Description of the Technology:
Frames, developed by Tech4Learning, is used to make animations without clay. The product allows the user to combine images, text, and audio to create stop-motion animated stories. An array of pictures is included in the software, but it also comes with rights to use Pics4Learning images online. In addition, the user is allowed to import images from files or capture images in real time using a digital camera. Once an animation is complete, options for sharing include movies for podcast, web, presentation, full quality, and animated gif.
http://www.tech4learning.com/frames/
Affordances and Constrains:
The software was fun to play, but the directions were difficult to follow. Knowledge of animation and how it is created is a necessary part of the user’s background in order to be successful immediately. As an elementary teacher, it is not something that I could give to the students and expect them to “find their way” using it. Since the program only has a few animation images that would help show the process, instruction and guidance is a must.
Looking for the potential this software would lend to an elementary classroom or subject, I would put motivation high on the list. Students would be very excited about creating their own animations using clipart, scanned drawings, or digital images.
The software accounts for individual differences. The ease of importing graphics to each frame would allow students with disabilities to have success. In addition, backgrounds are easily obtained for the less artistic. At the elementary level, the drawback in the beginning stages of the Frames software would be having patience to move an object across the screen in each frame to get the desired animation effect.
Innovativeness and Creativity:
Students, who understand the animation process, can work at a more advanced level creating exceptional ways to show the development of an event with photos or capturing images in real time. Recorded music or sound can be added to each animation as well. For the artistic child this software would create an avenue to share stories, characters, voice, and plot all in a fun format to share with friends. The publishing options which include movies for the web and podcasts allows the students to share products with a wider audience than their peers at school or their parents at home. After a few hours of using the software, I was able to create (with relative ease) a crude movie “Humming Bird Feeding” using a digital camera set at continuous photo setting.
One constraint is that it takes a large number of frames to create a story or complete the “thought” of the animation. Another constraint is that it takes a great deal of time and a keen eye to align each photo. Finally to get the sound to end at the desired point in the animation may take several tries.
Cognitive Growth:
The software promotes cognitive growth in the sense that students need to be able to sequence events in order to create an animation. The beginning middle and end are important features of a story. Using the software could enhance sequencing development of learners. If students learn to create better story lines or plots than the time involved to create a simple animation would be time well spent.
Curriculum:
Frames, a communication software, does not fit into one discipline area. As a Language Arts tool, it is important to sequence events in order to form a clear message. Thus the storyboard allows students to move ideas easily to construct meaning. However, students must have an understanding of the structure of the discipline they are studying in order to create animations. The software does not help to construct this meaning nor does it teach the syntax of the discipline.
The software can be used in all curriculum areas. One of the areas I would use Frames is in a Science class to study the life cycle of a plant. The students could begin to grow a plant from a seed. A picture of the growth process could be taken every day. Each day the photo would be added to the animation. At the completion of the study students could watch the animation and reflect on the growth of the plant starting from day one. This would not only serve as a review, but portions of the animation could be slowed to see major changes. Additionally, during major changes more than one picture could be taken during the day which would show significant change is occurring at a rapid rate. These could be grouped into smaller animations or grouped within the larger animation to study particular changes.
Redesign this Technology:
One of the ways I would redesign this technology would be to improve the instructions to include how to make an animation for the person who is unfamiliar with the process. In addition, I would include more “canned” images (I found two sets) of a complete series of events for students to practice making animations. Since the software appears to be geared to the elementary student, being familiarized with the animation process should be a top priority of the software. Overall, once the users is familiar with the software it is fairly easy to create an animation using Frames.
3 comments:
Frames sounds like an interesting software. You raised a good point when you mentioned that most elementary students would not be able to sit down and figure out the program on their own-I wonder if the help menu is “kid friendly”... I also liked how you gave an example of how the software might be useful in a classroom for a science lesson.
I'm interested in learning to use an animation program in my class. This was a great overview of the program and I also appreciated hearing of your example of how you would use this program for the science lesson.
I would love to see the animation you created.
Sally,
Frames sounds really neat. When I was at their booth at MACUL, I too was intrigued by Frames. It sounds very complicated though...what grade level would you find this appropriate for? Do you think my 6th graders would be able to use it?
I agree with Mary Ann. You should post your animation for us!!
Danelle
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