Part 1

A1.2, A1.3, B1.1, B2.6

When introducing our animation unit to students we start off with a simple online Wick Editor site. I demonstrate to the students how to navigate through the panel and tools that will make them successful. I also take the opportunity to dive into frame rates and things to look out for when transitions are required so items do not look like they are warping across the screen. We then talk about exporting our files and talk about different file formats (.gif’s and .mp4’s). I also attach a youtube video to our Google Classroom for those that are absent or need a refresher of the lesson on their own. Wick Editor is a very simple platform that does not overwhelm students and a great way to introduce simple animation to the students.

Students are then asked to create their first own short animation writing out their first names with a 5 second minimum requirement (60 frames) and export their final products as a .gif. This is an opportunity to let the students show some of their creativity and also for me to gauge interest levels and assist those that need help.

Reviewing your students' IEP's and giving a simple Google form diagnostic for the lesson or unit helps understand where everyone's existing knowledge is. I always recognize we all have diverse learning styles and use visual demonstrations and provide written instructions along with verbal explanations. Wick editor is a cloud based program that allows students to access it whenever and whatever device (school provided laptop, cellphone, chromebook and lab computer) Students are also allowed to use fonts in whatever language and can add any extra details as long as they are not disrespectful to others. While students are working on their assignments, I walk around the classroom reviewing their different work. If I recognize that as a class certain areas in the assignment are needing improvements I will stop the class and demonstrate via the whiteboard. Students are given a due date of a few days for this assignment and can always resubmit items for remarking. Late assignments are always accepted. Once all assignments are uploaded, I then review all the submissions and provide feedback. This assignment helps scaffold into the next animation topic.

Part 2

C2.3

One item that poses a challenge in my classroom is the topic of Artificial Intelligence (AI) and its future developments, particularly in terms of their impacts on society and the economy. Staying ahead of the latest advancements in AI in CommTech is challenging, and the future impacts are uncertain. While AI has the potential for positive applications, the ethical and social implications are still unknown.

I have noticed students are using this technology more and more. Students are using AI technologies, such as chatGPT, vectorizing apps, and content-aware photo replacement apps. During my school's PD session, our administration emphasized the importance of taking a proactive approach to promote discussions within our classrooms and among colleagues. I recently adapted my teaching methods requiring students to submit multiple items for straightforward assessments. For example, in an assignment involving clone tool and spot healing brush, students now submit a photoshop file (.ps), a screenshot of their layers panel, and an exported .png of their final images. I find that this helps deter the use of AI in my classroom. 

How would you use something like this in a photo editing unit?

Using the spot healing brush and clone tool can help teach students retouching skills. Students can use the spot healing brush to remove blemishes, garbage and stains from images they have taken. The clone tool enables them to duplicate areas of an image and fix specific areas.

What would come before/after something like this? 

Before showing the spot healing brush and clone tool, students should learn the basics of photo editing (ie. layers, histograms). If students are required to take their own images, talk about the importance of how to set up their shots to avoid extra time in retouching images. Then demonstrate to students how time can be saved by fixing and improving photos without needing to take new ones for small issues.

How would you incorporate student choice into tasks in Comm Tech?

Students have the option to choose images from various genres, and I've introduced 'Photo Fridays,' encouraging them to capture their own images either inside or outside of school based on a topic choice we pick as a class. Using these images for assignments helps students be connected with the content based on their interests, this helps create a more personalized and engaging learning experience.