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


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

  1. 1. Permission to Tell Stories: Digital Ways to Invigorate Stories using Digital Storytelling, Glogging, and more<br />Dr. Susan Wegmann<br />University of Central FloridaFL Association of Teacher Educators Conference<br />October 9-10, 2009<br />
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  3. 3. Slates<br />“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.” <br />~Teachers Conference, 1703 <br />
  4. 4. Fountain Pens<br />“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.” <br />~ PTA Gazette, 1914<br />
  5. 5. Ballpoint Pens<br />&quot;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.&quot; <br />~ Federal Teacher, 1950<br />
  6. 6. Critical Thinking<br />Evaluation<br />Synthesis<br />Analysis<br />Application<br />Comprehension<br />Knowledge<br />Bloom, 1975<br />
  7. 7. NCTE 2008 Position Statement for 21st Century Literacies<br />Twenty-first century readers and writers need to: <br />Develop proficiency with the tools of technology  <br />Build relationships with others to pose and solve problems collaboratively and cross-culturally  <br />Design and share information for global communities to meet a variety of purposes  <br />Manage, analyze and synthesize multiple streams of simultaneous information  <br />Create, critique, analyze, and evaluate multi-media texts  <br />Attend to the ethical responsibilities required by these complex environments<br />
  8. 8. IRA Position Statement onNew Literacies and 21st-Century Technologies (2009)<br />Students have a right to:<br />Teachers who use ICTs (Information and Communication Technologies) skillfully for teaching and learning<br />Peers who use ICTs responsibly and who share their knowledge<br />A literacy curriculum that offers opportunities for collaboration with peers around the world<br />Instruction that embeds critical and culturally sensitive thinking into practice<br />Standards and assessments that include new literacies<br />Leaders and policymakers who are committed advocates of ICTs for teaching and learning<br />Equal access to ICTs<br />
  9. 9. NCTM Position Statement onThe Role of Technology in the Teaching and Learning of Mathematics (March 2008)<br />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.<br />
  10. 10. NSTA Position Statement onThe Use of Computers in Science Education (1999)<br />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. <br />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.<br />
  11. 11. NCSS (2006)Technology Position Statement and Guidelines<br />As 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. <br />
  12. 12. Digital Literacies<br />. . . 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)<br />
  13. 13. Florida Legislative Rule 6A-5.065<br />The Educator Accomplished Practices of the Florida State Board of Education<br />12) Accomplished Practice Twelve - Technology. <br />(a) Accomplished level. The accomplished teacher uses appropriate technology in teaching and learning processes.<br />
  14. 14. Consider This<br />“We need to prepare our children for a future that we can’t even describe.”<br />David Warlick<br />Technology Consultant & Author<br />
  15. 15. “We need to prepare students for their future, not their present.”<br />Consider This<br />
  16. 16. Digital Students<br />*Growing Up Digital: The Rise of the Net Generation<br />Don Tapscott, 1997<br />This is the first generation to be bathed in bits since birth.<br />Because of their access to the digital media, today’s students learn, work, think, shop, and create differently than their parents. <br />
  17. 17. DSL (Digital as a Second Language)<br /><br />
  18. 18. DSL (Digital as a Second Language)<br /><br />
  19. 19. Digital Students<br />* Connected Stance (Wegmann & McCauley, 2007) toward learning<br />* 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. <br />
  20. 20. “Same story, same tool”<br />“Same story, different tool”<br />“Different story, different tool”<br />Bernajean Porter<br />Technology Planner & Author<br />Consider This<br />
  21. 21. “I know only one thing about the technologies that await us in the future: We will find ways to tell stories with them.”<br />Jason Ohler<br />Educator & Author<br />Consider This<br />
  22. 22. What is Digital Storytelling?<br />*Combining the longstanding art of telling stories with any of a variety of available multimedia tools, <br /> *still images * text <br /> *audio * animation<br /> *video * Web publishing<br /> * music * CGI<br /> * sound<br />
  23. 23. Good Digital Stories:<br />Are Personal<br />Begin with a Story/Script<br />Are Concise<br />Use Readily-available Source Elements<br />Include Universal Story Elements<br />Involve Collaboration<br />
  24. 24. Seven Elements of Effective and Interesting Digital Stories<br />Point of View<br />Dramatic Question <br />Emotional Content<br />Gift of Voice<br />Power of the Soundtrack<br />Economy<br />Pacing<br />
  25. 25. Basic Steps<br />Idea<br />Storymap<br />Write<br />Storyboard<br />Write Some More<br />Gather Resources<br />Computer Time<br />Create<br />Share<br />
  26. 26. Storymap<br />Visual Portrait of a Story<br />developed by Brett Dillingham, modified by Jason Ohler<br />
  27. 27. Storymap<br />Fiona<br />
  28. 28. Storymap<br />Tom Collins<br />
  29. 29. Write<br />“No matter how sophisticated our technology becomes, the future of digital storytelling will involve writing and conventional forms of literacy.”<br />Jason Ohler<br />Educator & Author<br />
  30. 30. Storyboard<br />
  31. 31. Basic Steps<br />Storyboard<br />Write your script for this scene here and insert the picture you are using beside it.<br />Scott Firenza <br />
  32. 32. Storyboard<br />David Jakes<br />
  33. 33. Edit<br />Peer review<br />Collect offline images & sounds<br />Write Some More<br />
  34. 34. Gather Resources<br />Computer Time<br />Create<br />Images<br />Background audio<br />Voice over<br />Peer review<br />
  35. 35. Basic Steps<br />Idea<br />Storymap<br />Write<br />Storyboard<br />Write Some More<br />Gather Resources<br />Computer Time<br />Create<br />Share<br />
  36. 36. Basic Steps<br />Share<br />Celebrate<br />Assessment<br />Rubrics <br />What was the goal of the project<br />Assess everything (process to final)<br />Self-assessment and peer review<br />Beyond the Classroom<br />Copyright issues<br />
  37. 37. Skills Used in and Benefits of Creating Digital Stories<br /><ul><li>Writing
  38. 38. Speaking and Visual
  39. 39. Technical
  40. 40. Personal Development
  41. 41. Active, Participatory Learners
  42. 42. Authentic Tasks
  43. 43. Collaborative
  44. 44. Creator of Knowledge
  45. 45. Curriculum Linking/Integration
  46. 46. Inquiry-based
  47. 47. Reflection
  48. 48. Research</li></li></ul><li>Considerations in Creating Digital Stories<br />Student groups (2-3)<br />Tutorials<br />Resources<br />Storage<br />Microphone/Headset <br />
  49. 49. Types ofDigital Stories<br />Personal Narrative<br />Work of Fiction<br />**Academic Story<br />Documentary<br />Public Service Announcement<br />Interview<br />Alternative Ending to a Well-known Story<br />
  50. 50. Academic Story – Vocabulary Digital Stories<br /><ul><li>Basic Assignment – choose 5 words, create narrative, choose at least 5 pictures to accompany, make a digital story.</li></li></ul><li>Byron:<br />Literary Elements -<br />
  51. 51. Pen Pals in Japan:<br />Life after WWII -<br />
  52. 52. Digital Storytelling Resources<br />Digital Documentaries byTeaching Matters<br /><br />Personal<br />Narrative<br />Informational<br />Documentary<br />
  53. 53. Digital Storytelling Resources<br />DigiTales<br /><br />Evaluating Projects <br />Resources <br />
  54. 54. Digital Storytelling Resources<br />Digital Directors Guild<br /><br />
  55. 55. Digital Storytelling Resources<br />University of Houston - Educational Uses of Digital Storytelling Resource Page<br /><br />Getting Started <br />Evaluation <br />Resources <br />
  56. 56. Digital Storytelling Resources<br />Adobe – Digital Kids Club – Digital Storytelling<br /><br />Classroom Tips<br />Digital Storytelling in the Classroom<br />Storying Around for 21st Century Skills<br />Getting Started: Seven Steps for Digital Storytelling<br />
  57. 57. Digital Storytelling Resources<br />David Jake<br /><br />
  58. 58. Digital Storytelling Resources<br />Scott Firenza<br /><br />
  59. 59. Digital Storytelling Resources<br />Jason Ohler<br /><br />
  60. 60. Digital Storytelling Resources<br />Apple iLife<br /><br />
  61. 61. Digital Storytelling Resources<br />Microsoft Education<br /><br />
  62. 62. Digital Storytelling Resources<br />Images<br />flickr -<br />Pics4Learning -<br />FreePhoto -<br />FreeStockPhotos -<br />Open Photo -<br />Stock Exchange -<br />
  63. 63. Digital Storytelling Resources<br />Sound<br />Audacity -<br />Freeplay Music -<br />Freesound Project -<br />ccMixer -<br />
  64. 64. GLOGs<br /><br />
  65. 65. VOKI<br /><br /><br />
  66. 66. Contact Info<br />Dr. Susan Wegmann<br />UCF Assistant Professor, <br />Director of Programs, Morgridge International Reading Center <br />Okeechobee High School/UCF Faculty-in-Residence<br />UCF Office - Suite 322R<br />4000 Central Florida Blvd<br />Orlando, FL 32816-1250<br />863-232-6685<br /><br /> <br />
  67. 67. Permission to Tell Stories: Digital Ways to Invigorate Stories using Digital Storytelling, Glogging, and more<br />Dr. Susan Wegmann<br />University of Central FloridaFL Association of Teacher Educators Conference<br />October 9-10, 2009<br />Many thanks to Larry Bedenbaugh!<br />