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.
Saturday, March 31, 2012
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.
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.
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.
"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.
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