Welcome to my website!

About Me

I have been a CTE teacher at Masuk High School in Monroe, CT, for 21 years.  I am certified in Business, Tech Ed, and Math, and I am currently teaching under all three certifications. 

EDT 532 is my fourth course in my Ed Tech Master's program.

I have never taught a distance learning course before, but I have successfully taken one on-line course.  It was taught asynchronously, and I did get feedback on my work from the professor.  Students enrolled in the same course as I was were required to post comments/questions to a pre-existing blog and comment on each other's posts.

My PLN

Here are some websites I find useful for keeping up-to-date in my various subject areas.

Personal Finance:

irs.gov

money.msn.com

bankrate.com

stockmarketgame.org

money.cnn.com

personalfinanceteacher.com

philadelphiafed.org

ftpfe.org (Foundation for Teaching Personal Financial Education)

financialeducatorscouncil.org

On twitter.com:

@SuzeOrmanShow (Suze Orman, financial advisor)

@themotleyfool (The Motley Fool)

@consumerreports (Consumer Reports)

@planetmoney (NPR's Planet Money)

@GRSblog (Get Rich Slowly)

@freakonomics (Freakonomics)

whymoneymatters.org

Business Law:

oyez.org

Video Production:

imdb.com

youtube.com

freemusicarchive.org

edu.musicshake.com

storyboardthat.com

screenr.com

audacity (download from audacity.sourceforge.net)

Education in General:

Pinterest

Teachers Recess

Teach Ade

Teacher 2.0

Lessonplanet.com

bused.org

discoveryeducation.com

microsoft.com/Education

educatorstechnology.com

educreations.com

lifehacker.com

educatorpages.com

voki.com

 


 

Contact Information

E-mail:

jmpappas6@gmail.com

jmpappas@my.ccsu.edu

 

Blog:

EDT532JonellePappas.blogspot.com


 Click the link below to find out my biggest pet peeves.  

 Moodle Proposal

As the only Video Production teacher in my school, I (and my students) are often called upon to create videos for teachers, administrators, and staff.  The videos may be shown on morning announcements, on our educational access TV station, on the school website, at a parent meeting or event, at a town-wide event, in a classroom for a project, etc. 

Production of these videos is a great learning experience for my students.  However, sometimes, we get overwhelmed with requests and must turn down some of them.  I would love to create a moodle to teach my colleagues how to produce their own videos, including burning a DVD (with or without intro menu). 

I'd like to teach them how to take video (when they take their own, it usually is unsatisfactory in multiple ways).  I'd like to teach them to upload their video to a computer editing software.  Basic editing techniques would come next.  Exporting the video and/or converting it to a desired format would follow.  If a DVD is needed, we could cover that as well.

Some decisions I have to make include the following.  Your input regarding what I include is greatly appreciated!

Should I teach them to use the equipment I have in my classroom, so I can help them as necessary? Or try to cover many types of software that are currently available? I spend about 3 periods a day in the video production room, and the room is free and open when I am teaching other courses elsewhere in the building.  Several of my students avail themselves of this free time and can assist as well.

Should I include production and importing of separate audio?

Should I include use of the green screen?

Should I include production and importing of Live Type text?

Each of these add to the complexity of the moodle and are not necessarily needed for a basic video production.

 

 

 

 

 e-Learning 

The article "The e-learning Developer's Journal: Strategies and Techniques for Designers, Developers, and Managers of eLearning" by Ruth Clark included many ideas and techniques for improving e-learning.  In her article, Ms. Clark discussed effective use of graphics to support various types of content.  In the sections below, I give examples of effective use of media for different types of content.  The type of content illustrated is bolded in purple in each section.   

One piece of content that I teach in video production is lighting.  This image quickly, easily, and clearly illustrates the three basic types of lights used to effectively illuminate a video recording.  Angles, widths, and placement in relation to the subject, camera, and back wall are  all included and easily identifiable and reproducible by even beginning students.

 Realistic illustrations of multiple examples are key to teaching a concept.  When I am teaching lighting in Video Production, I like to show multiple examples of various lighting set ups to compare and contrast them.  The objective is to use lighting to achieve a specific desired outcome.  Here is a small sampling of photos to use to illustrate use of lighting.  

 When teaching a process, animated diagrams illustrating stages of the process can help a learner put the steps together.  When I do a unit on credit in Personal Finance, I briefly discuss what to do if you find an error on your credit report.  This illustration quickly and efficiently gives the information needed in an easily understood format.  

In teaching procedures in Video Production, my students and I often use videos or animated demonstrations of the task they need to perform.  A huge benefit is that they can watch them over and over, saving me from having to repeat myself many times.  And they can pause the video to actually perform each task one at a time as necessary.  Also, it's hard to watch me demonstrate how to do something on the computer, then expect them to return to their computers and repeat what I did.  Here is an example of a video they might use.  It's a student favoritefavorite!

Videos are also an efficient way to reinforce principles.  In Business Law, my students conduct two mock trials.  One of the skills they learn is how to make an effective opening statement.  This video demonstrates the principles that make an opening statement that will convince a jury to think like you do.  My students can use it as a model for making their own opening statements.  The benefit of the video for me as a teacher is that I can stop the video to discuss specific aspects.  For students, an added benefit is that they can replay it as often as needed.  

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