Photo Story 3 vs. Animoto

This was my first experience with both Photo Story 3 and Animoto video makers and I enjoyed working with Photo Story 3 better because I can see the benefits it would have in my classroom. Being able to add any type of audio or sound allows for more possibilities within a classroom setting.    I liked the functions because it gives your more creative options for videos as opposed to Animoto. Animoto, at least the version I was able to experience,  is extremely cookie cutter and limits the amount of creativity you may add.  One positive of Animoto was the layout of the slides. I liked begin able to see the slides as larger thumbnails as opposed to the small film strip you see while using Photo Story 3.  I feel as if Animoto would be easy for any person to use if the end goal is to put pictures to music an example of this would be a wedding video.  However Photo Story 3 would be useful in my classroom but will require extra effort. Overall I would say my experience with both Photo Story 3 and Animoto was positive. I found myself troubleshooting several issues that arouse and that helped make the experience better.

Objectives

Photo story Objective- I can see my self using this particular video with a student that has a mild visual impairment. I could either upload the video to his hand held device and he could listen with his headphones and have a clearer, larger picture to look at or I could play the video on the screen for the entire class. The story was take from the PCI program level 1. I use the program in my Communication Arts class and each student is required to master a level before moving on to the next. Mastering the level consist of having the story read aloud to you, answering comprehension questions as well as reading the story to another person. However in the case of the student with the visual impairment a modification would be made therefore only requiring the student to listen to the story and recall information.

Animoto Objective- This could be used as a review tool once the students have mastered the level (book) they could watch the Animoto video and help prepare themselves for the comprehension questions that follow. However I would not be able to add voice over to the video therefore may not be as beneficial for my student with a visual impairment. We could still upload the video to his personal hand held device to allow him a better picture and large text.

References

Book:

(2007). Time To Go. San Antonio, Texas: PCI Educational Publishing.