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Let the iPad CREATE
The document discusses the educational potential of digital storytelling using iPads, highlighting how they can facilitate learning through engagement, collaboration, and creativity. It outlines a typical classroom workflow for digital storytelling and touches on the importance of adhering to copyright laws and common core standards. Additionally, various apps and tools are suggested to enhance the storytelling process and support students in becoming both producers and consumers of content.
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Let the iPad CREATE
- 1. Stephen B. SwanStephenB. Swan University of LouisvilleUniversity of Louisville College of Education and Human DevelopmentCollege of Education and Human Development
- 2. Let the iPadCreate!Let the iPad Create! Student ProsumersStudent Prosumers Creating a New GenreCreating a New Genre Stephen B. SwanStephen B. Swan University of LouisvilleUniversity of Louisville College of Education and Human DevelopmentCollege of Education and Human Development
- 3. AgendaAgenda Digital Storytelling!Digital Storytelling! Whatmakes this a learning activity?What makes this a learning activity? WhereWhere iis the rigor?!s the rigor?! How are students engaged and motivated?How are students engaged and motivated? What Common Core and NGSS standards doesWhat Common Core and NGSS standards does DS meet?DS meet? What ISTE NETS-S are covered in DS?What ISTE NETS-S are covered in DS? What is a common classroomWhat is a common classroom workflow/timeframe?workflow/timeframe? What are alternative apps to iMovie?What are alternative apps to iMovie? LetLet’’s see some student samples and a samples see some student samples and a sample creationcreation ““livelive”” DS right before our eyes!!DS right before our eyes!!
- 4. WhatWhat iis sospecial about DS on an iPad?!s so special about DS on an iPad?! • Simple , touch interfaceSimple , touch interface • Like using a giant iPhoneLike using a giant iPhone • All components of DS areAll components of DS are self-containedself-contained • Device is very portableDevice is very portable (helps immensely when(helps immensely when recording a script)recording a script) • It may well be they wayIt may well be they way people collaborate in thepeople collaborate in the futurefuture
- 5. What makes thisa learning as opposed to playing activity?What makes this a learning as opposed to playing activity? • Content research can be as challenging asContent research can be as challenging as the instructor wants to make it.the instructor wants to make it. • Requires concise writing and revision toRequires concise writing and revision to create a scriptcreate a script • Many different skills can be practiced andMany different skills can be practiced and woven together to make a wholewoven together to make a whole • Authentic collaboration to achieve a goal.Authentic collaboration to achieve a goal.
- 6. What makes thisa learning as opposed to playing activity?What makes this a learning as opposed to playing activity? • Learn/demonstrate visual literacyLearn/demonstrate visual literacy • Learn to speak in a presentation voiceLearn to speak in a presentation voice • Provides an opportunity for peer review andProvides an opportunity for peer review and critiquecritique • Digital Storytelling Across the Curriculum – BernajeDigital Storytelling Across the Curriculum – Bernaje
- 7. WhereWhere iis therigor?!s the rigor?! • StudentsStudents’ understandings’ understandings become center ofbecome center of classroom rather thanclassroom rather than curriculum busyworkcurriculum busywork • Tapping into visual literacyTapping into visual literacy skills: visualization,skills: visualization, interpreting, and makinginterpreting, and making meaningmeaning • Grammar, clarity, andGrammar, clarity, and spoken word skills can bespoken word skills can be required and assessed.required and assessed.
- 8. How are studentsHoware students engaged and motivated?engaged and motivated? • Construct their ownConstruct their own understanding of theunderstanding of the contentcontent • Ownership of finalOwnership of final productproduct • Know they wiKnow they will share itll share it • Allows social timeAllows social time • Get to pick how theyGet to pick how they portray the requiredportray the required contentcontent
- 9. What Common CorestandardsWhat Common Core standards does DS meet?does DS meet? http://www.techsavvyed.net/archives/21 56
- 10. What ISTE NETS-Sare covered in DS?What ISTE NETS-S are covered in DS? • Creativity and InnovationCreativity and Innovation • Communication and CollaborationCommunication and Collaboration • Research and Information FluencyResearch and Information Fluency • Critical Thinking, Problem Solving andCritical Thinking, Problem Solving and Decision MakingDecision Making • Digital CitizenshipDigital Citizenship • Technology Operations and ConceptsTechnology Operations and Concepts
- 11. Copyright ConcernsCopyright Concerns •Students need to be aware that they may beStudents need to be aware that they may be using copyrighted material.using copyrighted material. – Fair Use in EducationFair Use in Education » Portions of (often 10% of length) of songsPortions of (often 10% of length) of songs » Portions of movie clipsPortions of movie clips » Usually 5 or less images from one artist/photographerUsually 5 or less images from one artist/photographer – Cyberbee:Cyberbee: http://www.cyberbee.com/cb_copyright.swfhttp://www.cyberbee.com/cb_copyright.swf – StudentsStudents cancan learn to respectlearn to respect original work!original work!
- 12. Digital Story ProcessesDigitalStory Processes We build the frame… The students “paint” the picture RUBIRICS https://www.dropbox.c om/s/m4kpwxsn5aoxlm o/Digital %20StorytellingRubrics. doc
- 13.
- 14. What is acommon classroom workflow/timeframe?What is a common classroom workflow/timeframe? • DAY ONE: Assign topic, do basic research notesDAY ONE: Assign topic, do basic research notes and fact synthesisand fact synthesis • DAY TWO: Write, revise, proofread script, startDAY TWO: Write, revise, proofread script, start storyboardstoryboard • DAY THREE: Finish storyboard, begin compilingDAY THREE: Finish storyboard, begin compiling images on Camera Roll, practice voice narrationimages on Camera Roll, practice voice narration (Storyboard Directions Link)(Storyboard Directions Link)
- 15. What is acommon classroom workflow/timeframe?What is a common classroom workflow/timeframe? • DAY FOUR: Add images sufficient for length ofDAY FOUR: Add images sufficient for length of voiceover, record voiceover, adjust images to fitvoiceover, record voiceover, adjust images to fit voiceovervoiceover • DAY FIVE: Final polishing, adjust sound, addDAY FIVE: Final polishing, adjust sound, add background music/sounds, add titles andbackground music/sounds, add titles and transitionstransitions • DAY SIX: Share and critiqueDAY SIX: Share and critique (Digital Storytelling Checklist(Digital Storytelling Checklist link)link)
- 16. Digital Story ProcessesDigitalStory Processes
- 17. TPACK: the tools http://flickr.com/photos/nataliejohnson/237529176/ “affordances thatteachers create through playful interaction with their curriculum…” Punya and Koehler 2008
- 18. TPACK: the EasyExplanation http://flickr.com/photos/nataliejohnson/237529176/
- 19. Are you acaterpillar or a butterfly? What’s your technology skills level with using the iPad? Image: jigzone.com Image: en.wikipedia.org
- 20. Digital Story ToolsDigitalStory Tools iPadiPad ORGANIZE THE STORY! Poplet Lite Demo
- 21. Digital Story ToolsDigitalStory Tools iPadiPad An Easy Beginning! 30Hands Example 30Hands App Demo
- 22. Digital Story ToolsDigitalStory Tools iPadiPad Getting into the Zone Use this time to play with the apps on the iPads, make some stories and think how you might use these apps in your classrooms.
- 23. Digital Story ToolsDigitalStory Tools iPadiPad Stretch the Ideas! Tellagami EXAMPLE Tellagami
- 24. Digital Story ToolsDigitalStory Tools iPadiPad Getting into the Zone Use this time to play with the apps on the iPads, make some stories and think how you might use these apps in your classrooms.
- 25. Digital Story ToolsDigitalStory Tools iPadiPad Focus on the Telling! ScreenChomp EXAMPLE ScreenChomp
- 26. Digital Story ToolsDigitalStory Tools iPadiPad Getting into the Zone Use this time to play with the apps on the iPads, make some stories and think how you might use these apps in your classrooms.
- 27. Digital Story ToolsDigitalStory Tools iPadiPad Put It All Together! Videolicious EXAMPLE Videolicious
- 28. Digital Story ToolsDigitalStory Tools iPadiPad Getting into the Zone Use this time to play with the apps on the iPads, make some stories and think how you might use these apps in your classrooms.
- 29. Digital Story ToolsDigitalStory Tools iPadiPad Where Are We Going Next? TouchCast EXAMPLE TouchCast
- 30. Digital Story ToolsDigitalStory Tools iPadiPad Getting into the Zone Use this time to play with the apps on the iPads, make some stories and think how you might use these apps in your classrooms.
- 31. Digital Story ToolsDigitalStory Tools iPadiPad Questions…