developing understanding through digital storytelling jeanette mikell tech 345

56
Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Upload: alice-moorman

Post on 22-Jan-2016

219 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Developing Understanding through Digital Storytelling

Jeanette Mikell TECH 345

Page 2: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

What is digital storytelling? Digital storytelling is the practice of Digital storytelling is the practice of

combining narrative with digital content, combining narrative with digital content, including images, sound, and video, to create including images, sound, and video, to create a short movie, typically with a strong a short movie, typically with a strong emotional component (Educause Learning emotional component (Educause Learning Initiative, 2007).Initiative, 2007).

Dynamic media have become an integral part Dynamic media have become an integral part of youth culture (Bull, 2009).of youth culture (Bull, 2009).

Our goal is to understand the characteristics Our goal is to understand the characteristics of dynamic media in the context of that of dynamic media in the context of that culture and learn how to use these media to culture and learn how to use these media to achieve learning goals in schools (Bull, 2009). achieve learning goals in schools (Bull, 2009).

Page 3: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

What is digital storytelling?

Creating a digital story taps skills and talentsCreating a digital story taps skills and talents—in art, media production, storytelling, —in art, media production, storytelling, project development, and so on—that might project development, and so on—that might otherwise lie dormant within many students otherwise lie dormant within many students but that will serve them well in school, at but that will serve them well in school, at work, and in expressing themselves work, and in expressing themselves personally (Ohler, 2005).personally (Ohler, 2005).

Most importantly, digital storytelling helps Most importantly, digital storytelling helps students become active participants rather students become active participants rather than passive consumers in a society than passive consumers in a society saturated with media (Ohler, 2005).saturated with media (Ohler, 2005).

Page 4: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Rationale: Implications for Education

For digital storytelling to be an important For digital storytelling to be an important component of … education, it must provide component of … education, it must provide what other tools lack, including an effective what other tools lack, including an effective integration of technology with learning, an integration of technology with learning, an emotional connection to content, and emotional connection to content, and increased ease of sharing content (Educause increased ease of sharing content (Educause Learning Initiative, 2007).Learning Initiative, 2007).

Using digital storytelling enhances students' Using digital storytelling enhances students' skills in critical thinking, expository writing, skills in critical thinking, expository writing, and media literacy (Ohler, 2005).and media literacy (Ohler, 2005).

Page 5: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Rationale: Implications for Education

Dynamic use of digital sound, images, video, Dynamic use of digital sound, images, video, and animation can transform a classroom. and animation can transform a classroom. (Bull, 2009).(Bull, 2009).

In studies conducted across several content In studies conducted across several content areas and grade levels, including science, areas and grade levels, including science, mathematics, and social studies, we have mathematics, and social studies, we have found that effective use of dynamic media found that effective use of dynamic media can lead to increased student engagement can lead to increased student engagement (Bull, 2009).(Bull, 2009).

Children love to produce, and teaching them Children love to produce, and teaching them the skills to make good productions takes the skills to make good productions takes advantage of their interest and provides them advantage of their interest and provides them with a wealth of skills (O’neal, 2006).with a wealth of skills (O’neal, 2006).

Page 6: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Essential Questions How can the use of digital storytelling and How can the use of digital storytelling and

dynamic media promote the development of dynamic media promote the development of understanding in the classroom?understanding in the classroom?

How can digital storytelling and dynamic How can digital storytelling and dynamic media be integrated into the classroom in media be integrated into the classroom in order to promote understanding?order to promote understanding?

What are some guiding principles for What are some guiding principles for designing learning activities that incorporate designing learning activities that incorporate dynamic media? dynamic media?

What tools are available for students and What tools are available for students and teachers to use in the creation of dynamic teachers to use in the creation of dynamic media and digital storytelling?media and digital storytelling?

Page 7: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Essential Question: Developing Understanding

Research (Royer, 2002) shows…Research (Royer, 2002) shows… Understanding is a “flexible performance Understanding is a “flexible performance

capacity”…the ability to think about the given capacity”…the ability to think about the given topic in a flexible manner and to demonstrate topic in a flexible manner and to demonstrate that ability through a performance. that ability through a performance.

Engaging students in developing multimedia Engaging students in developing multimedia projects has the potential to combine projects has the potential to combine constructivist, cooperative, and project-based constructivist, cooperative, and project-based learning as students develop performances of learning as students develop performances of understanding.understanding.

When students have to construct or create When students have to construct or create multimedia, they are actively constructing multimedia, they are actively constructing representations of their own understanding.representations of their own understanding.

Page 8: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Essential Question: Developing Understanding

When kids get to do work that they feel When kids get to do work that they feel passionate about, kids (and, for that matter, passionate about, kids (and, for that matter, adults) learn more and learn more effectively.adults) learn more and learn more effectively.—Lawrence Lessig from —Lawrence Lessig from RemixRemix (Bull, 2009). (Bull, 2009).

[Digital Storytelling is] a learning experience [Digital Storytelling is] a learning experience supported and extended by the application of supported and extended by the application of technology, that empowers students to create technology, that empowers students to create and contribute, all within the context of what and contribute, all within the context of what they are expected to know and be able to do they are expected to know and be able to do in the 21st Century (Jakes, n.d.).in the 21st Century (Jakes, n.d.).

Page 9: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Classroom Integration Communication with digital images and video Communication with digital images and video

is increasingly important (McAnear, 2008).is increasingly important (McAnear, 2008). Students must be able to develop and create Students must be able to develop and create

digital media, use it to communicate, and digital media, use it to communicate, and understand its effect on themselves and understand its effect on themselves and society (McAnear, 2008).society (McAnear, 2008).

If digital stories are going to survive in If digital stories are going to survive in education, they need to be tied to the education, they need to be tied to the curriculum and used to strengthen students' curriculum and used to strengthen students' critical thinking, report writing, and media critical thinking, report writing, and media literacy skills (Ohler, 2005).literacy skills (Ohler, 2005).

Page 10: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Classroom Integration Digital video offers new opportunities for Digital video offers new opportunities for

teaching science, social studies, teaching science, social studies, mathematics, and English language arts (Bull, mathematics, and English language arts (Bull, 2009).2009).

Discipline Instructional Methods

Social Studies Interpreting the record of human endeavors through media

Science Exploring and analyzing natural phenomenon

Mathematics Interpreting multiple representations of visual patterns

English Language Arts Communicating through multiple modes of new literacies

Page 11: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Classroom Integration Project based learning (Royer, Project based learning (Royer,

2002): 2002): increased motivation, problem increased motivation, problem

solving ability, collaboration, and solving ability, collaboration, and resource managementresource management

research skills, organization and research skills, organization and representation skills, presentation representation skills, presentation skills, and reflection skillsskills, and reflection skills

Page 12: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Bloom’s Taxonomy Higher Order Thinking Skills Higher Order Thinking Skills

incorporated into digital storytelling incorporated into digital storytelling (Churches, 2008):(Churches, 2008):

CreatingCreating EvaluatingEvaluating AnalyzingAnalyzing ApplyingApplying Understanding Understanding

Page 13: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Standards

Standards AlignmentStandards Alignment

This document from the University of This document from the University of Houston’s Houston’s Educational Uses of Digital Educational Uses of Digital StorytellingStorytelling outlines how digital outlines how digital storytelling meets nationally accepted storytelling meets nationally accepted standards of learning for technology standards of learning for technology (ISTE NETS), 21(ISTE NETS), 21stst Century Learner Century Learner Outcomes, and English Language Arts. Outcomes, and English Language Arts.

(printed handout available)(printed handout available)

http://digitalstorytelling.coe.uh.edu/alignment.html

Page 14: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Standards-21st Century Skills

21st Century Skills Digital StorytellingDigital Age Literacy

ICT (Information, Communications and Technology) Literacy

Digital storytelling allows a student to be informed and visually literate on numerous levels.Digital storytelling allows students to use technology as a tool to research, organize, evaluate and communicate information.

Inventive ThinkingCreativity and Innovation

Digital storytelling requires creative, independent, and inventive thinking.

Effective Communication and Collaboration

Digital storytelling involves collaborative, social, interactive, and personal communication.Digital storytelling requires that students assume shared responsibility for collaborative work, and value the individual contributions made by each team member.

Page 15: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Standards-21st Century Skills

21st Century Skills Digital StorytellingHigh Productivity and Accountability

Initiative and Self-DirectionDigital storytelling utilizes cutting-edge, productivity tools to create high quality products and results.Digital storytelling requires students to prioritize, plan, and manage work to achieve the intended results, and to be accountable for those results.

Media Literacy Digital Storytelling allows students to •understand both how and why media messages are constructed, and for what purposes•to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors •apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media•understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural environments

Page 16: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Standards-NETSNETS for Students Digital Storytelling

2a. Students understand the ethical, cultural, and societal issues related to technology.

Students will have a clear understanding of copyright issues surrounding the use of images in digital stories.

3a. Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, Snagit, and other multimedia software to create digital stories.

3b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories.

4a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create collaboratively-produced digital stories.

4b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, as an examination of historical events, and as stories that inform/instruct.

Page 17: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Standards-ELANational English Language

ArtsDigital Storytelling

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.

Students will watch digital stories produced by other students, teachers, etc., to build an understanding of new information, of society, of cultures, and for personal enjoyment.

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Students will write digital stories as personal narratives, examine historical events, and inform/instruct.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts and people) to communicate their discoveries in ways that suit their purpose and audience.

Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, examine historical events, and inform/instruct.

Page 18: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Standards-ELANational English Language

Arts Digital Storytelling

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer, networks, and video) to gather and synthesize information and to create and communicate knowledge.

Student will use Internet Search Tools (e.g., Yahoo Images, Google Images, Ask Pictures, and Picsearch) and Public Domain Websites (e.g., The NYPL Picture Collection Online, Digital History, Picture History) to gather images for the digital stories.

11. Students participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.

Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories that demonstrate new learning through personal narratives, examination of historical events, and stories that inform/instruct.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information.

Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal narratives, examine historical events, and inform/instruct.

Page 19: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Content Areas Social Studies Social Studies

As students compose a documentary using As students compose a documentary using historical artifacts, they learn the content, historical artifacts, they learn the content, develop their research and primary-source develop their research and primary-source analysis skills, and even come to understand analysis skills, and even come to understand the interpretive nature of historical accounts the interpretive nature of historical accounts (Hammond, 2009).(Hammond, 2009).

Science Science Creation of digital movies can facilitate Creation of digital movies can facilitate

investigation of a science topic using the investigation of a science topic using the students’ social context…They can also students’ social context…They can also stage an event for others to collect data, find stage an event for others to collect data, find patterns, and generate predictions (Park, patterns, and generate predictions (Park, 2009).2009).

Page 20: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Content Areas Math (Niess, 2009)Math (Niess, 2009)

Visualization is an important tool in Visualization is an important tool in problem solving, and students need problem solving, and students need multiple visualization opportunities to fully multiple visualization opportunities to fully develop this skill. Watching, analyzing, and develop this skill. Watching, analyzing, and creating digital videos provide unique creating digital videos provide unique opportunities for guiding this development.opportunities for guiding this development.

[Digital storytelling can] move students [Digital storytelling can] move students from a passive mode of watching to active from a passive mode of watching to active exploration of mathematical ideas.exploration of mathematical ideas.

Page 21: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Content Areas English Language Arts (Young, 2009)English Language Arts (Young, 2009)

Digital video is one particularly dynamic Digital video is one particularly dynamic technology with compelling implications for technology with compelling implications for the English language arts classroom.the English language arts classroom.

Students learn best when they use multi- Students learn best when they use multi- literacies to read and compose in new literacies to read and compose in new ways.ways.

Integrating visual images with written text, Integrating visual images with written text, as done in most digital stories and as done in most digital stories and multimodal compositions, enhances and multimodal compositions, enhances and accelerates comprehension. accelerates comprehension.

Page 22: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Essential Question: Guiding Principles

Digital Storytelling activities shouldDigital Storytelling activities should

(Ohler, 2005):(Ohler, 2005): focus on the writing process and the focus on the writing process and the

story first and the digital medium later story first and the digital medium later enhance students' skills in critical enhance students' skills in critical

thinking, expository writing, and media thinking, expository writing, and media literacyliteracy

use story mapping and written and oral use story mapping and written and oral storytelling storytelling beforebefore bringing in digital bringing in digital elements. elements.

Page 23: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Much of the work required to complete an Much of the work required to complete an

effective digital storytelling experience can effective digital storytelling experience can be done in a traditional classroom be done in a traditional classroom environment (Jakes, n.d.)environment (Jakes, n.d.)

The following steps are suggested by David The following steps are suggested by David Jakes as a guideline for creating digital Jakes as a guideline for creating digital stories.stories.

1.1. WritingWriting

2.2. ScriptScript

3.3. StoryboardStoryboard

4.4. Locating MultimediaLocating Multimedia

5.5. Creating the digital storyCreating the digital story

6.6. SharingSharing

Page 24: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Step 1: WritingStep 1: Writing

In most cases, this writing takes the form of a In most cases, this writing takes the form of a personal narrative about a particular story from a personal narrative about a particular story from a student’s life.student’s life.

The most effective digital stories have their genesis The most effective digital stories have their genesis in sound writing, so it is important to emphasize the in sound writing, so it is important to emphasize the value of multiple drafts.value of multiple drafts.

It is important that the story have a central theme, It is important that the story have a central theme, such as loss or accomplishment, among others.such as loss or accomplishment, among others.

Story mapping is useful during this stage…[it] Story mapping is useful during this stage…[it] enables teachers to quickly assess the strength of a enables teachers to quickly assess the strength of a story while it is still in the planning stage and to story while it is still in the planning stage and to challenge students to strengthen weak story challenge students to strengthen weak story elements.elements.

Page 25: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The ProcessImportant Story ElementsImportant Story Elements

A call to adventure, problem-solution involving A call to adventure, problem-solution involving transformation, closure (Ohler, 2005)transformation, closure (Ohler, 2005)

11stst Person Point of View Person Point of View**

A dramatic questionA dramatic question**

Emotional contentEmotional content**

Appropriate voiceAppropriate voice**

SoundtrackSoundtrack**

EconomyEconomy**

PacingPacing**

*From Joe Lambert’s *From Joe Lambert’s Digital Storytelling CookbookDigital Storytelling Cookbook and and Glen Bull and Sara Kadjer’s Glen Bull and Sara Kadjer’s Digital Storytelling in the Digital Storytelling in the Classroom Classroom (Hodgson, 2005).(Hodgson, 2005).

Page 26: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Step 2: ScriptStep 2: Script

The script is usually a distillation of the The script is usually a distillation of the essential components of the narrative essential components of the narrative story.story.

It forms the foundation, and the inclusion It forms the foundation, and the inclusion of the various multimedia elements serve of the various multimedia elements serve to rebuild the story.to rebuild the story.

Producing the digital story from the script Producing the digital story from the script ensures that the multimedia elements ensures that the multimedia elements convey and contribute meaning to the convey and contribute meaning to the story, rather than being included to make story, rather than being included to make the story more “interesting.”the story more “interesting.”

Page 27: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Step 3: StoryboardStep 3: Storyboard

Organizes the flow of their movie.Organizes the flow of their movie. Includes a place for the student to Includes a place for the student to

associate their script with a visual associate their script with a visual (still frame or video).(still frame or video).

The storyboarding process permits The storyboarding process permits students to determine or draw the students to determine or draw the type of imagery that will be type of imagery that will be associated with a particular portion associated with a particular portion of the script.of the script.

Page 28: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Step 4: Locating MultimediaStep 4: Locating Multimedia

Students use search tools …to locate Students use search tools …to locate still-frame imagery or video.still-frame imagery or video.

Students may also scan images from Students may also scan images from photographs from personal photographs from personal collections at this point.collections at this point.

Students can create very compelling Students can create very compelling stories by using still frame imagery.stories by using still frame imagery.

Page 29: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Step 5: Creating the digital storyStep 5: Creating the digital story

Students create their story using the Students create their story using the software available to them-iMovie, software available to them-iMovie, Windows Movie Maker or Photo StoryWindows Movie Maker or Photo Story

The most difficult component is The most difficult component is recording the voice (called the recording the voice (called the voiceover) from the script.voiceover) from the script.

Once the components of the digital Once the components of the digital story are assembled, students then story are assembled, students then produce the final movie, a process produce the final movie, a process called called renderingrendering..

Page 30: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

The Process Step 6: ShareStep 6: Share

Students are generally intensely proud of Students are generally intensely proud of their creations.their creations.

Showing the digital stories help students Showing the digital stories help students understand each other as human beings, understand each other as human beings, and it helps kids to understand that they and it helps kids to understand that they all share common experiences, and that all share common experiences, and that the person with the blue hair across the the person with the blue hair across the room is not that different from them.room is not that different from them.

Additionally, students have the opportunity Additionally, students have the opportunity to share their stories with a global to share their stories with a global audience.audience.Unless otherwise noted, all steps are from Unless otherwise noted, all steps are from Capturing Stories, Capturing Lives: an Capturing Stories, Capturing Lives: an Introduction to Digital Storytelling Introduction to Digital Storytelling by David Jakes. by David Jakes.

Page 31: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Suggested Evaluation for a Digital Story

CATEGORY 4-Exemplary 3-Satisfactory 2-Needs

Improvement 1-Unsatisfactory

Meaningful Question (Purpose)

Establishes a purpose early on and maintains a clear focus throughout. A meaningful question is established, developed and resolved.

Establishes a purpose early on and maintains focus for most of the presentation. A meaningful question is established, but may not be clearly developed.

There are a few lapses in focus, but the purpose is fairly clear. There may be no clear meaning question being addressed.

It is difficult to figure out the purpose of the presentation. It does not have a central meaningful question.

Content The selected content reflects the purpose and topic of the story throughout the entire story.

The selected content reflects the purpose and topic through most of the story.

Some of the content reflects the purpose and topic of the story, but there are some unrelated elements.

There is no connection between content, purpose, and topic

Script The script is extremely well written with clear evidence of planning, and progresses logically with a clear focus throughout the entire story.

The script is well written and usually has a logical progression and clear focus.

There is serious deviation from the logical progression or focus may be unclear often in the story.

The script does not progress logically and the focus is unclear throughout the story.

Voice Quality Voice quality is clear and consistently audible throughout the entire presentation.

Voice quality is clear and consistently audible throughout most of the presentation.

Voice quality is clear and consistently audible through some of the presentation

Voice quality is not clear or consistent throughout the entire presentation.

Page 32: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Suggested Evaluation for a Digital Story

Category 4-Excellent 3-Satisfactory 2-Needs Improvement

1-Unsatisfactory

Pacing The pacing is extremely well timed for the story line and effectively engages the audience.

The pacing is occasionally too fast or too slow for the storyline, but is relatively engaging for the audience.

The pacing often does not fit the story line. The audience is not consistently engaged.

No attempt to match the pace of the storytelling to the story line or to engage the audience.

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere/tone.

Sequencing All images are arranged and organized in a way that presents a logical coherent story.

Most of the images are organized into a logical coherent story.

Several images appear to be out of place or do not follow a logical progression of the story.

Little or no logical organization or sequence in the images.

Audio Music stirs a rich emotional response that matches the story line extremely well.

Music stirs a rich emotional response that somewhat matches the story line.

Music is not distracting, but it does not add much to the story or does not match the storyline.

Music is distracting, inappropriate, OR was not used.

Page 33: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Essential Question: Available Tools

SoftwareSoftware Story CreationStory Creation

Windows Movie Maker (PC)Windows Movie Maker (PC) Photo StoryPhoto Story iMovie (MAC)iMovie (MAC)

Image EditingImage Editing PhotoShopPhotoShop Google PicasaGoogle Picasa

Audio EditingAudio Editing AudacityAudacity Adobe Audition 2.0Adobe Audition 2.0

Page 34: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Essential Question: Available Tools

Story PlaybackStory Playback Windows Media PlayerWindows Media Player Real PlayerReal Player Quick TimeQuick Time

HardwareHardware ComputerComputer ScannerScanner Digital CameraDigital Camera Video CameraVideo Camera MicrophoneMicrophone

Page 35: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Web 2.0 and Digital Storytelling

The transformation from analog to digital The transformation from analog to digital formats--made Web 2.0, social media, and many formats--made Web 2.0, social media, and many other unanticipated consequences possible (Bull, other unanticipated consequences possible (Bull, 2009).2009).

Wikipedeia offers a concise definition of Web 2.0 Wikipedeia offers a concise definition of Web 2.0 as: “applications that facilitate participatory as: “applications that facilitate participatory information sharing, interoperability, user-information sharing, interoperability, user-centered design,centered design, and collaboration on the World and collaboration on the World Wide Web.” Wide Web.”

Web 2.0 has given birth to a new participatory Web 2.0 has given birth to a new participatory culture which allows participants to engage in culture which allows participants to engage in real-time collaboration and to co-construct real-time collaboration and to co-construct solutions to problems (McAnear, 2008).solutions to problems (McAnear, 2008).

Page 36: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Web 2.0 for Digital Storytelling

Collaborative OpportunitiesCollaborative Opportunities BlogsBlogs

http://kidblog.org/home.php WikisWikis

http://www.wikispaces.com/ Video SharingVideo Sharing

YouTubeYouTube SchoolTubeSchoolTube TeacherTubeTeacherTube

Social NetworkingSocial Networking TwitterTwitter FacebookFacebook

Page 37: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

A Web 2.0 Example: Voice Thread

Voice Thread offers the capability of video Voice Thread offers the capability of video sharing, as well as audio files, images, and sharing, as well as audio files, images, and text documents and the opportunity to hold text documents and the opportunity to hold collaborative conversations around these collaborative conversations around these files.files.

Participants comment in one of five ways: Participants comment in one of five ways: text, microphone, telephone, webcam, or text, microphone, telephone, webcam, or audio file upload.audio file upload.

Students upload their digital stories to share Students upload their digital stories to share with classmates, friends, family, and invite with classmates, friends, family, and invite comments and discussion.comments and discussion.

A unique interactive opportunityA unique interactive opportunity http://voicethread.com/share/2149544/

Page 38: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

A Library Example Library Information Science Essential Library Information Science Essential

QuestionsQuestions Why is it important to have a place (the library) where Why is it important to have a place (the library) where

knowledge and information is readily available and knowledge and information is readily available and shared freely?shared freely?

Why is it necessary to have organization in the library?Why is it necessary to have organization in the library? How is the library organized?How is the library organized? How are the books I read connected to my real life How are the books I read connected to my real life

experiences?experiences? How can knowing how to locate information be beneficial How can knowing how to locate information be beneficial

to me?to me? How can technology be used to locate information, to How can technology be used to locate information, to

help me to learn, and to help me to share what I have help me to learn, and to help me to share what I have learned?learned?

How can I use the information that I find or create How can I use the information that I find or create responsibly and ethically?responsibly and ethically?

Page 39: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

How are the books I read connected to my real life experiences?

Page 40: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

North Myrtle Beach Elementary

Student PopulationStudent Population 700 students700 students

Ethnic MakeupEthnic Makeup Caucasian: 61%Caucasian: 61% African-American: 32%African-American: 32% Hispanic: 7%Hispanic: 7%

Special PopulationsSpecial Populations Free/Reduced Lunch: 68%Free/Reduced Lunch: 68% Gifted and Talented: 11.5%Gifted and Talented: 11.5% Resource, Special Needs, or Speech: 13%Resource, Special Needs, or Speech: 13% Self-Contained: 3%Self-Contained: 3% ESOL/ELL: 6%ESOL/ELL: 6%

Page 41: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

NMBE-Classroom Curriculum

English Language Arts English Language Arts (as related to digital storytelling)(as related to digital storytelling)

Second and Third Grade: Students Second and Third Grade: Students will write for a variety of purposes, will write for a variety of purposes, including personal narratives, including personal narratives, descriptive compositions, and pieces descriptive compositions, and pieces to entertain others.to entertain others.

Page 42: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

NMBE-Classroom Curriculum

ScienceScience Second Grade:Second Grade:

Scientific inquiryScientific inquiry AnimalsAnimals WeatherWeather Properties and changes in matterProperties and changes in matter MagnetismMagnetism

Third GradeThird Grade Scientific inquiryScientific inquiry Habitats and adaptationsHabitats and adaptations Earth’s materials and changesEarth’s materials and changes Heat and changes in matterHeat and changes in matter Motion and SoundMotion and Sound

Page 43: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

NMBE-Classroom Curriculum

Social StudiesSocial Studies Second GradeSecond Grade

Communities Here and Across the WorldCommunities Here and Across the World Cultural contributions of various peoples in Cultural contributions of various peoples in

various regions, local community, local various regions, local community, local government, geographic and political divisionsgovernment, geographic and political divisions

Third GradeThird Grade South Carolina StudiesSouth Carolina Studies

Places, regions, and human systems, exploration Places, regions, and human systems, exploration and settlement of South Carolina, South and settlement of South Carolina, South Carolina’s role in the American Revolution and Carolina’s role in the American Revolution and the American Civil War, Major 19the American Civil War, Major 19thth and 20 and 20thth century developments in South Carolina century developments in South Carolina

Page 44: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

NMBE-Classroom Curriculum

MathMath Mathematical ProcessesMathematical Processes

Second and Third: Problem solving, reasoning and Second and Third: Problem solving, reasoning and proof, communication, connection, representationsproof, communication, connection, representations

Number and operationsNumber and operations Second Grade: Base-ten, place value, addition, and Second Grade: Base-ten, place value, addition, and

subtractionsubtraction Third Grade: Whole numbers, fractions, addition, Third Grade: Whole numbers, fractions, addition,

subtraction, multiplication and divisionsubtraction, multiplication and division AlgebraAlgebra

Second Grade: Numeric patterns, qualitative and Second Grade: Numeric patterns, qualitative and quantitative changequantitative change

Third Grade: Numeric patterns, symbols as Third Grade: Numeric patterns, symbols as representationsrepresentations

Page 45: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

NMBE-Classroom Curriculum

GeometryGeometry Second and Third: Spatial reasoning, basic Second and Third: Spatial reasoning, basic

attributes and classification of three-dimensional attributes and classification of three-dimensional shapes.shapes.

MeasurementMeasurement Second Grade: Money, length, weight, time, and Second Grade: Money, length, weight, time, and

temperaturetemperature Third Grade: Money, length, time, weight, liquid Third Grade: Money, length, time, weight, liquid

volume, polygonsvolume, polygons Data Analysis and ProbabilityData Analysis and Probability

Second Grade: Collecting and organizing data, Second Grade: Collecting and organizing data, trends in a data set, predictions based on datatrends in a data set, predictions based on data

Third Grade: Organizing, interpreting, analyzing, Third Grade: Organizing, interpreting, analyzing, and making predictions about data, multiple and making predictions about data, multiple representations, basic probabilityrepresentations, basic probability

Page 46: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

North Myrtle Beach Elementary

2009-2010 Performance Data2009-2010 Performance DataSources: NMBE 2010-2011 School Summary ReportSources: NMBE 2010-2011 School Summary Report

http://nmbe.horrycountyschools.net/UserFiles/Servers/Server_1034883/File/Home/NMBE%20School%20Summary%20Report%202010-11%20Final.pdf

NMBE 2010 SC Annual School Report Card SummaryNMBE 2010 SC Annual School Report Card Summaryhttp://ed.sc.gov/topics/researchandstats/schoolreportcard/2010/elementary/summary/e2601048.pdf

Horry County Schools Performance Goals

NMBE 2009-2010 Assessment Results

Grade 3 - ELA 85.1% of students will scoreMET and EXEMPLARY; 68.3% of students will score EXEMPLARY

In third grade ELA, 82.80% of our studentsscored MET and EXEMPLARY; 68% EXEMPLARY, 16.1% MET

Grade 3 - MATH 79.2% of students willscore MET and EXEMPLARY; 53.0% of students will score EXEMPLARY

In third grade MATH, 77.60% of our students scored MET and EXEMPLARY; 50.4% EXEMPLARY, 29.4% MET

Grade 3 - SOCIAL STUDIES 81.0% of students will score MET and EXEMPLARY;44.3% of students will score EXEMPLARY

In third grade SOCIAL STUDIES, 72.5% ofour students scored MET and EXEMPLARY; 41.5% EXEMPLARY, 35.2% MET

Grade 3 - SCIENCE 65.4% of students willscore MET and EXEMPLARY; 29.8% of students will score EXEMPLARY

In third grade SCIENCE, 70.1% of our students scored MET and EXEMPLARY; 35.7% EXEMPLARY, 36.3% MET

Page 47: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

North Myrtle Beach Elementary

Available Tools for Digital StorytellingAvailable Tools for Digital Storytelling 2 Computer Labs2 Computer Labs 2 Mini Laptop Computer Carts2 Mini Laptop Computer Carts 5-6 Classroom Computers in each 5-6 Classroom Computers in each

classroomclassroom Windows Movie MakerWindows Movie Maker Library/Computer Lab ScannersLibrary/Computer Lab Scanners Flip CamFlip Cam Digital CameraDigital Camera WebcamWebcam

Page 48: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

North Myrtle Beach Elementary

The Essential QuestionsThe Essential Questions Will digital storytelling improve content Will digital storytelling improve content

understanding in any or all of our understanding in any or all of our student populations at NMBE?student populations at NMBE?

Can the incorporation of digital Can the incorporation of digital storytelling into our classroom storytelling into our classroom instruction propel more of our students instruction propel more of our students to the MET and EXEMPLARY categories to the MET and EXEMPLARY categories on PASS testing?on PASS testing?

They are both essential questions They are both essential questions worth exploring.worth exploring.

Page 49: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Important Terms

Dynamic MediaDynamic Media Any digital form of media-text, Any digital form of media-text,

images, audio, or video that has the images, audio, or video that has the ability to be revised, re-edited, ability to be revised, re-edited, remixed, and easily posted, remixed, and easily posted, uploaded, downloaded, or otherwise uploaded, downloaded, or otherwise shared electronically.shared electronically. The Mash-Up: The Mash-Up:

http://www.thedaringlibrarian.com/2011/02/digital-remix-mash-up-culture-explained.html

Photo/Video Management and SharingPhoto/Video Management and Sharing

Flickr: Flickr: http://www.flickr.com/

Page 50: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Important TermsEssential QuestionsEssential Questions The starting point, as Grant Wiggins argues, is to The starting point, as Grant Wiggins argues, is to

"organize courses not around 'answers' but around "organize courses not around 'answers' but around questions and problems to which 'content' represents questions and problems to which 'content' represents answers." Such "essential questions," as they are answers." Such "essential questions," as they are known, are an important ingredient of curriculum reform known, are an important ingredient of curriculum reform

A question which requires the student to develop a plan A question which requires the student to develop a plan or course of action.or course of action.

A question that requires the student to make a decision.A question that requires the student to make a decision. Is it acceptable to clone human beings? Support your Is it acceptable to clone human beings? Support your

decision (Decision making)decision (Decision making) What’s the best plan for losing 20 pounds? Your plan What’s the best plan for losing 20 pounds? Your plan

can include three strategies that are most can include three strategies that are most appropriate for you. (Action plan) (Jakes, n.d.).appropriate for you. (Action plan) (Jakes, n.d.).

Page 51: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Important TermsDigital StorytellingDigital Storytelling Digital storytelling is the practice of Digital storytelling is the practice of

combining narrative with digital content, combining narrative with digital content, including images, sound, and video, to create including images, sound, and video, to create a short movie, typically with a strong a short movie, typically with a strong emotional component (Educause Learning emotional component (Educause Learning Initiative, 2007).Initiative, 2007). A Memoir: My GrannyA Memoir: My Granny

http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/specialmemories_t1.mov

Favorite HolidaysFavorite Holidays http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/sapp_2003_t1.mov

Page 52: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Sources Bull, G. & Bell, L. (2009). Lights, camera, learning! Bull, G. & Bell, L. (2009). Lights, camera, learning! Learning and Learning and

Leading with Technology, Leading with Technology, 36(8) 30-31. Retrieved from36(8) 30-31. Retrieved fromhttp://www.pbs.org/moodle/file.php/3286/docs/bull_lights_camera_learning_lltech_2009_jun-jul_p30.pdf

Bull, G. & Garofalo, J. (2009). Dynamic media. Bull, G. & Garofalo, J. (2009). Dynamic media. Learning and Learning and LeadingLeading

with Technology. with Technology. 36(5) 40-41. Retrieved from 36(5) 40-41. Retrieved from

http://www.pbs.org/moodle/file.php/3286/docs/bull_dynamic_ media.pdf

Churches, A. (2008). Bloom’s taxonomy blooms digitally. Churches, A. (2008). Bloom’s taxonomy blooms digitally. Tech &Tech &

Learning. Learning. Retrieved from Retrieved from http://techlearning.com/article/8670

Cushman, K. (1989). Asking the essential questions: curriculum Cushman, K. (1989). Asking the essential questions: curriculum

development. Horace , 5(5). Retrieved fromdevelopment. Horace , 5(5). Retrieved from

http://www.essentialschools.org/resources/122

Page 53: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Sources Educause Learning Initiative. (2007). Educause Learning Initiative. (2007). Seven things you should knowSeven things you should know

about digital storytelling.about digital storytelling. Retrieved from Retrieved fromhttp://net.educause.edu/ir/library/pdf/ELI7021.pdf

Hammond, T.C., & Lee, J. (2009). From watching newsreels toHammond, T.C., & Lee, J. (2009). From watching newsreels to

making videos. making videos. Learning and Leading with Technology, Learning and Leading with Technology, 36(1)36(1)

32-33. Retrieved from 32-33. Retrieved from http://www.pbs.org/moodle/file.php/3286/docs/hammond_from_watching_newsreels_to_making_videos.pdf

Hodgson, K. (2005). Hodgson, K. (2005). What is digital storytelling? What is digital storytelling? Retrieved fromRetrieved fromhttp://www.umass.edu/wmwp/DigitalStorytelling/Digital%20Storytelling%20Main%20Page.htm

Jakes, D. (n.d.). Jakes, D. (n.d.). Basing learning experiences in essential questions.Basing learning experiences in essential questions.

Retrieved from Retrieved from http://www.docstoc.com/docs/4971377/Basing-Learning-Experiences-in-Essential-QuestionsDavid-Jakes-It

Page 54: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Sources Jakes, D. (n.d.). Jakes, D. (n.d.). Capturing stories, capturing lives: an introductionCapturing stories, capturing lives: an introduction

to digital storytelling. to digital storytelling. Retrieved from Retrieved from http://www.jakesonline.org/dstory_ice.pdf

McAnear, A. (2008). Communication and collaboration 2.0. McAnear, A. (2008). Communication and collaboration 2.0. Learning Learning

and Leading with Technology, and Leading with Technology, 36(1) 5. Retrieved from36(1) 5. Retrieved fromhttp://www.pbs.org/moodle/file.php/3286/docs/mcanear.pdf

Niess, M.L., & Walker, J.M. (2009). This rock and roll video teachesNiess, M.L., & Walker, J.M. (2009). This rock and roll video teaches

math. math. Learning and Leading with Technology, Learning and Leading with Technology, 36(1) 36-37.36(1) 36-37.

Retrieved fromRetrieved fromhttp://www.pbs.org/moodle/file.php/3286/docs/niess_this_rock_n_roll_video_teachers_math.pdf

North Myrtle Beach Elementary School Summary Report (2010).North Myrtle Beach Elementary School Summary Report (2010).

Retrieved from Retrieved from

http://nmbe.horrycountyschools.net/UserFiles/Servers/Server_1034883/File/Home/NMBE%20School%20Summary%20Report%202010-11%20Final.pdf

Page 55: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Sources North Myrtle Beach Elementary South Carolina Annual School ReportNorth Myrtle Beach Elementary South Carolina Annual School Report

Card Summary (2010). Retrieved fromCard Summary (2010). Retrieved fromhttp://ed.sc.gov/topics/researchandstats/schoolreportcard/2010/elementary/summary/e2601048.pdf

Ohler, J. (2005). The world of digital storytelling. Ohler, J. (2005). The world of digital storytelling. Educational Educational

Leadership.Leadership. 63 (4) 45. Retrieved from 63 (4) 45. Retrieved from

http://www.pbs.org/moodle/file.php/3286/docs/tech345_the_http://www.pbs.org/moodle/file.php/3286/docs/tech345_the_

world_of_digital_storytelling.pdfworld_of_digital_storytelling.pdf O’neal, C. (2006). O’neal, C. (2006). Online Interactivity for Educators: a teacher’s tourOnline Interactivity for Educators: a teacher’s tour

of YouTube. of YouTube. Retrieved from Retrieved from

http://www.edutopia.org/teachers-tour-you-tubehttp://www.edutopia.org/teachers-tour-you-tube Park, J.C. (2009). Video allows young scientists new ways to be seen.Park, J.C. (2009). Video allows young scientists new ways to be seen.

Learning and Leading with Technology, Learning and Leading with Technology, 36(1) 34-35. 36(1) 34-35. RetrievedRetrieved

fromfrom

http://www.pbs.org/moodle/file.php/3286/docs/park_video_http://www.pbs.org/moodle/file.php/3286/docs/park_video_

allows_young_scientists_new_ways.pdfallows_young_scientists_new_ways.pdf

Page 56: Developing Understanding through Digital Storytelling Jeanette Mikell TECH 345

Sources Royer, R., & Royer, J. (2002). Developing understanding with multi-Royer, R., & Royer, J. (2002). Developing understanding with multi-

media: putting the tools of multimedia development into themedia: putting the tools of multimedia development into the

hands of students can deepen the educational experience.hands of students can deepen the educational experience.

Learning and Leading with TechnologyLearning and Leading with Technology, 29(7) 40-45. , 29(7) 40-45.

Retrieved fromRetrieved from

http://www.pbs.org/teacherline/courses/tech305/docs/tech305http://www.pbs.org/teacherline/courses/tech305/docs/tech305

_article2.pdf?cc=tlredir_article2.pdf?cc=tlredir South Carolina Curriculum Standards. Retrieved fromSouth Carolina Curriculum Standards. Retrieved from

http://ed.sc.gov/agency/pr/Standards-and-Curriculum/ http://ed.sc.gov/agency/pr/Standards-and-Curriculum/ University of Houston. (2011). University of Houston. (2011). Educational Uses of Digital Storytelling.Educational Uses of Digital Storytelling.

Retrieved from http://digitalstorytelling.coe.uh.edu/index.htmlRetrieved from http://digitalstorytelling.coe.uh.edu/index.html Young, C., & Kajder, S. (2009). Telling stories with videos. Young, C., & Kajder, S. (2009). Telling stories with videos. LearningLearning

and Leading with Technology,and Leading with Technology, 36(1) 38-39. Retrieved from 36(1) 38-39. Retrieved from

http://www.pbs.org/moodle/file.php/3286/docs/young_telling_http://www.pbs.org/moodle/file.php/3286/docs/young_telling_

stories_video_lltech_2009_jun-jul_p38.pdfstories_video_lltech_2009_jun-jul_p38.pdf