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 Blooms 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- its 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. (20072009). 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
17. Sample Rubric