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Stronger Learning, Better PD, and More Effective PR - the Power of Video

Participate and share

Participate and share : Interactive lecture

Friday, December 4, 11:30 am–12:15 pm PST (Pacific Standard Time)

Rushton Hurley  
Dr. Sun Valerie  

Digital video can help foster learning successes, allow sharing stories in the community, and serve as a framework for building the morale and professional focus of the entire team. We'll look at how to plan for, discuss, share, and promote stories of success using simple and freely available video tools.

Audience: Teachers, Teacher education/higher ed faculty, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Laptop: Chromebook, Mac, PC
Tablet: iOS
Participant accounts, software and other materials: Attendees with iPads are encouraged to have the iMovie app and the Adobe Spark Video app. Those with laptops will be able to use freely-available online tools.
Topic: Leadership
Grade level: PK-12
ISTE Standards: For Students:
Creative Communicator
  • Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
For Education Leaders:
Empowering Leader
  • Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools.
Visionary Planner
  • Communicate effectively with stakeholders to gather input on the plan, celebrate successes and engage in a continuous improvement cycle.
Additional detail: Session recorded for video-on-demand

Proposal summary

Purpose & objective

Participants in this session will:
* Learn to use simple media tools such as Adobe Spark, Screencastify, and Book Creator to share learning successes with the community,
* Learn to use video planning and tools to help students raise their academic performance through creative media products,
* Learn to teach students to create educational content that benefits classmates and future students for the grade level/course, and
* Learn to work with student- and teacher-created videos to enhance professional development initiatives.

Session activities are hands-on, allowing participants not only to see and discuss examples of videos for various purposes, but also to quickly learn and experiment with freely available, online tools for crafting video. These tools can be valuable both to well-resourced schools and schools with limited technology, and time will be devoted to approaches that best serve schools represented in the session. Examples shared will focus participants on techniques used in a variety of schools and districts the presenter has worked with in order to identify what has proven effective (and not) for a variety of schools.


* Introduction (5 min): setting the stage and discussion of detailed strengths (participants will contribute ideas via a chat tool)
* Stories of Learning (10 min): looking at learning activities for tapping students' creativity and potential for higher-level academic work
* Telling a School's Stories (10 min): sharing learning moments effectively to inspire support and appreciation of a school's efforts
* Exploratory Learning (10 min): practicing using free tools in order to collaboratively examine effective classroom practices
* Imagining the Cool / Finish (10 min): working together to develop ideas for what makes an exceptional school (participants will use their settings to consider concrete possibilities); Q&A with remaining time

Relevance of the topic:
While simple digital video tools have been available for about twenty years, newer online tools represent an untapped set of opportunities for schools. Many teachers and school leaders do not know how powerfully these tools can help students see new possibilities for themselves, how easily one can create stories of a school's successes, and how to use short videos as a tool for building professional collaboration.

Educational significance:
Planning and crafting videos focused on progress in learning requires teachers to do more than assign a video project. Planning strengthens writing, feedback builds collaboration, and expanding the audience of student work fosters attention to excellence.

Higher-order applications of technology:
Attendees will learn how to incorporate scaffolding activities related to sources and citations, getting and giving feedback, and understanding online audiences in order to create learning-focused videos that inspire students, develop connections in the community, and help colleagues explore the potential and value of various classroom projects.

Ease of replication:
The tools used in the session will all be simple, freely available, online ones that minimize the time required to learn them, and maximize the time remaining for brainstorming possibilities. Participants will be able to try simple applications during the session.

Value to participants:
For teachers, this session will help explore new ways their students can develop their mastery of key concepts in class. For school leaders, these tools allow building programs that not only push teachers to higher expectations for their students, but also serve to inspire the community to understand the strengths of the school. Participants will see examples of all of these uses, and will be able to use them with their colleagues.

Supporting research

* "Surveys consistently show that teachers are interested in technology, but need increased opportunities to develop their capacities." (Cradler, J., Freeman, M., Cradler, R., and McNabb, M. (Sept., 2002). Research Implications for Preparing Teachers to Use Technology; Learning and Leading with Technology, ISTE)
* Traditional notions of in-service training or dissemination need to be replaced by opportunities for ‘knowledge sharing’ based in real situations. (Darling-Hammond, L. and McLaughlin, M. W., Policies that Support Professional Development in an Era of Reform, Phi Delta Kappan, 1995, 76(8) pp 597–604)
* "If technology is to be used by students, then teachers must possess the confidence, understanding, and skills to effectively incorporate technology into their teaching practices." (Winter, 1997). What Research Says: Training Teachers for Using Technology; Journal of Staff Development, National Staff Development Council)

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Rushton Hurley, Next Vista for Learning

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