Saturday, April 28, 2012
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.
Saturday, April 21, 2012
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.
Saturday, April 14, 2012
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.
Saturday, April 7, 2012
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.
"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.
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.
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.
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