Permission to Tell Stories: Digital storytelling, Glogs, and More Fate 09

Permission to Tell Stories: Digital Ways to Invigorate

Stories using Digital Storytelling, Glogging, and

more

Dr. Susan WegmannUniversity of Central

FloridaFL Association of Teacher

Educators ConferenceOctober 9-10, 2009

SLATES

“Students today can’t prepare bark to calculate their problems. They depend on their slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will not be able to write.”

~Teachers Conference, 1703

FOUNTAIN PENS

“Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.”

~ PTA Gazette, 1914

BALLPOINT PENS

"Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries."

~ Federal Teacher, 1950

CRITICAL THINKINGEvaluationSynthesisAnalysisApplicationComprehensionKnowledge

Bloom, 1975

NCTE 2008 POSITION STATEMENT FOR 21ST CENTURY LITERACIES

Twenty-first century readers and writers need to: • Develop proficiency with the tools of technology

 • Build relationships with others to pose and solve

problems collaboratively and cross-culturally  

• Design and share information for global communities to meet a variety of purposes  

• Manage, analyze and synthesize multiple streams of simultaneous information  

• Create, critique, analyze, and evaluate multi-media texts  

• Attend to the ethical responsibilities required by these complex environments

IRA POSITION STATEMENT ONNEW LITERACIES AND 21ST-CENTURY TECHNOLOGIES (2009)Students have a right to:• Teachers who use ICTs (Information and Communication

Technologies) skillfully for teaching and learning• Peers who use ICTs responsibly and who share their

knowledge• A literacy curriculum that offers opportunities for

collaboration with peers around the world• Instruction that embeds critical and culturally sensitive

thinking into practice• Standards and assessments that include new literacies• Leaders and policymakers who are committed

advocates of ICTs for teaching and learning• Equal access to ICTs

NCTM POSITION STATEMENT ONTHE ROLE OF TECHNOLOGY IN THE TEACHING AND LEARNING OF MATHEMATICS (MARCH 2008)

Technology is an essential tool for learning mathematics in the 21st century, and all schools must ensure that all their students have access to technology. Effective teachers maximize the potential of technology to develop students’ understanding, stimulate their interest, and increase their proficiency in mathematics. When technology is used strategically, it can provide access to mathematics for all students.

NSTA POSITION STATEMENT ONTHE USE OF COMPUTERS IN SCIENCE EDUCATION (1999)

Just as computers play a central role in developing and applying scientific knowledge, they can also facilitate learning of science. It is therefore the position of the National Science Teachers Association that computers should have a major role in the teaching and learning of science. Computers have become an essential classroom tool for the acquisition, analysis, presentation, and communication of data in ways which allow students to become more active participants in research and learning. Tutorial and multimedia software should engage students in meaningful interactive dialogue and creatively employ graphics, sound, and simulations to promote acquisition of facts and skills, promote concept learning, and enhance understanding.

NCSS (2006)TECHNOLOGY POSITION STATEMENT AND GUIDELINESAs an organization, we continually need to demonstrate and research how effective use of technology enhances social studies teaching and learning. The new technologies, for example, enable users to access, organize, and communicate information in ways unfathomable until recently.

DIGITAL LITERACIES

. . . however, are here to stay—they are at the core of new literacies—and educators should consider how to best weave together old, new, and future literacies so that young people leave school literate in the ways of school and the ways of the world (O’Brien & Scharber, 2008)

FLORIDA LEGISLATIVE RULE 6A-5.065

The Educator Accomplished Practices of the Florida State Board of Education

12) Accomplished Practice Twelve - Technology. (a) Accomplished level. The

accomplished teacher uses appropriate technology in teaching and learning processes.

CONSIDER THIS

“We need to prepare our children for a future that we can’t even describe.”

David WarlickTechnology Consultant & Author

“We need to prepare students for their future, not their present.”

CONSIDER THIS

DIGITAL STUDENTS

*Growing Up Digital: The Rise of the Net Generation – Don Tapscott, 1997• This is the first generation to

be bathed in bits since birth.• Because of their access to the digital

media, today’s students learn, work, think, shop, and create differently than their parents.

DSL (Digital as a Second Language)

Digital Native Learners Digital Immigrant Teachers

Prefer receiving information quickly from multiple multimedia sources.

Prefer slow and controlled release of information from limited sources.

Prefer parallel processing and multitasking.

Prefer singular processing and single or limited tasking.

Prefer processing pictures, sounds, and video before text.

Prefer to provide text before pictures, sounds, and video.

Prefer random access to hyperlinked multimedia information.

Prefer to provide information linearly, logically, and sequentially.

http://www.apple.com/education/digitalkids/

DSL (Digital as a Second Language)

Digital Native Learners Digital Immigrant Teachers

Prefer to interact/network simultaneously with many others.

Prefer students to work independently rather than network and interact.

Prefer to learn “just-in-time.” Prefer to teach “just-in-case” (it’s on the exam).

Prefer instant gratification and instant rewards.

Prefer deferred gratification and deferred rewards.

Prefer learning that is relevant, instantly useful, and fun.

Prefer to teach to the curriculum guide and standardized tests.

http://www.apple.com/education/digitalkids/

DIGITAL STUDENTS

* Connected Stance (Wegmann & McCauley, 2007) toward learning* By providing digital students with opportunities to learn in ways that satisfy their needs, (i.e. vocabulary instruction) they will be more engaged in the learning process and in realizing their potential.

“Same story, same tool”“Same story, different tool”“Different story, different tool”

Bernajean PorterTechnology Planner & Author

CONSIDER THIS

“I know only one thing about the technologies that await us in the future: We will find ways to tell stories with them.”

Jason OhlerEducator & Author

CONSIDER THIS

WHAT IS DIGITAL STORYTELLING?

*Combining the longstanding art of telling stories with any of a variety of available multimedia tools,

*still images * text*audio * animation*video * Web publishing* music * CGI* sound

GOOD DIGITAL STORIES:

1. Are Personal2. Begin with a Story/Script3. Are Concise4. Use Readily-available Source

Elements5. Include Universal Story Elements6. Involve Collaboration

SEVEN ELEMENTS OF EFFECTIVE AND INTERESTING DIGITAL STORIES

1. Point of View2. Dramatic Question 3. Emotional Content4. Gift of Voice5. Power of the

Soundtrack6. Economy7. Pacing

Basic StepsIdea

Storymap

Write

Storyboard

Write Some More

Gather Resources

Create

Share

Computer Time

Visual Portrait of a Storydeveloped by Brett Dillingham, modified by Jason Ohler

Storymap

Storymap

Fiona

Storymap

Tom Collins

“No matter how sophisticated our technology becomes, the future of digital storytelling will involve writing and conventional forms of literacy.”

Jason OhlerEducator & Author

Write

Storyboard

Basic Steps

Write your script for this scene here and insert the picture you are using beside it.

Storyboard

Scott Firenza

Storyboard

David Jakes

1. Edit2. Peer review3. Collect offline images & sounds

Write Some More

1. Images2. Background audio3. Voice over4. Peer review

Gather Resources

CreateComputer Time

Basic StepsIdea

Storymap

Write

Storyboard

Write Some More

Gather Resources

Create

Share

Computer Time

BASIC STEPS

Celebrate Assessment– Rubrics – What was the goal of the project– Assess everything (process to final)– Self-assessment and peer review

Beyond the Classroom– Copyright issues

Share

Skills Used in and Benefits of Creating Digital Stories

Writing Speaking and

Visual Technical Personal

Development Active,

Participatory Learners

Authentic Tasks

Collaborative Creator of

Knowledge Curriculum

Linking/Integration

Inquiry-based Reflection Research

CONSIDERATIONS IN CREATING DIGITAL STORIES

1. Student groups (2-3)2. Tutorials3. Resources4. Storage5. Microphone/Headset

TYPES OFDIGITAL STORIES

1. Personal Narrative2. Work of Fiction3. **Academic Story4. Documentary5. Public Service Announcement6. Interview7. Alternative Ending to a Well-known

Story

ACADEMIC STORY – VOCABULARY DIGITAL STORIES Basic Assignment – choose 5

words, create narrative, choose at least 5 pictures to accompany, make a digital story.

Byron: http://teachertube.com/viewVideo.php?video_id=111456&title=Love_Story__the_Byronic_hero_and_Wordsworth___s_Lucy&ref=Catercow

Literary Elements - http://www.teachertube.com/members/viewVideo.php?video_id=114638&title=Literary_Elements_Rap

Pen Pals in Japan:http://www.teachertube.com/members/viewVideo.php?video_id=38933&title=Mark_Convoy_Vocabulary_Digital_Storytelling

Life after WWII - http://www.teachertube.com/members/viewVideo.php?video_id=55210&title=Vocabulary_Digital_Story___Life_after_WWII

DIGITAL STORYTELLING RESOURCES

Digital Documentaries byTeaching Matters– http://www.atschool.org/digidocs/

PersonalNarrative

InformationalDocumentary

DIGITAL STORYTELLING RESOURCES

DigiTaleshttp://www.digitales.us/index.php

Evaluating Projects

Resources

DIGITAL STORYTELLING RESOURCES

Digital Directors Guildhttp://www.ddguild.org

DIGITAL STORYTELLING RESOURCES

University of Houston - Educational Uses of Digital Storytelling Resource Pagehttp://www.coe.uh.edu/digital-storytelling/default.htm

Getting Started

Evaluation

Resources

DIGITAL STORYTELLING RESOURCES

Adobe – Digital Kids Club – Digital Storytellinghttp://www.adobe.com/education/digkids/storytelling/index.html

Classroom Tips

Storying Around for 21st Century Skills

Getting Started: Seven Steps for Digital Storytelling

Digital Storytelling in the Classroom

DIGITAL STORYTELLING RESOURCES

David Jakehttp://www.jakesonline.org/storytelling.htm

DIGITAL STORYTELLING RESOURCES

Scott Firenzahttp://www.lubbockisd.org/sfirenza/

DIGITAL STORYTELLING RESOURCES

Jason Ohlerhttp://www.jasonohler.com/storytelling/

DIGITAL STORYTELLING RESOURCES

Apple iLifehttp://www.apple.com/education/ilife/

DIGITAL STORYTELLING RESOURCES

Microsoft Educationhttp://www.microsoft.com/Education/default.mspx

DIGITAL STORYTELLING RESOURCES

Images1. flickr - http://www.flickr.com/creativecommons

2. Pics4Learning - http://www.pics4learning.com/

3. FreePhoto - http://www.freefoto.com/

4. FreeStockPhotos - http://freestockphotos.com/

5. Open Photo - http://openphoto.net/

6. Stock Exchange - http://www.sxc.hu/index.phtml

DIGITAL STORYTELLING RESOURCES

Sound1. Audacity - http://audacity.sourceforge.net/

2. Freeplay Music - http://www.freeplaymusic.com/

3. Freesound Project - http://freesound.iua.upf.edu/

4. ccMixer - http://ccmixter.org/

GLOGS

http://swegmann.glogster.com/FATE2009/

VOKI

http://www.voki.com/mywebsite.php

http://www.voki.com/php/viewmessage/?chsm=56691ec8300273a5c5445b6a303d9f8c&mId=358343

CONTACT INFODr. Susan Wegmann

UCF Assistant Professor, Director of Programs, Morgridge International

Reading Center Okeechobee High School/UCF Faculty-in-Residence

UCF Office - Suite 322R4000 Central Florida BlvdOrlando, FL 32816-1250

863-232-6685swegmann@mail.ucf.edu

mirc.ucf.edu

Permission to Tell Stories: Digital Ways to Invigorate

Stories using Digital Storytelling, Glogging, and

more

Dr. Susan WegmannUniversity of Central

FloridaFL Association of Teacher

Educators ConferenceOctober 9-10, 2009

Many thanks to Larry Bedenbaugh!