Chapter 2
Digital story telling is teachers an opportunity to gauge student
learning through multimedia. Digital storytelling allows the students and
teacher to be their own director and producer of their work. They have creative
control and can tell any story using various types of tools. The discussion
topics developed by Ohler are great ways to view digital storytelling.
Viewing the story by its type, purpose and impact allows the
watchers to decipher the work and have more insight on the creator’s message.
Being able to identify the purpose of the story will help the viewer understand
the story’s depiction. The story can be
told in a certain way to bring out the most creative or haunting perspectives.
Digital storytelling has a way of emotionally getting to the
viewers. The music, creative scenes, and tone work together to enhance the viewer’s
emotions. By building an emotional
connection between the story and viewer, there is more interest in the
characters and wanting to know what will happen next.
The production of digital storytelling is up to the creator.
Many tools will be needed to create a digital story: equipment and editing
programs. The role of the teacher is to be the guide by support the students. There are many different creative genres of
digital storytelling to fit the story tellers point of view.
Chapter 3
Digital storytelling, DST, needs to be integrated into the
classroom with content standards and technology standards. By integrating it in
the classroom, the student’s will use DST as a way to express themselves and
provide evidence of mastery of the standards.
Teachers need to be aware of the types of the technology and digital
storytelling that the students are exposed to. Also, it is important that
teachers come up with the content and technology rich tasks.
From the developed tasks, the students will need to
transform their thoughts and convey them in to the DST. They will need to show
that they understand the information and can clearly convey the information to
others.
The formation of the “DAOW” literacy shows the importance
and how it intertwines with DST (Ohler, 2007). The D in “DAOW” represents
digital. Technology is needed to produce
a DST. It is necessary to have the recording tools, editing programs, and other digital tools to create a DST. The
A in “DAOW” represents art. Having an
artistic touch in the DST gives the creator a way to express a thought, moment,
or feeling uniquely. The O in “DAOW”
represents the understanding of words. Student’s can develop their own way of incorporating
words into the DST. The W in “DAOW” represents writing in a DST. Writing can be
used to script in a DST. When creating a DST, being able to use the written and
oral language conventions is important in its production.
It will be interesting to see student created digital
stories and see their creativeness in them.
I enjoyed your use of photos in the video. You have a great variety of talents! I imagine that DST will be a strength for you too. You seem to have a handle on DAOW.
ReplyDeleteNatty,
ReplyDeleteI also thought the DAOW of literacy is an interesting way of looking at the importance of incorporating technology into the classroom. I struggle with taking time out of class to teach kids how to use programs, but when thinking about it in terms of the DAOW of literacy, it seems more of a disservice not to teach students digital literacy!
I thought your video was cute! I liked how you used the pictures and art to introduce yourself! Super cute! It reminded me of a commercial from a long time ago (can't remember what it was for!)
-April
Natty, you did a very good job of summarizing the chapters. DST, I think, is a great way to integrate creativity into so many different subjects.
ReplyDeleteI like the way you produced your video by filming the whole thing having pictures, artwork, hobbies right by your side. Did that take practices to get it down? Your artwork is amazing. It was great getting to know you a little more.
I agree with your discussion of Chapter 2 and the broad ways DST can allow students to gain deeper understanding of a story. My only reservation with DST is the limitation that may exist in bringing DST to the classroom on a regular basis. Teachers with little computer literacy may find the process of DST daunting and too overwhelming to make it a part of their regular curriculum.
ReplyDeleteWhat stands out is the descriptions of how DST allows students to take more control over their learning (guided by the teacher). Additionally, the opportunity for students to be creative may positively influence the students progress in literacy skills.
ReplyDeleteFor the video, thanks for sharing, I liked the use of artifacts or objects to tell the story... Please be sure to know how to incorporate text and images into your video...I don't anticipate this to be problem for you.
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