose which videos/ photos you would like to use.

Once the video, photo or collage is to your liking, you can save it to your device. Save by selecting the square with an arrow located at the top right corner of the screen. The app also provides an option to upload onto different platforms such as twitter, instagram, facebook and YouTube. If I were to rate this app, I would give it a 9/10 for meeting basic editing needs for an individual who is exploring video edits for the first time. I took one mark off due to the fact that ads do pop up within the app.

The following is a screen recording taken on my iphone on how to use the InShot app to edit a video:

The following video is a  brief overview on how to edit a photo and create a collage:

I then edited and created a tutorial on how to make an origami turtle! The turtle is a creation that I learned this week using the platform of TikTok for my learning project. 

Note: Please see my learning project update this week for more details!

Classroom use: As a teacher I would definitely use this as a resource in the classroom. I can create tutorials to show students how to complete things such as assignment expectations, and possibly different art projects (just an idea). I would also recommend this app to students as it is free to download on google play, as well as the apple app store. Students can use this editing tool to complete projects as it is straightforward and requires little instruction! This app allows you to easily save the edited materials to devices which makes using this tool even better! By being able to record audio right on the app, as well as search gifs and stickers, it will save students time as they will not have to continuously upload different attachments. One thing that teachers have to keep in mind is that ads do appear within the app when using.

Question: Is there a way to ensure ads don’t appear when using an app?

Where this app/tool fits in the SAMR model:

When looking at the SAMR model, I believe that the implementation of InShot within the classroom would fall under the category of substitution. I say this, because it is a video editing tool that can be used as a way to present information to the class. Instead of reading about how to do something, students can watch a video that the teacher created demonstrating how it is done.