The alternative classroom presents challenges to the educator in the delivery of content standards relating to problem-based learning Digital storytelling assignments. With intelligent adjustment, Royer and Richards (2008) relate the adoption of digital storytelling helps enable technology literacy as well as improve reading comprehension and writing skills (p. 29). In our resources this week, Dr. Arnie Abrams concurs that digital storytelling can be used across the curriculum to improve students’ writing skills, build understanding of digital media, and enrich content area learning (Laureate Education, Inc., 2009a). The beauty of digital storytelling gives me the ability to construct content instruction that will motivate students and give these struggling learners an opportunity to collaborate, develop their interpersonal skills, and have fun interacting with technology on new levels.
Projects I can develop in both my Media Literacy and English classrooms include adapting PowerPoint, Keynote, and iMovie presentation software to give learners a chance to tell others their stories and share cultural awareness. One of the best ways to use digital storytelling is providing opportunity for students to adapt and involve these projects with their other curriculum (Laureate Education, Inc., 2009b). Zac Chase stresses the importance of planning digital storytelling lessons that will give your students an opportunity to identifying an issue and create a need for the students to pay attention to this issue (Laureate Education, Inc., 2009c). Mr. Chase’s enthusiasm in understanding what his students have learned, collected and presented is a great way to channel student autonomy and contribute to technological growth.
In my classroom, I would like to prepare for content area instruction in both English and the Media Literacy classes that will incorporate some of the great ideas discussed this week. For example, my students would create digital portfolios of their writing and media projects. In this way, digital stories become an authentic measure of their learning and an effective method to demonstrate competency in each of the teaching standards. Additionally, using technology to create digital stories a living document inspires imagination, demonstrates understanding, and maintains student motivation in their educational process.
Using portfolios as an assessment tool create a collaborative opportunity for students to become engaged in problem solving, critical thinking, and other activities that make subject matter meaningful. Cennamo and Vernon (2008, January) maintain that when students understand the collaborative immersion of group interaction, and will “illuminate critical processes and environments for fostering creativity in design-related courses” (p. 1).
My principal and the teachers I work with are always happy to see that students have contributed to their digital portfolios and that they are available at any computer in our District. I will also allow students to use their portfolios on their end of course study guide, and on the written work they will produce during the time they are in my room. Students can see what they have created and understand the assignments enough to finish. Some of the digital storytelling issues I look forward to with my students this year include racial profiling, opening the computer lab to students for tutoring after the regular school day, and providing opportunity for the students to discover an issue that they feel passionate about. When we get involved with our students—providing digital storytelling venues— we help them bring to life what they have inside, becoming the advocates themselves in the search for answers (Laureate Education, Inc., 2009c).
References:
Cennamo, K., & Vernon, M. (2008, January). Fostering creativity in the classroom: A case study of a multidisciplinary design project. Paper presented at “Success factors in fostering creativity in IT research and education”, Arizona State University, Phoenix, AZ. Retrieved from http://l3dswiki.cs.colorado.edu/CreativeIT/uploads/245/cennamo_paper.pdf
Laureate Education, Inc. (Producer). (2009a). Spotlight on technology: Digital storytelling – Part I [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (Producer). (2009b). Spotlight on technology: Digital storytelling – Part II [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (Producer). (2009c). Spotlight on technology: Integrating multiple tools to support content area learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Royer, R., & Richards, P. (2008). Digital storytelling. Learning & Leading with Technology, 36(3), 29–31.
Retrieved from the Walden University Education Research Complete database.
Projects I can develop in both my Media Literacy and English classrooms include adapting PowerPoint, Keynote, and iMovie presentation software to give learners a chance to tell others their stories and share cultural awareness. One of the best ways to use digital storytelling is providing opportunity for students to adapt and involve these projects with their other curriculum (Laureate Education, Inc., 2009b). Zac Chase stresses the importance of planning digital storytelling lessons that will give your students an opportunity to identifying an issue and create a need for the students to pay attention to this issue (Laureate Education, Inc., 2009c). Mr. Chase’s enthusiasm in understanding what his students have learned, collected and presented is a great way to channel student autonomy and contribute to technological growth.
In my classroom, I would like to prepare for content area instruction in both English and the Media Literacy classes that will incorporate some of the great ideas discussed this week. For example, my students would create digital portfolios of their writing and media projects. In this way, digital stories become an authentic measure of their learning and an effective method to demonstrate competency in each of the teaching standards. Additionally, using technology to create digital stories a living document inspires imagination, demonstrates understanding, and maintains student motivation in their educational process.
Using portfolios as an assessment tool create a collaborative opportunity for students to become engaged in problem solving, critical thinking, and other activities that make subject matter meaningful. Cennamo and Vernon (2008, January) maintain that when students understand the collaborative immersion of group interaction, and will “illuminate critical processes and environments for fostering creativity in design-related courses” (p. 1).
My principal and the teachers I work with are always happy to see that students have contributed to their digital portfolios and that they are available at any computer in our District. I will also allow students to use their portfolios on their end of course study guide, and on the written work they will produce during the time they are in my room. Students can see what they have created and understand the assignments enough to finish. Some of the digital storytelling issues I look forward to with my students this year include racial profiling, opening the computer lab to students for tutoring after the regular school day, and providing opportunity for the students to discover an issue that they feel passionate about. When we get involved with our students—providing digital storytelling venues— we help them bring to life what they have inside, becoming the advocates themselves in the search for answers (Laureate Education, Inc., 2009c).
References:
Cennamo, K., & Vernon, M. (2008, January). Fostering creativity in the classroom: A case study of a multidisciplinary design project. Paper presented at “Success factors in fostering creativity in IT research and education”, Arizona State University, Phoenix, AZ. Retrieved from http://l3dswiki.cs.colorado.edu/CreativeIT/uploads/245/cennamo_paper.pdf
Laureate Education, Inc. (Producer). (2009a). Spotlight on technology: Digital storytelling – Part I [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (Producer). (2009b). Spotlight on technology: Digital storytelling – Part II [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Laureate Education, Inc. (Producer). (2009c). Spotlight on technology: Integrating multiple tools to support content area learning [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_ 1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3F%26id=_2822226_1%26url=
Royer, R., & Richards, P. (2008). Digital storytelling. Learning & Leading with Technology, 36(3), 29–31.
Retrieved from the Walden University Education Research Complete database.