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Digital Storytelling Power Point

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Digital Storytelling Power Point

  1. 1. Digital Storytelling<br />The 20th Century in America<br />By Dan Saska<br />
  2. 2. “storytelling is a natural form of communication, and it can be a powerful tool for human learning.” - Jonassen<br />
  3. 3. Overview: “The Product”<br />Students will create a five minute digital story focusing on at least ten American events, which effectively encompass 20th century America and provide an overview of the events.<br />
  4. 4. Learner Goals<br />To assess American history <br />To determine any significant events from 1890-2001. <br />To analyze the events <br />To conclude why the events are significant<br />
  5. 5. Literature Review of Digital Storytelling<br />Variety of sources<br />All confirm that digital storytelling is a “powerful” tool for education and reflection<br />Digital stories “tap into students’ existing visual, oral, print, textual, and technological literacies.”<br />
  6. 6. Mind Tool Overview<br />Learners: 9th grade students, mixed ability<br />Procedure:<br />Students will <br />Get into groups of three to four <br />Reflecting upon the entire year/come up with ten events that are most influential and significant to the “big picture” of history. <br />Research these ten events in depth, finding at least one image and one primary source (speech, quote, newspaper quotation, legislation, etc.) that correspond to the event.<br />Write a two-sentence explanation of why this event is important and what it changed. <br />Use their research and choose a digital storytelling tool (Vuvox, Dipity, or Joggle). <br />Create storyboards, and create the digital story. <br />
  7. 7. The Mind Tool’s Characteristics<br />The students will be modeling experiences (stories)<br />Digital storytelling will allow students to interact with experiences while engaging in problem solving, which is the essence of conceptual change.<br /> Since the students will be modeling experiences of Americans, they will be using hypermedia.<br />
  8. 8. Assessment<br />Final product should address higher-level thinking (analyzing, synthesizing)<br />All requirements (primary sources, explanation of event, etc.) must be met<br />Use of a rubric <br />
  9. 9. Standards Met:<br />Students analyze contributions of individuals, political groups, and events to history<br />Creativity and Innovation standards <br />Research and Information Fluency standards<br />
  10. 10. Rubric Used:<br />

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