2.1.6

===2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. ===

Animoto
Create a video in five minutes using Animoto. Educators and students can create videos that contain photos, graphics, music, text and more.
 * Tip:** A great resource for visual learners! Instead of the typical book report, challenge your students to create a dynamic Animoto to capture the essence of their favorite books.

Our Story
Create your story! Our Story permits users to develop and save collaborative timelines that can be personalized with annotations, photos, and videos. Stories (timelines) can be printed in book format, archived on DVD, or even sent as postcards.
 * Tip:** Teach your students to develop content-specific timelines that are linked to the teaching of research and information literacy skills. Great for the kinesthetic and logical learner.

[|Photo Story 3]:
A similar tool with a few more options. User can organize the order pictures present as well as ad text to the images.
 * Tip**: Fun way to showcase a project. Students can incorporate music, photos, create narrations- all suited to mulitiple learning styles!

Teacher Tube
What could be better? You Tube – just for teachers and students! Teacher Tube offers videos solely for the field of education. Videos are created by teachers and students to be shared with other teachers and students.
 * Tip:** A great way to have students share their work with parents and for teachers to share with other teachers, peers, and administrators, both on-campus and off.

VoiceThread
The end of the boring slide show! VoiceThread allows users to share images, documents, and videos with added narration by the authors and others.
 * Tip:** Bring oral history to life in the classroom, as students narrate a series of images that relate to the skills and ideas they have learned in a particular lesson. Also a great way to encourage group discussions as they take turns commenting on a photo. Great for the inter and intra personal learner.

Do you like to play with words or create visual poems? A "Wordle" enables you to create a word "cloud," visually depicting the relationship between words based on their frequency of use. You can tweak your word "clouds" with different fonts, layouts, and color schemes.
 * Wordle**
 * Tip:** Teach students to create a Wordle to express their reading interests or their favorite book. Visual and linguistic learners will enjoy this tool.

====**Connections to Ideas and Concepts from //Meaningful Learning with Technology//** All of the above tools relate to chapters 4, and 9. Students have to think critically about their writing while creating these products. They must make sure their writing conveys their message clearly, and the performance tools encourage students to write a creative and compelling story. Students utlitzing the performance tools to convey a message through writing, sound, editing, and transitions. Students must think critically about how these aspects of video production effect the message and the tone of the piece.====

====**Connections to Multiple Intelligences** - As mentioned above, these tools would appeal to a variety of learners - visual, kinesthetic, interpersonal, intrapersonal, naturalistic and logical.====

====**Correlations to State Standards and the** **NETS-S**==== Standard 1a. Apply existing knowledge to generate new ideas, products, or processes. Standard 2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Standard 2b. Communicate ideas and information effectively to multiple audiences using a variety of media and formats. Standard 2d. Contribute to project teams to produce original works or solve problems. Standard 4b. Plan and manage activities to develop a solution or complete a project.

2.1.1: Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions and create new knowledge 2.1.2: Organize knowledge so that it is useful. 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4: Use technology and other information tools to analyze and organize information. 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.