More than Just Lines on a Map: Best Practices for U.S Bike Routes
EDU2400 Digital Stories Part 2
1. Chapter 3: Digital Storytelling As An Educational Tool This chapter will examine DST within the context of Standards, Instructional design and Literacy From: Digital Storytelling in the Classroom by Jason Ohler
2. Standards Content Standards •Content Standards exist for all grade levels •Most often content standards address outcome rather than methodology •Since DST is primarily viewed as methodology, it is usually overlooked •However DST has wide application and can be used to cover content areas as long as time, technology access and technology training exists Technology Standards •educators have embraced the educational technology standards developed by ISTE (international society for technology in education) •nontechnically oriented teacher with an open mind and good classroom management skills can be very successful •students live in a media driven world, having students create digital media provides them ultimate media literacy opportunity
19. interact with other readers NCTE / IRA Standards for English Language Arts: http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf NETS for Teachers 2008 available at www.iste.org: (international society for technology in education) Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-Age Learning Experiences and Assessments Model Digital-Age Work and Learning Promote and Model Digital Citizenship and Responsibility Engage in Professional Growth and Leadership
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22. How can students, by the end of the story, prove to themselves and their evaluators that they internalized their transformation and discovery?
32. Just expanding on traditional literacy, new venues and genres. * NOTE ABOUT PERMISSION* http://www.youtube.com/watch?v=42E2fAWM6rA
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34. Assessment is a pivotal point in the education process. It is the means by which we... a)determine how our students are doing as learners, b)gain valuable insight into how we are doing as teachers, and c)communicate the effectiveness of this process to the public. Your department heads and peers will naturally desire to know the relevance and value of Digital Story Telling (DST). Your assessment method for Digital Story Telling is a means by which you can effectively communicate the utility of DST within your classroom.
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37. This chapter offers three compelling reasons to use and assess new media: 1.New Media, due to its intrinsic reliance upon Old Media, can spark an interest in reading and writing among New Media savvy students who would other wise show little interest in developing these vital skills. 2.In due time New Media literacy will be the norm within our society and thus an expectation for all students. 3.Students are going to experiment with New Media outside (and inside) of our classes whether or not this use is formally acknowledged and assessed.
46. Have students self-assess their projects"New media assessment will be part of our futures, either by default or by design. The more enthusiastically our education systems accept the need for new media assessment, the better prepared our children will be for the world beyond school."
