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Digital storytelling at the Morgridge International Reading Center: The "how-tos" and "how comes" of technology
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Digital storytelling at the Morgridge International Reading Center: The "how-tos" and "how comes" of technology


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This presentation was given at the 2010 Conference of the Florida Association of Teacher Educators in St. Pete, FL.

This presentation was given at the 2010 Conference of the Florida Association of Teacher Educators in St. Pete, FL.

Published in: Education
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  • Slates: (1703) Students today can’t prepare bark to calculate their problems. They depend on their slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will not be able to write.” Teachers Conference, 1703 Paper: (1815) Students today depend upon paper too much. They don't know how to write on slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper? Fountain Pens: (1914 )“Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.” PTA Gazette, 1914Ink: (1929) Students today depend upon store bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education. The Rural American TeacherBall point pens: (1950) "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." Federal Teacher
  • MIRC
  • GOALS (What we will do): Communicating, Collaborating, Learning, and Researching DRAFT Core Values of the Morgridge International Reading Center (aka “How we will act”) 1. LITERACYEverything that the Morgridge Center does will be focused on reading and literacy development including events, gallery space, and research that comes from the Center. Reading and literacy development will be the driving force behind all activities and materials. 2. SERVICEThis core value speaks to the incredible need for effective literacy instruction. Individuals who cannot read, cannot participate fully in any society. A focus for the Morgridge Center will be giving back to the community, city, state, nation, and world, with the explicit target to raise literacy levels. This can be accomplished by donations of literacy materials, funding of philanthropic efforts, education of teachers and administrators, and many other avenues. 3. ACCESSEverything in the building will be able to be experienced by people of varying physical and mental capacities. Each venue in the gallery and each event will be accessible to all. The Morgridge Center website will continue to develop ways to enhance accessibility. 4. RESEARCHThe best way to show that something is effective for students is to conduct systematic research. The Morgridge Center leadership recognizes that research takes on many formats and informs in different ways. Both qualitative and quantitative research, when done systematically and using trusted research methodology will inform theory use and development. All displays and activities hosted by the Morgridge Center will be supported by sound research practices. When possible, specific research reports and summaries will be available for review. These core values of Literacy, Service, Access, and Research will undergird our efforts to “Bring people and ideas together” while Learning, Researching, Communicating, and Collaborating. With time to reflect on our efforts, we will be efficient stewards of the knowledge and resources we have. The leadership of the Morgridge Center will be encouraged to reflect individually and corporately, for the furtherance of the organization. Each event at the Morgridge Center will strive to communicate the importance of reading and literacy development through elegant surroundings and appropriate environments, using humor and good will to promote the cause of raising literacy attainment.  
  • Bloom’s TaxonomyKeep catching apes and silly elephants.
  • O'Brien, D., & Scharber, C. (2008, September). Digital Literacies Go to School: Potholes and Possibilities. Journal of Adolescent & Adult Literacy, 52(1), 66–68. doi: 10.1598/JAAL.52.1.7
  • Transcript

    • 1. Digital Storytelling and the Morgridge International Reading Center: The “How to’s” and “How Come’s” of Technology
      Dr. Susan Wegmann
      Associate Professor, University of Central Florida
      Director of Programs and Research, Morgridge International Reading Center
      October 9, 2010
    • 2. Slates
      Fountain Pens
      Ballpoint Pens
    • 3. How does technology advance literacy development?
    • 4.
    • 5.
    • 6. Morgridge International Reading Center
      ”Bringing people and ideas together”
      * Researching
    • 7. Core Values
    • 8. Critical Thinking
      Bloom, 1975
    • 9. NCTE 2005 Guideline
      Multi-Modal Literacies
      *The techniques of acquiring, organizing, evaluating, and creatively using multimodal information should become an increasingly important component of the English/Language Arts classroom.
    • 10. IRA Position Statement onIntegrating Literacy and Technology in the Curriculum (2002)
      The Internet and other forms of information and communication technology (ICT) are redefining the nature of literacy. To become fully literate in today’s world, students must become proficient in the new literacies of ICT. Therefore, literacy educators have a responsibility to integrate these technologies into their literacy curricula.
    • 11. NCTM Position Statement onThe Role of Technology in the Teaching and Learning of Mathematics (March 2008)
      Technology is an essential tool for learning mathematics in the 21st century, and all schools must ensure that all their students have access to technology. Effective teachers maximize the potential of technology to develop students’ understanding, stimulate their interest, and increase their proficiency in mathematics. When technology is used strategically, it can provide access to mathematics for all students.
    • 12. NSTA Position Statement onThe Use of Computers in Science Education (1999)
      Just as computers play a central role in developing and applying scientific knowledge, they can also facilitate learning of science. It is therefore the position of the National Science Teachers Association that computers should have a major role in the teaching and learning of science. Computers have become an essential classroom tool for the acquisition, analysis, presentation, and communication of data in ways which allow students to become more active participants in research and learning.
    • 13. NCSS (2006)Technology Position Statement and Guidelines
      As an organization, we continually need to demonstrate and research how effective use of technology enhances social studies teaching and learning. The new technologies, for example, enable users to access, organize, and communicate information in ways unfathomable until recently.
    • 14. Digital Literacies
      . . . however, are here to stay—they are at the core of new literacies—and educators should consider how to best weave together old, new, and future literacies so that young people leave school literate in the ways of school and the ways of the world (O’Brien & Scharber, 2008)
    • 15. Florida Legislative Rule 6A-5.065
      The Educator Accomplished Practices of the Florida State Board of Education
      12) Accomplished Practice Twelve - Technology.
      (a) Accomplished level. The accomplished teacher uses appropriate technology in teaching and learning processes.
    • 16. “We need to prepare students for their future, not our past.”
    • 17. “We need to prepare students for their future, not their present.”
    • 18. “We need to prepare our children for a future that we can’t even describe.”
      David Warlick
      Technology Consultant & Author
    • 19. *
      This is the first generation to be bathed in bits since birth.
      Because of their access to the digital media, today’s students learn, work, think, shop, and create differently than their parents.
      Don Tapscott, 1997
    • 20. Connected Stance (Wegmann & McCauley, 2009)
      * By providing digital students with opportunities to learn in ways that satisfy their interests and needs they may be more engaged in the learning process.
    • 21. “Same story, same tool”
      “Same story, different tool”
      “Different story, different tool”
      Bernajean Porter
      Technology Planner & Author
    • 22. “I know only one thing about the technologies that await us in the future: We will find ways to tell stories with them.”
      Jason Ohler
      Educator & Author
    • 23. What is Digital Storytelling?
      *The art of telling stories with a variety of available multimediatools:
      *still images * text
      *audio * animation
      *video * Web publishing
      * music * CGI
      * sound
    • 24. Good Digital Stories:
      Are Personal
      Begin with a Story/Script
      Are Concise
      Use Readily-available Source Elements
      Include Universal Story Elements
      Involve Collaboration
    • 25. Point of View
      Dramatic Question
      Emotional Content
      Gift of Voice
      Power of the Soundtrack
      Seven Elements of Effective and Interesting Digital Stories
    • 26. Basic Steps
      Collect and import images and video into storyboard
      Align images/video with script
      Create story project -Add music and/or voice over
    • 27. Basic Steps
      Write Some More
      Gather Resources
      Computer Time
    • 28. Storymap
    • 29. Storymap
    • 30. Write
      “No matter how sophisticated our technology becomes, the future of digital storytelling will involve writing and conventional forms of literacy.”
      Jason Ohler
      Educator & Author
    • 31. Storyboard
    • 32. Scott Firenza
    • 33. David Jakes
    • 34. Basic Steps
      Write Some More
      Gather Resources
      Computer Time
    • 35. Share
      What was the goal of the project
      Assess everything (process to final)
      Self-assessment and peer review
      Beyond the Classroom
      Copyright issues
    • 36. Skills and Benefits of Creating Digital Stories
    • Types
      Personal Narrative
      Work of Fiction
      **Academic Story
      Public Service Announcement
      Alternative Ending to a Well-known Story
    • 48. Vocabulary Digital Stories
      • Basic Assignment – choose 5 words, create narrative, choose at least 5 pictures to accompany, make a digital story.
    • Vocabulary Digital Story Examples
      • Cold War – Kalista’s Story
      • 49. Declaration:
      • 50. American Government:
      • Civil Rights Movement:
      • 51. Haiti:
      • 52. Early Exploration:
      • Economics: (Computer generated by student)
      • 53. Juvenile Justice:
      • 54. From resources to products:
      • 55. The Great Depression: (low sound)
    • Examples ofDigital Storytelling
      Multimedia Authors
      Digital Book Trailers
      Personal Narratives
      Digital Documentaries
      Vocabulary Digital Stories
    • 56. Examples ofDigital Storytelling
      Multimedia Authors
      Create a presentation of student original work that includes some combination of music, student artwork, graphical interpretation, and/or student voice
      The Canterbury digiTales Project
    • 57. Examples ofDigital Storytelling
      Digital Book Trailers
      “Movie-trailer” style videos about a favorite book
      Created with some combination of stills, text, video, music, soundeffects, and/or student voice
    • 58. Examples ofDigital Storytelling
      Grass Born To Be Stepped On
      Tragedy in a Bronx School Yard
    • 59. Digital Storytelling Resources
      Digital Documentaries byTeaching Matters
    • 60. Digital Storytelling Resources
      Evaluating Projects
    • 61. Digital Storytelling Resources
      Digital Directors Guild
    • 62. Digital Storytelling Resources
      University of Houston - Educational Uses of Digital Storytelling Resource Page
      Getting Started
    • 63. Digital Storytelling Resources
      Adobe – Digital Kids Club – Digital Storytelling
      Classroom Tips
      Digital Storytelling in the Classroom
      Storying Around for 21st Century Skills
      Getting Started: Seven Steps for Digital Storytelling
    • 64. Digital Storytelling Resources
      David Jake
    • 65. Digital Storytelling Resources
      Scott Firenza
    • 66. Digital Storytelling Resources
      Jason Ohler
    • 67. Digital Storytelling Resources
      Apple iLife
    • 68. Digital Storytelling Resources
      Microsoft Education
    • 69. Digital Storytelling Resources
      The MY HERO Short Story Film Festival
    • 70. Digital Storytelling Resources
      flickr -
      Pics4Learning -
      FreePhoto -
      FreeStockPhotos -
      Open Photo -
      Stock Exchange -
    • 71. Digital Storytelling Resources
      Audacity -
      Freeplay Music -
      Freesound Project -
      ccMixer -
    • 72. Contact Info
      Dr. Susan Wegmann
      UCF Associate Professor
      Director of Programs & Research, Morgridge International Reading Center
      Okeechobee High School/UCF Faculty-in-Residence
      4000 Central Florida Blvd
      Box 161250
      Orlando, FL 32816-1250
    • 73. Digital Storytelling and the Morgridge International Reading Center: The “How to’s” and “How Come’s” of Technology
      Dr. Susan Wegmann
      Associate Professor, University of Central Florida
      Director of Programs and Research, Morgridge International Reading Center
      October 9, 2010