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Give Science a Voice! Digital Storytelling in the Science Classroom
NSTA 2012, Phoenix, AZDecember 7, 2012
Roger Pence, Benicia Middle School, Benicia, CAEmail: [email protected]
Website: http://www.penceviews.comWiki containing DS Resources: http://cueds2012.wikispaces.com
Session AgendaWhy Digital Storytelling, Why Now?, Why in Science?
Developing a Story to Tell
Digital Story Processes and Hardware
Standards and Copyright Concerns
Resources and Examples
Live demonstration of putting a story together on both computer and iPad
Time concerns, practical classroom management, and various computer platforms.
Why Digital Storytelling? Or What is it?
DS is personally narrated sequence of text and accompanying images and sounds that leads the viewer on a directed journey.
Educators and students can collaborate to learn and practice 21st century skills:
Collaboration, critical thinking, teamwork, verbal literacy, visual literacy
Why Now?! Using DS to tell science “stories” engages the student and other learners as well to learn science (they love to see what each other are doing!)
Writing in general is clearly a need of today’s students and DS in science gives an authentic reason to write concisely and with maximum impact.
Students today know a good audio-visual product when they see one and will strive to create quality when they know it will be shared with their peers.
DS helps make science real!
Why in Science?!Science is visual, is itself a story, and has many stories of people involved in thinking.
Allows for cross-curricular connections and meaningful context
Pictures can convey abstract meaning that words alone may miss
Often the “whole picture” is far more complex than the general standard(s) being addressed.
Gives kids an engaging, challenging and fun way to learn science and do research.
Cultivates visual literacy as it relates to science concepts (what makes a particular picture especially effective at telling the story?)
Kids need and like a “hook”
Allows for science “factoids” to be placed in context as to where they fit into a bigger picture.
Gives girls a voice in science! DS taps their social/creative talents.
Includes ELL’s and special needs students, since each individual can contribute based on strengths.
Gives an opportunity to “present” without having the pressure of peers when on stage (the product is presented in its final, polished form)
Allows for individual style and ownership.
Pedagogical “hooks”
Since science vocabulary is challenging, and research is daunting, developing scripts breaks down the learning into discreet steps.
Students can demonstrate concept understanding in a creative, personalized way.
Offers a creative outlet to photograph, compose, and edit to achieve a concrete conceptual goal (e.g. Newton’s first law of motion)
Allows for assessment of conceptual understanding
Let’s see some!!
Tule Elk
Surfing and Newton’s Laws
Friendship 7 Mission
Ernest O. Lawrence
Minimata Bay Disaster
The Water Cycle
iPad Samples on Vimeo
Science Story IdeasNewton’s Laws of Motion and me
Solids, Liquids and Gases in my life
The science behind technology
Predator/prey relationships from their point of view
Survival in a biome
A scientist I know
Women in science
African-Americans, Asians, and Latinos in science
Envision a future space mission
Research past space missions
More Science Ideas…
Science-related legislation
Biome studies
Stories about geologic processes
Stories about water, water resources, water wars in the west, etc.
Exploration of new lands
What happens to all our old tech stuff? (recycling, hazards, etc.)
Ocean exploration
Ocean fisheries preservation
Opinion pieces about environmental issues:
damming a river
building a new shopping center that disrupts habitat
increasing production at an agricultural site
widening a major road
selling animal parts like seahorses
Science principles at work in your house, kitchen or yard
MathematicsMathematics’ role in our technological world
Use a digital camera to illustrate math concepts
Everyday uses of geometry
Mathematics of space travel
Mathematics of the electoral process
History of measurement and engineering
HealthWays to stay healthy
Make a PSA about health issues
Research an epidemic
Design an “Point/Counterpoint” story about Health Care Reform
Computer TechnologyMake a peer-to-peer
software tutorial
Research the development and history of computer technology
Envision the future of computer technology
Research and tell about computer technologies to assist persons with disabilities
Report on computers in movie making (C.G.)
Next Generation Science Standards Connections
Cross-curricular connections between science, math, history, art, language arts
Authentic pathway to STEAM (where A is for Arts)
Allows for students to create visual, explanations of science principles
Connections to Common Core Standards
Developing a Story to Tell
Personalizing Science Concepts:
Students can draw from their experience of a scientific phenomenon or principle
Students can “put themselves in the subject’s shoes”, and produce a point-of-view story
They can answer for themselves, “What is important about this concept?”
Prompts help focus the writing and serve to economize the script
Authentic voice comes from the student writer(s)
Chosen narrative language and style reflect the student’s personality
No one speaks their story as themselves!
Digital Story Processes
Classroom Handouts and WorksheetsDigital Storytelling Checklist
Sample class research prompt
Sample Jigsaw Note page to use while viewing stories
Copyright Concerns
Students need to be aware that they may be using copyrighted material.
Fair Use in EducationPortions of (often 10% of length) of songs
Portions of movie clips
Usually 5 or less images from one artist/photographer
Cyberbee: http://www.cyberbee.com/cb_copyright.swf
Students can learn to respect others’ original work!
Resources and Sample Ideas for
StoriesStudent Sample Work Links on my website: http://www.penceviews.com
Task Aids developed by Roger Pence for use in classroom digital storytelling production (can download from www.penceviews.com)
Tutorials for using Photostory 3, Windows Movie Maker, iMovie, and iMovie on iPad on http://cueds2012.wikispaces.com
Classroom Digital Storytelling Set-
up
Another Set-up…
Room Considerations and Hardware SuggestionsPC’s or Macs:
1 GB RAM minimum, more is better
Windows XP or Windows 7 (Windows Movie Maker 2.6 works on Windows 7)
Netbooks: small, can be used at the kids’ desks, easy to store
iPads using iMovie, Pinnacle Studio or similar
Sound Recording: Need a quiet spaceSamson USB Mic
Blue Snowball USB Mic
Zoom H2 Digital Recorder (can record away from a computer and import from SD card)
http://digitalmedia.oreilly.com/2007/09/13/review-zoom-h2-surround-recorder.html
What we use…I have pieced together 10 computers of various types, wireless internet enabled (most of them)
5 netbooks
3 laptops
1 Desktop PC/Monitor/Speaker set-up
2 iPads intermitttently wi-fi enabled
USB external Speakers (Logitech V20’s) that can be moved around as needed
2 Zoom H2’s, a Blue Snowball, a Samson USB mic
Flashdrives for saving and transfer, backup
This array accommodates 10 teams of 3, but I as the instructor am constantly floating, suggesting, troubleshooting
Software for creating
digital storiesMac: iMovie (multiple audio tracks)
Final Cut Express (supplemental cost)
Audacity for supplemental sound recording/editing (free download)
Windows:Windows Movie Maker (one audio track)
Photostory 3 (Windows XP, free download from Microsoft)
Audacity to record both narration and music (free download)
iPad: iMovie, Pinnacle Studio, Reel Director (one audio track)
ReferencesNational Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Retrieved January 2, 2009, from http://books.nap.edu/ catalog.php?record_id=4962#toc
National Science Education Standards (1996) http://www.nap.edu/catalog/4962.html
Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press.
Partnership for 21st Century Skills. (2004). Learning for the 21st century: A report and MILE guide for 21st century skills. Retrieved December 15, 2008, from http://www.21stcenturyskills.org/ images/ stories/ otherdocs/ p21up_Report.pdf
Perrone, V. (1994, February). How to engage students in learning. Educational Leadership, 51(5), 11-13.
Robin, B. R. (2008, July). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228. Retrieved December 8, 2008.
Tierney, R. J., Bond, E., & Bresler, J. (2006). Examining literate lives as students engage with multiple literacies. Theory Into Practice, 45(4), 359-367. Retrieved October 12, 2009, from http://www.eric.ed.gov/ ERICWebPortal/ recordDetail?accno=EJ747115 - 31k -
Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Retrieved December 28, 2008, from Australian Council for Educational Research Web site: http://www.acer.edu.au/ documents/ AER51_ReimaginingSciEdu.pdf
Yager, R. E. (2000, October). A vision for what science education should be like for the first 25 years of a new millenium. School Science and Mathematics, 100(6), 327-341.
Yerrick, R., Ross, D., & Molebash, P. (2003-2004, December/ January). Promoting equity with digital video. Learning & Leading With Technology, 31(4), 16-19. Retrieved May 2, 2009, from http://www.eric.ed.gov:80/ ERICDocs/ data/ ericdocs2sql/ content_storage_01/ 0000019b/ 80/ 2a/ 12/ 46.p
