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The Power of Digital Storytelling

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Amy Bohmer

on 27 July 2010

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Transcript of The Power of Digital Storytelling

What is our goal? To develop higher level thinking and a
greater understanding through use of dynamic media & digital storytelling. What are
Essential Questions? 1. How can you use digital storytelling and dynamic media to
promote the development of uderstanding in the classroom?
What is Dynamic Media?
"Leslie Rule of Digital Storytelling Association defines it as:
'Digital Storytelling is the modern expression of the ancient art of storytelling. Digital Stories derive their power by weaving images, music, narrative and voice together therby giving deep dimension and vivid color to characters, situations, experiences and insights (Harris).'"
Bull, G., & Garofalo, J. (2009). Dynamic media. Learning and
Leading with Technology, Retrieved from http://www.pbs.org

Cushman, K. (1989). Asking the essential question: curriculum
development. Retrieved from http://www.pbs.org/moodle/

Harris, A. Multimedia and digital storytelling [Online Forum
Comment]. Retrieved from http://www.pbs.org/moodle

Levine, A. (2007, November 16). One story, 50 tools, infinite
possibilities. Learning.Now.

Royer, R., & Royer, J. (2002). Developing understanding with
multimedia. Learning and Leading with Technology, 29(7),
Retrieved from http://www.pbs.org/moodle/mod/resource/

Summerford, S. (2010, June 18). Web 2.0 for classroom teacher: an
internet hotlish on web 2.0. Retrieved from
http://www.kn.att.com/wired/fil/pages/listweb20s.html "Digital media are dynamic rather than static. The distinction is so important that we have begun using the term dynamic media to refer to their use. The dynamic quality of digital media goes beyond the ability to revise and remix, and its fluid nature allows it to be easily shared. In sharing their productions, young people are interacting with one another (Bull, & Garofalo, 2009)."
"'organize courses not around 'answers' but around questions and problems to which 'content' represents answers.' Such 'essential questions,' as they are known, are an important ingredient of curriculum reform as the Coalition of Essential Schools sees it. On every level--from the most encompassing, school-wide questions to the specific question posed in a particular unit of a particular course--the "essential question" should shape the way students learn to think critically for themselves (Cushman, 1989)." Why should we use dynamic media? "Dynamic media have become an integral part of youth culture. Our goal is to understand the characteristics of dynamic media in the context of that culture and learn how to use these media to achieve learning goals in schools (Bull, & Garofalo, 2009)." "Engaging students in developing multi-
media projects has the potential to com-
bine constructivist, cooperative, and
project-based learning as students de-
velop performances of understanding (Royer, & Royer, 2002)."
The Power of Digital Storytelling Examples of Dynamic Media: You Tube
Web 2.0 What is Digital Storytelling? Here are some Essential Questions you'll want to answer: How does dyanmic media
help students develop understanding? What do we want kids to learn? Answers to the essential questions. Here is how I will use a digital story: I work in a middle school with 500 students. We have majority caucasion students with only 3% free and reduced lunch. My 8th grade American History class will prepare and present a digital story in response to essential questions about Westward Expansion. They will be using the following resources: computer with sound recording, digital photo/scanner, flip video cameras, and software tools available (many free options).
2. How can digital storytelling and dynamic media be
integrated into the classroom in order to promote understanding? Here are the steps of instruction: 1. Students will be initially introduced to events of WWX through powerpoint presentation.
2. Students will choose event that interests them to begin research.
3. Student will be given lesson on available databases
4. Students will review research procedure taught in previous lesson
5. Students will begin research searching for three individual subtopics, facts and details to support
this subtopic and at least one primary document (primary document lesson was introduced earlier in the year)
6. Facts will be added to color notecards divided by subtopics
7. Work Cited will be ongoing throughout research
8. Digital Storytelling lessons and tutorial will be introduced.
9. Students will begin work on storyboards.
10 Peer revision and editing of rough draft of storyboard will be completed
11. Text, pictures and visuals will be added to digital story
12. Students will complete and polish story for presentation
13. Story will be presented to class as teacher continues instruction of WWX.
Here is my example
of Digital Storytelling: Standards
1. CreativityandInnovation
a. apply existingknowledgeto generatenew ideas, products, or processes.
3. ResearchandInformationFluency
a.plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking,Problem Solving,and Decision Making
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship
a. advocate and practice safe, legal and responsible use of information and technology
6. Technology Operations and Concepts
a. understand and use technology systems
b. select and use applications effectively and productively.

NCTE / IRA Standards for the English Language Art
3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4.Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
6.Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7.Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Colorado State History Standards

1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
1.2 Students use chronology to organize historical events and people.
1.3 Students use chronology to examine and explain historical relationships.
2. Students know how to use the processes and resources of historical inquiry.
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
3. Students understand that societies are diverse and have changed over time.
3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
4. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
4.1 Students understand the impact of scientific and technological developments on individuals and societies.
6. Students know that religious and philosophical ideas have been powerful forces throughout history.
6.1 Students know the historical development of religions and philosophies.
6.2 Students know how societies have been affected by religions and philosophies.

Colorado State Reading and Writing Standards
1. Students read and understand a variety of materials.
2. Students write and speak for a variety of purposes and audiences.
3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
6. Students read and recognize literature as a record of human experience.

This is how projects will be graded. Please see attachment Examples of Digital Stories can be found at the following links. http://digitalstorytelling.coe.uh.edu/social_studies.html

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