My Culminating Experience 

In creating my last video about my culminating experience at first seemed to be a difficult task, however, once I figured out how I would approach the video it was rather easy.  I went off of my rough draft from last week when I started taking photos and videos for the digital story.  I decided that my video should be about my struggle to create my culminating experience and my decision to not turn in my proposal in till the fall.  So I tried to have fun with the video as I set it to a Star Wars theme having my struggle to narrow down my idea of infusing technology and education ice my dilemma that I must overcome.  With my last scene being me driving down the road and focusing on some construction with the tag line that my project will wait till the fall.  Hopefully, this summer I will be able to figure out the question for my culminating experience.  

My CE Video

MY CE Proposal 

The video that I posted this week has to do with my CE which I am turning in this fall so creating a video this week was a bit of a challenge.  Since, I haven't finalized my CE proposal yet I created a video about what it looks like right now and the challenges that I am facing in finalizing my CE.  Furthermore, the video for this week will be about my struggle in finishing my CE proposal and why I am waiting till Fall in finalize my proposal.  So the story core will be my inter struggle with the CE proposal.  

Here is my rough draft

My Blog for my video post this week 

When deciding on what to do for the video this week I thought about what I could teach people about things that I enjoy.  I figured an easy choice for me was to pick golf but not how to play golf, but rather how to get ready to play golf.  Since this video has to relate to the next two videos that we have to do for class I thought that I would make this one about how to get ready to play and the other two will be about actually playing golf.  My experience in making this video was rather enjoyable, however, to my surprise it was very time consuming.  I started to make the video on Thursday and Friday of this week filming my golf experience at the golf course Yocha Dehe. Since, I knew that I wanted to do the video about getting ready to play golf I had to plan what I wanted to film on Thursday and Friday.  Furthermore, once I was at the course it was pretty easy to get the shots that I wanted to put in the video with the help of my father and fellow Granite bay High School golf coach Cary Moore.  The hardest part of the whole experience was putting my clips together and trying to figure out the music that I wanted to use with the instructional video.    

My video on how to get ready to golf

Here is my video about one very exciting day!

  Chapter 13 The Digital Storytelling Toolbox

The interesting thing about having to create my own digital story’s for class is having to learn how to use the tools that I have available to me on my computer.  When having to use photos to create my digital story for the week it is nice to be able to just download my photos from my phone and use my computer.  Ohler states, “Classroom-iPods, cell phones, game players, and so on-will become the digital storytelling (DST) tools of tomorrow, so we should start thinking about their role in DST today,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 168). Kindle Edition.  Furthermore, when using the software on my computer to create my digital story I find that iMovie is very user friendly and fun to use in helping me develop my story.  "The premier piece of software for creating digital stories is iMovie. It's a jewel. It's free, easy to learn, and able to do just about everything you need it to do,” Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 168). Kindle Edition.  I can see using this software in my classroom in helping my students use this media in helping them create digital stories for various projects.  

Here is my video about me

The Media Production Process, Phases II-V 

As technology continues to evolve and become more and more available for use and consumption for students so does how they can use it in the classroom.  In my government class we do a “create a political party” project where the students are paired into random groups and they must come up with an acronym and ideology that represents the group then present it to class using CMAP tools and Prezi.  However, after reading this chapter in the book I am going to have them create a campaign ad using the guiding principles of digital story telling (DST). “Even though many software programs can be used to assemble a digital story, I recommend iMovie and Movie Maker because they are free, easy to learn and use, and generally are powerful enough to accommodate most classroom-based DST projects.”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 151). Kindle Edition. This quote out of the book made me think about all of the things that I could do with this free software to reach my students such as creating videos from lessons and putting them on YouTube, putting worksheets online, using this instead of PowerPoint to teach a lesson.    Furthermore, having my students and myself use these DST protocols when help them in other educational core areas such as writing.  

Chapter Eleven The Media, Production Process, Phase 1

One of the biggest hurdles for me as a teacher when learning about new teaching tools is figuring out how to incorporate them into the curriculum.  In order to get students interested in doing any project involving technology the teacher doesn’t need to be an expert just enthusiastic about the assignment.   "The teacher needs to have the interest and passion in the project, as well as the time in his or her curriculum to devote to it,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 137). Kindle Edition.  Furthermore, one of the most important jobs that educators have no matter the subject area is preparing our students to be successful in life by doing projects that require public speaking.  I agree with Ohler that having students do a DST assignment can benefit them in various educational areas such as writing, planning, digital (technology), oral and art.  "The bottom line is this: DST is a tremendously flexible and rich experience that can be used to support a number of educational goals,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 148). Kindle Edition. 

Chapter Ten Other Kinds of Stories 

"Because the media presents the composite view so consistently, we believe we are rediscovering the same truths about Native Americans when they are referenced in news, books, movies, and other media forms when, in fact, all we are really doing is finding consistency within a closed system that was built upon false assumptions and information to begin with,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 125). Kindle Edition. This quote summarizes how many in America feel about “our" culture, beliefs, religious practices and especially the interpretation (story) of history due to the over saturation of information through the blurring of media and news into one conglomeration.  

In my opinion, another powerful tool of digital storytelling is music videos and it’s a great way to get students interested in creating DST.  The students in today’s fast paced ever changing technological world don’t have much of an attention span so having them create a short music video is a great day to integrate DST into the classroom.  "Music video artists masterfully repackage songs that already make deep emotional connections with young people by adding powerful visual imagery that intensifies the connection. Coincidentally, these are the same young people who will be creating digital stories in your classroom of about the same length using tools similar to those used by music video artists,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 128). Kindle Edition. 

Chapter Nine More Story Maps

Examining all the various ways to create a story map in the process of telling a story was an interesting way to compare and contrast methods of telling a story. I agree that Aristotle’s story map is simple yet powerful when using it to explain to people how to construct a story in a way that would have audiences interested.  Furthermore, the idea of using story forms as a way to construct lesson plans to intrigue students in the learning process seems like a logical and practical idea.  However, I wonder how effective this is in all subject areas’s and with older students?  I know when I am teaching economics and graphing of supply, demand and the market that it would be rather difficult to incorporate Egan’s idea of applying story forms to the lesson. Furthermore, I agree with the assignment of having students view shows, commercials, and asking family members to recall stories as a way to start to reenforce the processes of storytelling.  I agree with this quote, "Story is like air. It's big, it's everywhere, and we need it to stay alive,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 123). Kindle Edition. 

Chapter Eight Transformation Formations

In chapter eight the idea of using Blooms taxonomies as a way to get students to understand how to tell stories more effectively and powerful intrigues me as a teacher.  Students are already familiar with the concepts of Bloom’s Taxonomy, so to apply those to DST as a way to provoke higher level thinking provides even more academic merit to DST in the classroom. Ohler explains the reasons behind using Blooms as a way to challenge students, "you're really doing here is challenging students to understand something in greater depth. After all, this is what teachers do,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 111-112). Kindle Edition.   Furthermore, using character transformation as a way to describe personal growth in a character when constructing a story and then relating it one’s own life is a good way to make students relate to the characters and stories they are writing.  I am intrigued by Ohler’s statement regarding IEP’s and the concepts behind storytelling,  “It's interesting to think about using this approach to develop an Individualized Education Plan (IEP) with each student,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 112). Kindle Edition.  I don’t really know how you would use the same principles applied to creating a story to creating IEP’s, however, I would be interested in finding out more information.  

Chapter Seven Story Planning Considerations




"My suggestion to you is that you begin by building and telling stories using the story core and story-mapping techniques. Then feel free to begin pushing the envelope and breaking the rules. Your new adventures will benefit tremendously from an understanding of what has made stories work for many years. And when you feel that you have something to say that simply can't be contained by established processes, go for it. But beware-you might be creating art," Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 106). Kindle Edition.  The last  paragraph of the chapter is the most powerful for teachers in my opinion.  We are told as educators that we have to follow a certain curriculum, we have to prepare our students for district common assessments, and state standardized tests, however, in all of this what about creating a passion for knowledge from our students?  I understand the ideas behind all the constraints put o teachers, however, within those rules educators lose the freedom to explore in depth concepts, ideas, and theories with our students.  Furthermore, when the educational system stops worrying about standardized test scores and common assessments and starts worrying about developing life long learners then every subject area will be creating art.  

Chapter Six Applying Story Maps


The story of Mr. Tell and his struggles with a presentation was a compelling way to tell the reader the importance of story mapping and the components of a good story.  The moral of the story for the reader is to make sure that our stories we create or have our students create are something that our audience can relate to and that are believable.  Personally, what I enjoyed the most about the story was at the end of the chapter when the true moral of the Mr. Tell story was revealed to the reader.  "For teachers, William's realization translates into a particularly poignant and useful moral: don't be afraid of students who know more than you do. In fact, deputize them and integrate their skills into your classroom. Teachers who don't mine the talent of their students, particularly when it comes to using digital technology, are going to be less effective and have less fun than those who do,” Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 94). Kindle Edition.   I agree with the quote that as teachers we need to embrace what are students know in regards to technology and let them share that knowledge with the class.  I know that when I have had students help me understand technology in the classroom that the student who helped me became more engaged in the classroom since they had a sense of purpose.

Chapter Five  Thinking About Story


In this chapter the very idea of how to tell a story and the components of how to tell a proper and compelling story are discussed.  When discussing the story’s core components Ohler discusses how a a hero’s journey can be related to life and how people’s struggle and overcome life’s obstacles.  Furthermore, I agree with Ohler’s assessment of the story’s core (hero’s journey) in relation to the world of education, "I like to think of it as Campbell's quest in concentrated form that focuses on primarily one thing: how people change, learn, and grow because of the challenges and opportunities in their lives. In the world of education, this translates very directly into how students are transformed by their learning,” Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 72). Kindle Edition.  In education the ability to tell a story when presenting information to students is just as important as the learning objective of the lesson.  I also like the description of s student’s learning through the use of the components associated to the story core’s in education, “The emergent self is one who pushes back against his or her lack of knowledge or understanding and in the end comes to understand new things about himself or herself and the world,”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 75). Kindle Edition.  I agree with the description of a learner as someone as an emergent self who pushes against their lack of knowledge and through that push back a person can truly learn.  Ohler continues to describe throughout the chapter the elements of how to tell a story and how to successfully map out a story using storyboard or VSP and the impact that this has on DST.  In my opinion, when discussing how to use story maps (VSP) in DST Ohler describes many of the techniques that successful teachers use in the classroom.

Chapter four Assessing Digital Stories 


When incorporating DST into the classroom teachers often are hesitant because of lack of time, resources, knowledge and assessment capabilities.  "In an era of No Child Left Behind, there is little incentive for teachers to branch out into new areas of literacy or content exploration unless they feel comfortable assessing the student work that such new ventures will produce”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 63). Kindle Edition.  I agree with this assessment of teacher time and comfortableness with grading students use of technology in the classroom.  


Another quote that I agree with in explaining why the incorporation of technology in education is difficult for teachers, "Technology in education is stalled on the assessment issue, largely because the public has been led to believe that using technology should somehow make us smarter. Clearly, technology doesn't do this, especially when the metric used to determine intelligence is the standardized test”  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 63). Kindle Edition.   

Chapter 3 Digital Storytelling as an Educational Tool


In education there always seems to be debate between teachers and administrators on how to teach all the curriculum standards in each subject area in a semester.  In the recent years there is a push to incorporate technology into the classroom in order to prepare students for success in higher education and life.  Jason Ohler in chapter three of, "Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity," discusses the importance of incorporating educational technology standards (ISTE) in the classroom for teachers especially teachers who are nontechnically oriented.   I agree that teachers can use the technology standards (ISTE) to help them create activities in the classroom that can help students learn how to use technology in the classroom.  'The vision guiding these standards is that all students must have the opportunities and resources to the language skills they need to pursue life's goals and to participate fully as informed, productive members of society.' (NCTE, 2006, n.p.)  Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 45). Kindle Edition.  Not only do I agree with Ohler that technology standards are important in education, but I think that it is the teachers responsibility to their students to blend technology into the classroom.  Furthermore, in order to get teachers more comfortable incorporating technology in the classroom is through professional development. "Often the most helpful thing a district office can do for teachers is to make sure such professional development is available and encourage and incentivize teachers to use it" Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 43). Kindle Edition.  In addition, Ohler argues that it is our job as educators to include as many intelligences as possible when having students create Digital Story Telling in the classroom and I agree with this principle.   

Chapter 2 Defining and Discussing Digital Storytelling


Life is all about the process of achieving a goal and the journey taken to reach that desired goal.  The actual process or journey that people embark on when achieving their ambitions are the stories that help define a person.  Telling stories is nothing new, however, how we now tell stories in today's technology driven society is ever evolving.  What makes a good story resinate with it's intended audience according to Ohler is when that story reminds people of their own lives (Ohler 2008).  I couldn't agree more with the idea that when people relate to the story and the storyteller then there is an emotional connection and through that connection derives engagement to learn.  Furthermore, in order for students, teachers and administrators to learn how to effectively use digital story telling in education the first thing that needs to be stressed is how to become an active viewer.  "Active viewing feels very much like an unnatural act for TV watchers, but it opens up a more effective way to mine video, movie, and television material for academic utility" (25 Ohler 2009).  I believe if we can get students to ask questions when they are bombarded with information through new media, social media, blogs and traditional media then they will develop their critical thinking skills.  As an educator there is nothing more important than having a student develop their skills to think critically and a good source for that seems to using digital story telling in the classroom.  It seems to me that the process of having students create a two-minute video is long and tedious process for the students and the teachers especially when teachers have to teach so much curriculum in such a short period of time, thus leaving no time for creative projects.  The very idea behind storytelling is great, but,  for me a government and economics teacher who has to teach his students to prepare for Advanced Placement tests, standardized tests or a district common assessments, it seems to be not as feasible as it may be for other teachers in other subject areas.  

Chapter One Confessions about a Digital Storytelling Teacher: Twenty Revelations About Digital Storytelling in Education.


"We are, above all, story-telling creatures who use stories to do many essential things, like teach each other practical skills, build communities, entertain ourselves, make peace with the world, and cultivate a sense of personal identity.  Technologies will come and go, but stories are forever," (Ohler, 2008).  I completely agree with the quote that we as people and most importantly educators are story telling creatures and our ability to tell those stories effectively helps us reach our students.  In addition, the last in the quotation above from chapter one about how technologies will come and go but stories are forever, I think sums up what we are trying to do in education by using technology which is to capture that story.  Furthermore, the idea that students are already comfortable with many of the social networking tools of  Web 2.0 softwares and education and educators needs to incorporate those tools into the classroom in order to get our students to think critically.  Ohler's last revaluation of the chapter states, "The idea that technology is making teachers obsolete is 180 degrees wrong.  More than ever, students need teachers who can help them sort through choices, apply technology wisely, and tell their stories clearly and with humanity.  More than ever, students living in the overwhelming and often distracting world of technical possibility need the clear voice of a teacher who can help guide them through the learning process."  I could't agree more with the premise of the quote about how we as teachers need to help students understand how to use technology to think critically, synthesize information, communicate effectively and navigate through the world we live in now.