Digital storytelling can be used to promote understanding in the classroom by having students create digital stories using media like video, sound, and images. The document provides examples of how digital storytelling aligns with state technology standards and 21st century skills. It also lists many websites that provide resources and examples of digital stories.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
Digital tools are transforming learning and teaching, and Project Tomorrow’s Speak Up National Research Project surveys provide insights into how these tools are being used, 21st century skills and STEM instruction in classrooms today. Attend this web seminar to hear from Julie Evans, CEO of Project Tomorrow, who will share recent survey findings and discuss what the future of personalized, blending learning is expected to look like. She will be joined by a curriculum administrator who led his district’s transition to a blended learning model—a 12-school pilot with a new “Centers Approach.”
Topics will include:
The student vision for digitally-rich, personalized learning
How administrators are leveraging technology solutions to decrease costs
How technology is being used to personalize learning across the U.S.
Julie Evans
CEO
Project Tomorrow
Alec Iogman
Elementary Math Curriculum Associate
Stamford Public Schools (Conn.)
Joe Trahan
Curriculum Designer
DreamBox Learning
Who will benefit:
Superintendents, curriculum directors, technology directors, principals and others involved with personalized or blended learning. Anyone may attend.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
Digital tools are transforming learning and teaching, and Project Tomorrow’s Speak Up National Research Project surveys provide insights into how these tools are being used, 21st century skills and STEM instruction in classrooms today. Attend this web seminar to hear from Julie Evans, CEO of Project Tomorrow, who will share recent survey findings and discuss what the future of personalized, blending learning is expected to look like. She will be joined by a curriculum administrator who led his district’s transition to a blended learning model—a 12-school pilot with a new “Centers Approach.”
Topics will include:
The student vision for digitally-rich, personalized learning
How administrators are leveraging technology solutions to decrease costs
How technology is being used to personalize learning across the U.S.
Julie Evans
CEO
Project Tomorrow
Alec Iogman
Elementary Math Curriculum Associate
Stamford Public Schools (Conn.)
Joe Trahan
Curriculum Designer
DreamBox Learning
Who will benefit:
Superintendents, curriculum directors, technology directors, principals and others involved with personalized or blended learning. Anyone may attend.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
Educators have long been allured by technology—from radio, film, and television to calculators, VCRs, and PCs. Now it's tablets, document cameras, and interactive whiteboards. With a plan in place, schools can make sure that their investments in digital technology don't go to waste. - See more at: http://www.atkearney.com/paper/-/asset_publisher/dVxv4Hz2h8bS/content/the-digital-school/10192#sthash.21c9zgQn.dpuf
The Special Needs Classroom and Interactive WhiteboardsLynn Marentette
This is a slightly updated version of a presentation from the 2010 S.U.C.C.E.S.S. Conference, a regional event sponsored by Kenmore Middle School in Arlington, Virginia. The focus of the conference was on SMARTBoards. This presentation provides information that pertains to other types of interactive whiteboards, as well as touch-screen displays that are used in educational settings.
Teaching with Technology: Social Media Tools and Mobile Apps for Secondary S...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with secondary school teachers who are willing to use emerging technologies to engage their students in the classroom.
Educators have long been allured by technology—from radio, film, and television to calculators, VCRs, and PCs. Now it's tablets, document cameras, and interactive whiteboards. With a plan in place, schools can make sure that their investments in digital technology don't go to waste. - See more at: http://www.atkearney.com/paper/-/asset_publisher/dVxv4Hz2h8bS/content/the-digital-school/10192#sthash.21c9zgQn.dpuf
The Special Needs Classroom and Interactive WhiteboardsLynn Marentette
This is a slightly updated version of a presentation from the 2010 S.U.C.C.E.S.S. Conference, a regional event sponsored by Kenmore Middle School in Arlington, Virginia. The focus of the conference was on SMARTBoards. This presentation provides information that pertains to other types of interactive whiteboards, as well as touch-screen displays that are used in educational settings.
Teaching with Technology: Social Media Tools and Mobile Apps for Secondary S...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with secondary school teachers who are willing to use emerging technologies to engage their students in the classroom.
#APM16 Incorporating Digital & Social Technologies into Social Work EducationLaurel Hitchcock
This panel includes social work educators experienced with infusing social and digital technologies into social work courses and curricula. Topics will focus on digital literacy, using theory to inform the integration of technology into online courses, and creating assignments and learning activities for social work courses that incorporate technology.
Incorporating digital and social technologies into social work educationLaurel Hitchcock
Our workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and learning activities for social work courses that incorporating digital and social media such as microblogging, designing infographics, and creating a video.
Incorporating Digital and Social Technologies into Social Work EducationNancy J. Smyth, PhD
Incorporating Digital and Social Technologies into Social Work Education
Teaching and learning social work online - Skills Workshop
Online & Hybrid, Asynchronous & Synchronous, Newcomers
B & 0 - Baltimore & Ohio
1:45 PM - 2:30 PM
This workshop will inform participants about the mechanics as well as the advantages and disadvantages of incorporating digital and social technologies assignments into social work courses. Topics to be covered include the importance of digital literacy and how to use theory to inform the integration of technology into their online courses. Participants will learn about example assignments and
learning activities for social work courses that incorporating digital and social media such as microblogging, podcasting and creating
a video.
Laurel Iverson Hitchcock, University of Alabama at Birmingham
Melanie Sage, University of North Dakota
Nancy Smyth, University at Buffalo, State University of New York
Social Work Distance Education Conference. Indianapolis, April 13th, 14th, and 15th, 2016
Sponsored by School of Social Work, Indiana University, and The Council on Social Work Education
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Essential Questions How can the use of digital storytelling and dynamic media promote the development of understanding in the classroom? How can digital storytelling and dynamic media be integrated into the classroom in order to promote understanding?
3. Essential Questions & Standards These questions helped guide me through the development of this presentation by providing a basis for my role as an educational computer strategist n the creation of our technology curriculum. These questions provided the catalyst to develop understanding of what dynamic media is and how to use this media in helping students to understand the art of storytelling. Our school is comprised of 700+ students and 45+ teachers. Digital storytelling can be incorporated into both the English and Social Studies curricular areas and the computer applications classes. What is dynamic media? It is simply using media that incorporates video, sound, voice, and animation that blend together to create a media presentation. The students on my campus have used dynamic media with Microsoft PowerPoint and Microsoft MovieMaker. There are many more tools that allow interactivity with dynamic media. The following website goes over 50+ ways of telling the same story using different Web 2.0 tools: http://cogdogroo.wikispaces.com/50+Ways
4. Essential Questions & Standards The development of understanding through digital storytelling happens at the uppermost level of Bloom’s Taxonomy of higher order thinking skills. Applying: Students will use information to solve problems, identify connections and relationships to the essential question and apply these in telling their stories. Students will combine or synthesize this information to produce their stories.Analyzing: Students need to determine or identify what media best describes their stories. Students need to decide on the arrangement of images, text, music and voice to determine what works best in telling their stories. Synthesizing: Students will combine information to produce unique stories which also requires originality and creativity.Evaluating: Students will make decisions on how to integrate the media in telling of their stories. Creating: Students will create digital stories using dynamic media.
5. Essential Questions & Standards Nevada State Technology Standards Adopted 5/14/10 http://www.doe.nv.gov/Standards_ComputerTech_Standards.html Apply new and existing knowledge to independently, or in collaboration with others, generate new ideas, products, or processes with digital tools. Create an original work using digital tools, including planning, research, editing, and production. Develop digital models or simulations to answer questions or to solve problems. Use technology to research, conduct, and report experimental data, to determine trends and possibilities using evidence to justify their predictions. Collaborate electronically with peers, experts and others to create and publish digital products for authentic audiences. Create digital text, images, sound, and video for use in communication. Critique appropriateness of digital formats for audiences and purposes. Interact electronically with culturally diverse groups for specific purposes. Contribute electronically to a group project that identifies a problem, presents solutions, and evaluates the solutions. Justify method of electronically interacting for a specific goal or purpose.
6. Nevada Standards cont. Use digital tools to plan, organize, and critique research-based inquiry. Use digital tools to plan a complex timeline, track progress, cite sources, and organize information for a research project. Use advanced search techniques to locate, access, synthesize, and evaluate information in multiple sources to create an original product for an authentic audience. Use digital tools to organize and compare information with main ideas and supporting documentation. Use digital resources to assemble and evaluate facts, opinions, and points of view appropriate to the task. Evaluate peers’ use of resources appropriate to a task. Use multiple digital tools to analyze data and critique theories and hypotheses. Evaluate and justify the formats for reporting results to a variety of audiences. Identify a complex issue, develop a systematic plan of investigation, and present innovative solutions. Analyze the capabilities and limitations of several different digital planning tools for developing solutions or for completing a project. Select and apply digital tools to collect, organize and analyze data to evaluate theories or test hypotheses.
7. Nevada Standards cont. Use multiple processes and consider diverse perspectives to derive original solutions to authentic problems using digital resources and assess their potential to address social, lifelong learning, and career needs. Articulate the concepts and issues revolving around intellectual and digital property rights. Compare the similarities and differences between acceptable use of technology resources in school and work environments. Extrapolate how technology will impact collaboration, learning, and productivity of post-secondary life and career. Analyze the capabilities and limitations of current and emerging technologies and assess their potential to address personal, social, lifelong learning, and career needs. Model digital citizenship while leading a group of peers through a collaborative project using current and emerging technologies. Describe the components of technology systems and how they interact. Critique the selection of digital tools, based on efficiency and effectiveness. Analyze and troubleshoot common hardware and software issues to optimize learning and productivity Analyze the capabilities and limitations of current and emerging technologies based on their potential to address personal learning and career needs, as well as societal issues.
8. What is Digital Storytelling? A digital story is a narrative created by using media that incorporates voice, music, still images, sound or sound effects, animation and/or video. The story may have a specific topic or a particular point of view. It can be a story told "from the heart". Our students created digital stories using Windows MovieMaker and Imovie. There are many more tools offered to educators to manage media and create presentations. Some more tools may be found at the following website: http://cooltoolsforschools.wikispaces.com/Presentation+Tools
9. Developing Storytelling in the Classroom A Digital Story created to answer the essential question “How should be technology be used?”
10. Developing Storytelling in the Classroom Writing and producing a digital story in aComputer Applications Classroom (Essential Questions)Think about: How can the use of digital storytelling tell a story that defines who you are? What do you have to say? What is the best way to say it? What sort of reaction do you want to evoke from your audience? Students: Choose one of the following questions? Begin to tell your story. Your story should be at least one page double spaced and should include several paragraphs. 1. What does it mean to be a good digital citizen? Can you think of an event or a person in your life who has been affected by cyberbullying or sexting? How has this event/person made a difference in your life? (Justify your response.) Use pictures, voice and music to tell the story about what it means to be a good digital citizen. 2. What differentiates your digital footprint from anothers? Use voice, pictures and music to tell “your story”. Brainstorm some ideas. Consider the following factors: Think before you post or text, what goes around comes around, nothing is as private as you think, the Internet is not written in pencil- it’s written in pen. 3. How can the use of computer based tools tell your story? Tell one story about who and/or what has influenced you to define who you are. Consider... What role has technology played in your lifetime? What technology will you need for your future? What technology could you not do without?
11. Digital Storytelling Websites Center for Digital Storytelling: http://www.storycenter.org/index1.htmlBridges to Understanding Gallery of Digital Stories: http://www.bridgesweb.org/projects/gallery-public.htmlDave Jakes – Jakes Online: http://jakes.editme.com/DigitalStorytellingTwoDigiTales – The Art of Telling Digital Stories: http://www.digitales.us/gallery/other_story_sites.phpMicrosoft – Digital Storytelling in the Classroom: http://www.microsoft.com/education/teachers/guides/digital_storytelling.aspxPBS – Circle of Stories (Examples of Lesson Plans): http://www.pbs.org/circleofstories/educators/lesson3.htmlStories for Change: http://storiesforchange.net/storiesUniversity of Houston – The Educational Uses of Digital Storytelling: http://digitalstorytelling.coe.uh.edu/
12. Aligning to 21st Century Skills The Partnership for 21st Century Skills (2009) identifies major outcomes that students should master to succeed in work and life for the 21st century. By relating digital storytelling and dynamic media in the classroom, we will help students prepare for life in the 21st century. The following outcomes align with the digital storytelling unit. Students will decide how to tell their story.CRITICAL THINKING AND PROBLEM SOLVING Reason Effectively Use Systems Thinking Make Judgments and Decisions Solve Problems Students will create their story.COMMUNICATION AND COLLABORATION Communicate Clearly Collaborate with Others Students will decide what information is important in telling their story.INFORMATION LITERACY Access and Evaluate Information Use and Manage Information Students will use dynamic media to tell their story.MEDIA LITERACY Analyze Media Create Media Products
13. NETS*S The standards, developed by ISTE (The International Society for Technology in Education), identify digital citizenship and higher order thinking skills that are necessary for students to become responsible global learners. Digital storytelling incorporates each of these standards. The essential question, "What does it mean to be a good digital citizen?",incorporates the following NETS-S: 1,2,4,5,and 6 with emphasis on Creativity and Innovation; Communication and Collaboration; and Technology Operations and Concepts.(Permission to reproduce was granted for educational purposes. July, 2011)
14. NETS*S cont. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: apply existing knowledge to generate new ideas, products, or processes; create original works as a means of personal or group expression; use models and simulations to explore complex systems and issues; identify trends and forecast possibilities. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media; communicate information and ideas effectively to multiple audiences using a variety of media and formats; develop cultural understanding and global awareness by engaging with learners of other cultures; contribute to project teams to produce original works or solve problems. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: plan strategies to guide inquiry; locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media; evaluate and select information sources and digital tools based on the appropriateness to specific tasks; process data and report results
15. NET*S cont. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: identify and define authentic problems and significant questions for investigation; plan and manage activities to develop a solution or complete a project; collect and analyze data to identify solutions and/or make informed decisions; use multiple processes and diverse perspectives to explore alternative solutions. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: advocate and practice safe, legal, and responsible use of information and technology; exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity; demonstrate personal responsibility for lifelong learning; exhibit leadership for digital citizenship. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: understand and use technology systems; select and use applications effectively and productively; troubleshoot systems and applications; transfer current knowledge to learning of new technologies.
16. Citing Resources Bridges to Understanding. (2007–2009). Highlighted works. Retrieved July 24, 2011, from http://www.bridgesweb.org/projects/gallery-public.htmlBull , G. and Garofalo, J. (2009, February). Dynamic media. Learning & Leading with Technology.Center for Digital Storytelling. (n.d.). Stories. Retrieved July 25, 2011, from http://www.storycenter.org/stories.htmlForehand, Mary, Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology, Retrieved July 23, 2011, from http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_TaxonomyInternational Society for Technology in Education, Retrieved July 25, 2011, from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspxJagTKD.YouTube. What is Digital Storytelling, Retrieved July 24, 2011, from http://www.youtube.com/watch?v=dKZiXR5qUlQJakes, D. (n.d.). Standards Proof Your Digital Storytelling Efforts. Retrieved July 23, 2011, from http://digitalstorytelling.coe.uh.edu/alignment.htmlJakes, D. (n.d.) Digital Storytelling 2.0 What's Next, Retrieved July 23, 2011, from http://jakes.editme.com/DigitalStorytellingTwoNevada State Technology Standards, Retrieved July 25, 2011, from http://www.doe.nv.gov/Standards_ComputerTech_Standards.html McAnear, A. (2008, August). Communication and Collaboration 2.0. Learning & Leading with Technology.Partnership for 21st Century Skills. (2009). P21 Framework Definitions Document. Julyy 25, 2011, http://www.p21.org/documents/P21_Framework_Definitions.pdfhttp://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120Royer, R. and Royer, J. (2002). Developing Understanding with Multimedia. Learning & Leading with Technology.Stories for Change. (n.d.). View stories. Retrieved July 24, 2011, from http://storiesforchange.net/stories