Digital storytelling seems to me to be a new medium for synthesizing factoids of information gathered on a subject. It goes beyond the superficial knowledge base of filling in bubbles on a test to find the one right answer to a teacher posed question. Instead it allows students to create their own questions and story to answer it. This creation of meaning allows for more critical analysis of the subject matter and as a result lasting understanding and more personal connections to future learning.
One workshop that I attended at the GaETC was centered on student use of digital storytelling. The media specialist from Forsyth County explained how students create their own questions based on GPS standards and create the docudrama. They encourage students to create “open questions” that are compelling and essential and learn to research rather than just search the Internet. She uses the DigiTales web site as a foundation for training teachers to incorporate digital storytelling. She found that it was a very successful program for students but that it was very time and energy consuming for teachers. She advised using this program during holiday (down times) and after CRCT. She also recommended that students start with a poem and an image first. They find an image that supports the mood of the poem. She mentioned that many students need help in creating the mood of the story instead of just randomly selecting from the plethora of images on a subject. She also recommended using Voice Thread to do small projects (2 day duration) first. On the first day they determine the question, complete the storyboard, and then on day two the students find the answer and supporting media. These days could be tech visits over a period of time that the students are studying a particular unit. This gives the tech teacher a chance to be collecting images to file for the final visit where students create the video.
She also said that the entire school promoted this program and supported each other through its implementation. She said there were times when the teachers wanted to bail out, because it was exhausting to support this approach, but that it did reap benefits in the kind of deep learning that students achieved. I can see how this approach would have to be supported by 21st century technology tools and staff support. School staff and faculty have to work as a team to fully utilize this approach.
As far as ebooks, our elementary school does not at this time have ebooks as a resource. Electronic reference materials are largely found at the middle and high school levels and even at that level they are centered on online or software based versions of encyclopedias and dictionaries. Galileo and web links are included in the electronic resources at the middle school level. Galileo has an abundant collection of electronic resources including articles from websites, encyclopedias, newspapers, and books. The great thing about these electronic resources is that a list can be generated on a topic to support student research and the list can be further defined by the student Lexile level to ensure that students can read and understand the information that they gather. Being electronic in nature also enables students to find current information.
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Linda, you are right that this kind of assignment takes learning way beyond the typical paper and pencil test. These kinds of performance tasks are exactly what the state expects our children to be going. It goes hand in hand with standards based learning. Also, the added bonus that this task requires a significant amount of technology use is helping our students to become 21st century learners. These are the skills they need to be competitive in the world marketplace.
ReplyDeleteI will have to check out the Digitales site. Thanks for mentioning it. I'll compare it with what we are doing to see which would be better for my teachers and students!
I agree that digital storytelling is a great way to get students involved in the standards and promote higher-order thinking. We talk a lot at our school about increasing the rigor of the work for students, and this is a great way to do that.
ReplyDeleteI think an assignment like this could be done using lots of different teachers. For instance, the computer lab and the media center are part of our Specials rotation. This could be a joint project between the classroom teacher, the media specialist, and the tech specialist. Each would be working on the same standard, but they could be responsible for helping the students complete different aspects of the project.
Great information on Digital Storytelling! Thank you for giving a timeline for putting together a project. After CRCT does seem like a great time for students to work on a digital story. Some students think that after CRCT all learning ceases. We all know that this is a great time to review standards, preview next year, or maybe finish teaching standards for that year. This would be a great way to keep students engaged during this time. They are learning new skills too. Great ideas! Thank you for sharing.
ReplyDeleteI agree that a project like this could exhaust teachers who are already overworked. What a great idea that Amanda had to collaborate and divide up the work! Also it is a great idea to plan the timing of such an engaging project so students continue to learn after they feel the learning is done!
ReplyDeleteAs far as online resources...I am fortunate to work in a County that provides GALILEO and other online resources for county-wide use. Until recently I was not aware that this was not provided everywhere. I too, like the fact that students can access most current information online. I am glad to know too, that not only can lists be created, but those lists can be defined by students Lexile levels. Thank you as I have seen students be turned off to reading which comes across as attitude simply because they cannot understand what they are reading!
I agree with Linda Dixon when she wrote, “It goes beyond the superficial knowledge base of filling in bubbles on a test to find the one right answer to a teacher posed question.”
ReplyDeleteDigital story-telling gives that open-ended freedom for students to express what a particular learning objective means to them. They are given the freedom to take that learning objective, internalize it, and then generate their own ideas as to its importance. This is not a one in four chance to get the A-B-C-D multiple choice answer right; instead, it is the chance for students to show and tell us what they REALLY know. With digital stories, they find their voice and make their own conclusions in what they are learning. It is a chance for students to share their learning in a significant, authentic way that is specific to their learning style and interest. There is NO RIGHT way to tell a story from one’s own perspective. The student must follow the directions of the assignment but can differentiate the telling from his/her own point of view. No question, this is an exhaustive approach or strategy for teachers. This is NOT something a teacher or media specialist would choose to do for EVERY objective, but it is an excellent way for teachers to get a true “read” on where their students are on the learning continuum. As students tell their stories and share their learning, we literally see “where they are coming from” and can adjust teaching strategies for them for future learning situations. While making a “Christmas tree” pattern out of the bubbles on a scan tron sheet may show a student’s independence and thought-process, the digital story is a better construction of time and talents.