Jaconette digital storytelling presentation


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Presentation about digital storytelling and dynamic media in the classroom

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Jaconette digital storytelling presentation

  1. 1. DIGITALSTORYTELLING AND DYNAMIC MEDIAGetting Started at Spectrum School
  2. 2. Meet the Class Upper Elementary 2010-1137 students, 9-12 yearsof age23 girls and 14 boys5 students with IEP’sTeaching team of threein a private, progressiveschool setting
  3. 3. Inspiration AfricaCurriculum that ConnectsThe classroom curriculum for upper elementary students atSpectrum School is centered on our 2010-2011 school widetheme: Inspiration Africa. Upper elementary studentsstudy all disciplines in a problem based interdisciplinarylearning environment using Howard Gardner’s theory ofmultiple intelligences.Subject areas include: language arts, mathematics, science,social studies, geography, art, music, drama, movement andphysical education.
  4. 4. What is Digital Storytelling? “Digital Storytelling is the modern expression of the ancient art of storytelling. Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving dimension and vivid color to characters, situation, experiences, and insights.” Leslie Rule, Center for Digital Storyte!ing Text
  5. 5. 7 Key Elements of a Digital Story (Educause Learning Initiative)Point of View - first person, perspective of the storytellerDramatic or essential question that is resolved by the end of the storyEmotional content - evokes emotion in the audienceGift of your voice - a personal and powerful componentPower of the soundtrack - music that builds interest & emotionEconomy - keeps the story clean and unclutteredPacing - generates the tempo and rhythm of the story
  6. 6. A Digital Story by ConnorPractice Makes Perfect is a great example of what ourstudents can accomplish with digital stories. Connoruses pictures, words, drawings, audio of his voice andhis piano playing to create his story. Connor “owns” hisstory and it shows.http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/connor_T1.mov
  7. 7. Love is . . . a Second Grade StoryIn Love is, early elementary teacher Mrs. Holbrook usesoriginal student art and simple voice recordings of herstudents explanations to create a delightful andmeaningful ode to love.http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/love2.t1.mov
  8. 8. What is Dynamic Media?Dynamic Media refers to the vast array of digital toolsavailable to tell a story in a layered, interactive andcomplex manner. It integrates visual images and audiowith written text to enhance and accelerate learning.Examples of dynamic media include blogs and vlogs,threaded conversation sites like Nicenet and VoiceThread, creative word play using Wordle, 3-D books atZooburst, Google Lit Trips, flip movies, on-line posters atGlogster, the list goes on . . .
  9. 9. Reflection on Literature on Voice ThreadThis group of students created a book review of LouisSachar’s novel There is a Boy in the Girls Bathroom usingthe dynamic threaded conversation site, Voice Thread.Students created drawings to represent their discussionavatar and created and organized the content of theirpresentation.http://voicethread.com/?#q.b56011.i289587
  10. 10. Extending Knowledge About Literature with GlogsterOlivia created a Glogster poster about the novel Peakby Roland Smith. She not only summarized the storybut researched other connections to the content foundin the book, such as video links about Tibet and factsabout mountain climbing.http://rcorcoran.edu.glogster.com/falsehyperlink
  11. 11. Developing Understanding withWeb 2.0 Across the CurriculumThere are endless opportunities to use Web 2.0 toextend understanding in all content areas. Students canexplain their problem solving strategies in math,document historial topics with primary sources,connect learning to geographical contexts, and usespecial effects, like slow motion or time lapse to explainscientific observations.
  12. 12. insert a cross curriculum example
  13. 13. The Gettysburg Address A historical digital storyThe Gettysburg Address uses words and images to “tell”the story of this famous speech and its underlyingtheme, “. . . the dead sha! not have died in vain.” Theauthor uses still pictures, music, information and facts,and both the author’s voice and a recording of thespeech to educate the viewer.http://digitalstorytelling.coe.uh.edu/movie_social_studies_04.html
  14. 14. Is the Use of Digital Storytelling and Dynamic Media More Than Just the Next Big Idea? Yes! It creates a learning environment that is:Engaging: It capitalizes on the tools students arealready using.Relevant: It can be implemented across the curriculumto develop understanding in the classroom.Complex: Students spend more time with the contentmaterial and learn to produce, distribute, invent,explore, persuade and create within projects written forspecific audiences.
  15. 15. Progressive: Digital projects incorporate the 21stcentury learning skills that students need, in order to besuccessful in life, such as: critical thinking, problemsolving, creativity & innovation, communication &collaboration, flexibility & adaptability and medialiteracy (Partnership for 21 Century Skills)Globally Connected: Digital learning extends theclassroom beyond the walls of our school building, asstudents learn, create and share with individuals fromaround the world.
  16. 16. Web 2.0 & Bloom’s Taxonomy
  17. 17. Why Digital Storytelling at Spectrum School? Multiple Intelligences & Digital StorytellingCreating a digital story is a constructivist learningexperience that incorporates many of HowardGardner’s multiple intelligences and honors thetraditions and values of education and learning atSpectrum School.
  18. 18. "Teachers who bring digital storytelling into theclassroom are discovering what makes this vehicle forexpression worth the effort. They watch students gainproficiency in writing and research, visual literacy,critical thinking, and collaboration. They see studentstake part in a range of learning styles. Of course, theyalso see students make authentic use of technology.Sometimes, they even hear students discover the powerof their own voice." Boss (2008)
  19. 19. “Proficiency in writing and research” (Verbal-linguistic, Interpersonal, Intrapersonal)Students explore in-depth their topic, use essentialquestions to guide their process, locate resources tosupport their story content, create and edit multiplecopies and prepare a script that considers the needs oftheir intended audience
  20. 20. “Visual Literacy” (Spatial, Interpersonal, Intrapersonal)Students learn how ideas and emotions are expressedvisually. They make decisions about which visualimages to include and how they will be interpreted bytheir audience. They create storyboards to guide thestorytelling process.
  21. 21. “Critical Thinking & Collaboration” (Verbal-linguistic, Mathematical-Logical, Spatial,Interpersonal, Intrapersonal, Bodily-Kinesthetic, & Musical)Students are using higher-order thinking skills whenthey design and create a digital story with a specificpurpose and an authentic audienceGroups of students may work together to create adigital story. Groups make decisions and compromiseas a team about what to include, which technologies touse and how to organize their work into a cohesivestory.
  22. 22. “Authentic Use of Technology” (Verbal-Linguistic, Mathematical-Logical, Spatial, Musical, Interpersonal, Intrapersonal)Students consider software and web 2.0 tools as theychoose which technology to use in the creation of theirstory. They include text, images and audio to create acomplex multimedia product.
  23. 23. How to Begin a Digital Storytelling ProjectDevelop essential questions to guide the projectExplore some of the resources available to get startedSelect an easy platform to work from, something youare comfortable with that allows you to add voice andmusicStick with still photographs from your collection orscanned student work at firstTry it!
  24. 24. "The quality of our thinking is given in the quality of our questions"–Elder & Paul (2005)
  25. 25. What are Essential Questions?Questions used to organize learning and developcritical thinking skillsQuestions that requires the student to develop a planQuestions that requires the student to make a decisionQuestions in which the student constructs knowledgeto find the answer
  26. 26. Essential Questions for Upper ElementaryEvery learner, young and old, can use essential questions to explore and developnew knowledge. Let’s consider some essential questions that connect to ourstudies in Upper Elementary.What is the best way to encourage students your age to read? Your plans shouldinclude no more than two strategies an address an audience outside of school.Develop a plan to maintain a healthy life-style during the winter months inNorthern IllinoisHow would you design a multi-disciplinary project that uses African folktales toteach about storytelling?What is the best plan to protect wild life on the African continent?What is the best plan to support children’s education in violence ridden Sudan?
  27. 27. Web 2.0 Sites to Explorehttp://voicethread.com/http://www.glogster.com/http://animoto.com/http://www.scholastic.com/digitalstorytelling/http://www.zooburst.com/Microsoft Movie Maker & iMovie on Mac
  28. 28. Assessment and StandardsInnovative teachers, schools and state curriculums(North Carolina) are recognizing how digitalstorytelling and dynamic media meet existing contentarea standards AND incorporate the new standards for21st century learning as outlined by the Partnership for21 Century Learning & the International Society forTechnology in Education (ISTE.)At Spectrum, we can strengthen our Continuum of Ski!sby incorporating these new learning standards.Rubrics connected to learning goals and standards areeffective assessment tools for digital storytelling.
  29. 29. National Educational Technology Standards (ISTE NETS)(1) Creativity and Innovation(2) Communication and Collaboration(3)Research and Information Fluency(4) Critical Thinking, Problem Solving and DecisionMaking(5) Digital Citizenship(6) Technology Operations and Concepts
  30. 30. NETS for Students Digital Storytelling2a. Student understand the ethical, cultural, and societal issues Students will have a clear understanding of copyright related to technology. issues surrounding the use of images in digital stories3a. Students use technology tools to enhance learning, increase Students will use Macromedia Flash, Adobe Premiere, productivity, and promote creativity. Photostory, Movie Maker, Apple iMovie, Adobe Photoshop Elements, Gold Wave, Snagit, and other multimedia software to create digital stories. 3b. Students use productivity tools to collaborate in Students will use a storyboard template, Macromedia constructing technology-enhanced models, prepare Flash, Adobe Premiere, Photostory, Movie Maker, Apple publications, and produce other creative works. iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories.4a. Students use telecommunications to collaborate, publish, Students will use a storyboard template, Macromedia and interact with peers, experts, and other audiences. Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create collaboratively- produced digital stories. 4b. Students use a variety of media and formats to 4b. Students use a variety of media and formats to communicate information and ideas effectively to multiple communicate information and ideas effectively to audiences. multiple audiences. Educational Uses of Digital Storytelling, University of Houston
  31. 31. 21st Century Skills Digital StorytellingDigital Age Literacy Digital storytelling allows a student to be informed and visually literate on numerous levels. Inventive Thinking Digital storytelling requires creative, independent, and inventive thinking. Effective Digital storytelling involves collaborative, social interactive, and Communication personal communication. High Productivity Digital storytelling utilizes cutting-edge, productivity tools to create high quality products and results. Educational Uses of Digital Storytelling, University of Houston
  32. 32. National English Language Arts Standards Digital Storytelling 1. Students read a wide range of print and nonprint texts to build an Students will watch digital stories produced by other students, teachers, etc., to build an understanding of understanding of texts, of themselves, and of the cultures of the United new information, of society, of cultures, and for personal enjoyment.States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. 4. Students adjust their use of spoken, written, and visual language (e.g., Students will write digital stories as personal narratives, examine historical events, and inform/instruct. conventions, style, and vocabulary to communicate effectively with a variety of audiences and for different purposes.7. Students conduct research on issues and interests by generating ideas and Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe questions, and by posing problems. They gather, evaluate, and synthesize Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal data from a variety of sources (e.g., print and nonprint texts, artifacts and narratives, examine historical events, and inform/instruct. people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., Student will use Internet Search Tools (e.g., Yahoo Images, Google Images, Ask Pictures, and Picsearch) and libraries, databases, computer, networks, and video) to gather and Public Domain Websites (e.g., The NYPL Picture Collection Online, Digital History, Picture History) to synthesize information and to create and communicate knowledge. gather images for the digital stories. 11. Students participate as knowledgeable, reflective, creative and critical Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe members of a variety of literacy communities. Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories that demonstrate new learning through personal narratives, examination of historical events, and stories that inform/instruct. 12. Students use spoken, written, and visual language to accomplish their Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe own purposes (e.g., for learning, enjoyment, persuasion, and the exchange Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal of information. narratives, examine historical events, and inform/instruct. Educational Uses of Digital Storytelling, University of Houston
  33. 33. Digital Storytelling Rubric Criteria Master Craftsman Apprentice Journeyman Novice Story Development and PlanningPoint of View- Purpose Incorporates an Establishes a purpose Establishes a purpose Purpose is clear but It is difficult to figure unexpected point of early on and maintains early on and maintains there are lapses in focus out the purpose of this view. Establishes a focus throughout. focus through most but throughout. presentation. purpose early on and not all of the maintains focus presentation. throughoutStory Content Content is clearly Content is clearly Content has some Content has some Content has no relevant to the story and relevant to the story and relevance to the story, relevance to the story, relevance to story and theme, and creates a theme, message is message is clear but but message is unclear theme, there is no tone for the story by distinctly clear, showing with some confusing message incorporating metaphor change in understanding points or symbolism. The over time message is distinctly clear and shows change in understanding over time.Storyboard & Script Complete and detailed Complete and detailed Evidence of planning Evidence of planning Little or no evidence of evidence of planning, evidence of planning through up to 2/3 of through up to 1/3 of planning including editing and revising throughout entire storyboards including storyboard including minimally completed throughout entire storyboard including sketches, sequencing, sketches, sequencing, sketches, sequencing, storyboard including sketches, sequencing, pacing and storytelling. pacing and storytelling. pacing, and storytelling. sketches, sequencing, pacing, and consistent Script is somewhat clear Script is somewhat Script is unclear and pacing, and consistent storytelling. Script is and has only a few clear, but has several includes many storytelling. Script is concise and grammatical errors. grammatical errors. grammatical errors. concise and grammatically correct. grammatically correct.
  34. 34. Digital StorytellingTechnology Rubric Use of TechnologyImages-photos and Images create a Images create an Images create an An attempt was made Little or no attempttext distinct atmosphere atmosphere/tone that atmosphere or tone to use images to to use images to or tone that matches matches some parts that matches some create an atmosphere create an appropriate different parts of the of the story. The parts of the story. or tone but more atmosphere/tone. story. The images images may work was needed. may communicate communicate Image choice was symbolism and/or symbolism and/or logical. metaphors. metaphors.Audio – voice, music Audio is used in The pace and rhythm Sometimes speaks Tries to use pacing, No attempt to matchand pacing unexpected ways. fits the story line and too fast or slow for but often the pace pace of storytelling The pace and rhythm helps the audience the story line, but does not fit the or music selections to fits the story line and really “get into” the rhythm or voice and storyline. Some the story line or helps the audience story. music is engaging for thought is put into audience. really “get into” the the audience. music selections. story.Editing Unexpected editing Transitions and Most transitions and Some transitions and Little or no choices were made to effects are effects are effects are transitions or effects. enhance transitions appropriate to the appropriate to the appropriate to the and effects, without subject matter and subject and add to the subject and add to the disrupting the flow of add to the flow of the flow without flow of the video the video video without distracting. without distracting. distracting.
  35. 35. What Resources for Digital Storytelling do we have? Enough to Get Started! Computers and the internet Digital cameras & Flip video cameras Scanners, projectors, microphones Microsoft Office AND access to tons of free Web 2.0 sites
  36. 36. And let’s not forget . . .Our tech savvy, talented and motivated students
  37. 37. ResourcesBloom’s Pyramid. Retrieved February 20, 2011, from http://www.lex5.k12.sc.us/webpages/nfinelli/files/bloom%20pyramid.jpgBoss, S. (2008). Digital storytelling: Helping students find their voice. Edutopia. Retrieved February 20, 2011, from http://www.edutopia.org/digital-storytelling-resourcesConnor. (2002). Practice makes perfect by Connor [Video clip]. Scott County Digital Storyte!ing. Retrieved February 20, 2011, from http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/connor_T1.movCorcoran, R. (2011). Peak. Retrieved February 26, 2011, from http://rcorcoran.edu.glogster.com/Cushman, K. (1989). Asking the essential questions: Curriculum development. Horace, 5 (5). Retrieved February 20, 2011, from http://www.essentialschools.org/cs/resources/view/ces_res/137Educause Learning Initiative. (2007). 7 things you should know about... Digital storyte!ing. Retrieved February 20, 2011, from http://net.educause.edu/ir/library/pdf/ELI7021.pdfElder, L., Paul, R. (2005). The miniature guide to the art of asking essential questions. The Foundation for Critical Thinking. RetrievedFebruary 20, 2011, from www.criticalthinking.org/files/SAM-Questions2005.pdfHodgson, K. (n.d.). What is digital storyte!ing? Retrieved February 20, 2011, from http://www.umass.edu/wmwp/DigitalStorytelling/What%20is%20Digital%20Storytelling.htmHolbrook. (n.d.). Love is... [Video clip]. Scott County Digital Storyte!ing. Retrieved February 21, 2011, from http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/love2.t1.mov
  38. 38. ResourcesJakes, D. (n.d.). Basing learning experiences in essential questions. Retrieved February 20, 2011, from http://www.docstoc.com/docs/4971377/Basing-Learning-Experiences-in-Essential-Questions-David-Jakes-ItJeannie. (n.d.) Math Strategies. Retrieved Februrary 22, 2011, from http://voicethread.com/?#q.b163901.i873468Partnership for 21st Century Skills. (2009). P21 Framework Definitions Document. Retrieved February 20, 2011, from http://www.21stcenturyskills.org/documents/p21_framework_definitions_052909.pdfRule, L. (n.d.). Center for Digital Storytelling. In Hodgson, K., What is digital storyte!ing? Retrieved February 20, 2011, from http://www.umass.edu/wmwp/DigitalStorytelling/What%20is%20Digital%20Storytelling.htmSlater. (n.d.) Book Review 1. Retrieved February 21, 2011, from http://voicethread.com/?#q.b56011.i289587University of Houston. (2009). Educational uses of digital storyte!ing. Retrieved February 21, 2011, from http://digitalstorytelling.coe.uh.edu/President Abraham Lincoln’s Remarks to Consecrate a Civil War Cemetery at Gettysburg, Pennsylvania November 19, 1863. RetrievedFebruary 20, 2011, from http://digitalstorytelling.coe.uh.edu/movie_social_studies_04.html