Digital Storytelling-Week 5

     So here we are in week five.  I'm currently working on draft number four of a story I thought I had a handle on. I'd planned each shot meticulously in my mind and even had some thoughts on the type of music I'd use to help convey the emotions I wanted to really connect with my audience.   Little did I know I would be stretched and unsettled over the next three weeks and my story would morph into something quite different from my original thoughts.    Although my story has taken some unexpected turns, the concept, the subject matter, and the audience have all remained the same. 

     After several re-writes over the weeks, I am now at the point of no return.  My final plan-the one I'm stickin' with- is to create a documentary style story. I will not appear on camera but rather act as an off-screen narrator.  My focus will be the stories and reactions my colleagues share during their interviews.  There will be several individual interviews and at least one interview in a small group setting.  The script (what little there is of it) will be entirely dependent on the participants.  They will be carrying the bulk of the conversation/story while I manage the story transitions to (hopefully) move seamlessly from topic to topic.  The subject matter is teacher stress and burnout and will, quite possibly, address several topics.  I have the shots in mind that I'd like to make and I have the story progression all mapped out. I know I've got the tools I'll need to record (iPad, lapel mics, iPad stand, lighting, etc.) and plan to edit through Moviemaker HD . My current timeline includes filming this week, editing over Thanksgiving break, sharing with my colleagues during our week six and being ready to share with all of you, my peers, the following week. Before I get to that point, however, I want to revisit some of the resource options Dr. Shannon shared with us.

     I guess, like any novice storyteller, I am still looking to include some kind of "WOW" factor to ensure my audience stays fully engaged.  I've kinda' wrestled with this because I know that a great story will keep an audience fully engaged without any special extras. I know my subject matter is relevant and compelling to the right audience but maybe I should include something extra "just in case".  I have experience with Chatterpix, one of the tools Byrne included in his online article. While my students love the talking animation feature Chatterpix includes, I don't think it's quite right for the seriousness of my story.  Adobe Spark, while useful, doesn't sound as though it offers the same level of "extras" as the MovieMaker HD Pro (which I currently use) does. WeVideo, however, is a resource I do plan to investigate since I am making a documentary of sorts.  I don't plan to include AR or VR so I won't be using any of those resources, nor do I plan to create an ebook or podcast.  Many of these resources, however, would make engaging additions to my tech club "tool chest", so I'm definitely bookmarking Byrne's article to refer to later with my students. Kapuler's web article included a ton of resources, most I'd never even heard of. That's definitely exciting for me as a "techie" and I'm excited to investigate and explore them all with my students. But back to this student's assignment: my digital story.

     My intended audience is the stakeholders in my school district: our administrators, school board members, parents, the education department chair at our local university, and anyone else willing to watch/listen. The purpose of my story is NOT to call anyone out or point fingers. The purpose of the story is to help these people, many of whom have been out of the classroom for a very long time (if they ever were in the classroom in the first place), see what teachers are feeling. Yes, they've probably already heard most of these points my colleagues will be making, but I want them to really see that the crisis is here at our own front door. And while my colleagues and I are grateful and appreciative of the small retention bonus awarded us earlier this year or the Christmas bonus every employee received, these issues are not going to be resolved by throwing money at the problems.  It's going to take a united effort from all of us to rectify this situation before the crisis gets any worse. I also want other teachers to find some support and solidarity through this story. Many teachers are suffering in silence, crying on the way home from work each night so their family members, friends, and colleagues won't see their pain.I don't have any answers but we do have some suggestions worth considering.  

     This assignment has helped me strengthen my video production skills as well as my writing skills. It's opened up a plethora of new tech resources for my students and I to explore and, hopefully, entice other teachers to explore. Additionally, it has helped me find my voice and courage to tell the story so many teachers are experiencing these days. I want our community, including our students, to know that teachers are fighting daily to give their students the very best they have to offer but unless there are drastic changes to how we see educators, how we treat educators, how we pay educators, education as we know it will be a thing of the past. Because as we sit and debate the issues and sweep them under the rug, the highly qualified, college trained teachers we rely on are leaving the career field in droves.

    

Byrne, R. (2019). Ten digital storytelling tools for students of all ages. Practical Ed Tech (n.d.). Retrieved from:  https://practicaledtech.com/2019/08/26/ten-digital-storytelling-tools-for-students-of-all-ages/

Kapular, D. (June 3, 2020). Top 30 tools and apps for digital storytelling.  Tech & Learning.  Retrieved from:  https://www.techlearning.com/tl-advisor-blog/30-sites-and-apps-for-digital-storytelling

Digital Storytelling-Week 3

 Greetings!  It's been quite a week and I'm feeling a bit underwhelmed by my own efforts recently.  My blog post this week is anything but stellar and I find my current state of uncertainty unnerving. The assignment was to share my Digital Storytelling Project Plan.  And that, my friends, is what is at the root of my uncertainty.  Prior to class Monday evening I thought I had my story all figured out. It's a topic I feel pretty passionate about so I thought I could see my story from beginning to end very clearly.  Now, not so much. I'm counting on you, dear classmates, to help me decide how to tell my story.  Here's the link (below) to my project plan. And thanks in advance for helping me tell this story.  

Respectfully,

Pam

https://drive.google.com/file/d/1f_hNQJyHN0nJ7IvqRVComrWvB6H3bteA/view?usp=sharing  

Digital Storytelling-Week 2: Becoming a Digital Storyteller

      This week's assignment had us taking a closer look at creating, sharing, and assessing digital stories- or "new media narratives"- as Ohler (p.17) refers to them.  Our objective this week was to view an online digital story example, reflect on the piece, and make connections to Ohler's text via discussion questions.  With that in mind, I grabbed a bowl of popcorn and sat down to enjoy a couple of tantalizing presentations produced by Met Media.  And when I say "tantalizing", I am not being facetious; I truly found the content engaging.  

    The first presentation I viewed was a "behind the scenes" look at the Met's Digital Storytelling Lab for students: #MetKids- Our Words, Our Stories.   (You can check it out here to see this super example of digital storytelling for yourself): https://www.metmuseum.org/metmedia/video/metkids/metkids-made-by-kids/digital-storytelling-lab-2016 .  The story revolves around young participants creating original stories based on the art found in the Metropolitan Museum of Art's galleries. The story is a personal narrative mini-documentary featuring the young authors giving their "take" on what the experience was all about. The uplifting music playing in the background adds an air of whimsy to the content and draws the viewer into the pure pleasure and excitement the students experienced. The story relied on live-action sequences and photo stills to convey the intended message. The producers of the video also utilized on-screen text to label people and "chapters", if you will.  Overall, this personal experience story was engaging and interesting to watch.  Perhaps I found it as such because I have an interest in the subject matter. As Ohler points out, "...a story resonates when others can relate to it" (p.25).  I definitely found the content relatable and was completely engaged. I found the presentation memorable, not on an emotional level, per se, but rather from an interest and educational standpoint. I caught myself wanting to question the subjects of the piece about their experiences with the subject matter. I also wanted to question their use of the Twine (choose your own adventure) site and the MDQ (major dramatic question) technique they utilized. That, according to Ohler, was the hook that made me an active viewer. Would a different viewer have the same experience? Maybe or maybe not, depending on their level of interest in the subject matter. 

      Regardless of one's interest level in the subject matter, there is definitely academic value contained within and through the use of this presentation.  Ohler (2013) suggests equal parts academic focus and engagement when creating a story. Within the story, it was easy to see the academic value of the cross-curricular content areas involving language arts (writing, story elements, etc.), art, and public speaking.  How could it be used in education? This digital story could be used to introduce students to the art of digital storytelling because it contains so many of the elements that make digital stories dynamic:  music, on-screen text, live-action sequences, and photo stills, among others. Or perhaps it could simply be a precursor to a lesson on writing adventure stories. I've given two examples of its possible use in education and I'm certain there are many more I've not considered. 

     How would I assess what I saw in this digital presentation?  I would draw four or five specific traits from Ohler's Digital Stories Assessment Traits table (p.90) to create a rubric. *Note: I take exception to Ohler's (2013) statement that, "...traditional educators often aren't new media literate (a situation that is changing as teachers become younger and more digitally savvy) and thus don't feel comfortable assessing new media projects..." (p.84).  While I realize he is not speaking in absolutes, I believe that educators, no matter their age, are life-long learners and are willing to learn IF someone is willing to teach them. 

     Speaking of being a life-long learner, I found this digital story so interesting, I decided to watch some of the student-created stories that were included on the #MetKids site so I could informally assess the students' presentations. They were great and became sort of motivators for me as I have decided to plan a stop-motion animation unit for my Intermediate Music students.  I'll let you know how it turns out.  Until next time...

Mrs.Thomas: TeacherTechster

Resources:

Ohler, J. (2013). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Thousand Oaks, CA: SAGE Publications ISBN-13: 978-1452268255; ISBN-10: 1452268258.

Digital Storytelling Week 1

     So the road to my Masters includes a short layover in "Digital Storytelling". To be honest, I've been looking forward to this class. I love all things "techie" and am frequently called upon to assist others in my building. I started our school's technology club where students have the opportunity to learn the ins and outs of broadcasting, green screen and stop motion technology, and our own version of digital storytelling.  But I'm getting ahead of myself.  Let me pause briefly to introduce myself.  

     My name is Pamela Thomas and I am an elementary school teacher.  I have been teaching for 24 years and began my career as an early childhood teacher primarily teaching students in Kindergarten and first grade.  Recently, however, I decided to make the move to teaching elementary Music to our entire student population (approximately 300 students).  As mentioned earlier, I started our school's technology club and provide opportunities for our students to work with technology in a variety of ways not always available to them in the regular classroom setting. Members of the "club" learn how to use stop-motion animation, green screen applications, recording and editing software and other tech resources to create and broadcast news casts and commercials all while telling their own stories they share with our school audience.  

     The experience I've gained at work while sponsoring our "Technology Club" and helping students discover an interest in technology helped me discover a hidden passion I didn't even realize I had. I absolutely LOVE the creative outlet I'm afforded while telling stories through digital platforms. I have taken over the role of web-master for our school as well as "social media coordinator" (fancy, self-appointed title for Facebook page administrator). These additional roles, while rewarding, are also time- consuming and stressful. Thinking about all the additional duties and responsibilities teachers have thrust upon them has led me to consider a story about teacher burnout and the teacher exodus we're currently seeing. This isn't a new topic but it is certainly a timely one, in my opinion. We've heard experiences from around the United States, but I would like to bring the issue down to a more personal, district-level issue. My approach would be to include "shadow" interviews with new teachers as well as veteran teachers to hear their experiences and perspectives and see where these interviews take us.  It's still a really rough idea but I think it's one worth following. According to Ohler (2013), "...the heartbeat of most good stories is conflict resolution" (p. 9).  Teachers are in conflict and need to be heard. Telling their stories and bringing to light the real issues facing our educators may just help them, their students, and education as a whole survive this most difficult time.  

     As far as which platform I might choose to use, I haven't given it much thought. Presenting the story as a podcast is a possibility, as is a traditional video presentation. Middleton (2013) offers some very compelling thoughts (for the time) on using the podcast/videocast as an option for delivery of the digital content. He describes the process by which the media is recorded and shared via an RSS feed for distribution. Further, he points out that students need choice in how they access the media and may be more willing to subscribe to an automated feed (iTunes, etc.) due to ease of use.  When considering distribution of my digital story, I must think about the audience I intend to reach. At this point in the planning process, I expect my story to be for a very small, specific audience. I am not planning to reach the masses with my story, just those individuals within my immediate school community who can help affect change and, as Ohler (2013) suggests, "...help us make sense out of the chaos of life" (p. 9). Either way, I am looking forward to the engagement and education this story will bring.

Middleton, A. (2013). Digital voices: A collaborative exploration of the recorded voice in post compulsory education. MELSIG & Sheffield Hallam University. CC BY NC-ND 4.0

Ohler, J. (2013).  Digital Storytelling in the Classroom:  New Media Pathways to Literacy, Learning, and Creativity.  Thousand Oaks, CA: SAGE Publications

    

Univeral Design for Learning (UDL)

 Our blog assignment this week was to summarize an article about Universal Design for Learning. While I had heard that term on occasion, I had no real grasp of what the concept really was. For that reason, I chose to review an article that gave me a better understanding of what it is and how I should be implementing it in my classroom.  According to authors Lynn Kennette and Nathan Wilson, Universal Design for Learning (UDL) is, "...an approach to curriculum development aimed at removing barriers in education to make it accessible to the largest number of learners" (CAST, 2011).  Ensuring access for all is a major, maybe the major, goal of UDL. It's not a tool or a kit one buys to magically make learning happen. Rather, it is a framework of thoughtfully designed strategies to help remove barriers to learning.  It is built on clear goals and flexible options for all learners.  

  Clear goals and flexible options/choice are among the things I make every effort to use to facilitate learning in my classroom. I didn't realize, however, that I was using UDL; I thought it was just good teaching.  The article points out that, "...properly applied UDL principles help meet the needs of students with exceptionalities and students of culturally diverse backgrounds while also benefiting all learners" (Kennette and Wilson, 2019).  The authors suggest several specific tips for implementing the UDL framework and I've tried to consider them thoughtfully as I design my lesson. The first principle of UDL is multiple means of representation.  With regards to my lesson, I have included several different representations of beat boxing: video samples, written samples, audio samples, and teacher modeling.  The hope is that at least one of those methods will "speak" to each of my students.  The article goes on to assert, "There is also evidence that supports the benefits of UDL's second principle: multiple means of action and expression" (Kennette and Wilson, 2019). Given that my lesson assessment is designed to be video-based, I need to rethink how I plan that assessment piece. I realize now that I need to add a student reflection section and an alternative for demonstrating the acquired knowledge (for choice).  With respect to the third principle, multiple means of engagement, my lesson utilizes an engaging website, exciting tools (Chromebooks and iPads), collaboration with peers, and YouTube video samples. I believe integrating these tools will aid in student engagement and result in a positive learning outcome for each of them.

     After visiting the CAST website, I have identified a few strategies I believe would enhance my lesson and remove any possible barriers to learning that might exist. Among those strategies are designing activities that produce authentic learning outcomes, communicating to real audiences, and reflecting a purpose that is clear to the participants.  Although the lesson plan was clear in my mind, I am not certain that I have planned to communicate the purpose of the lesson adequately to the students.  In order to achieve maximum engagement, I believe students must understand why the content is relevant and necessary. While I tried to make sure the content was appropriate for different racial, cultural, ethnic, and gender groups, I don't believe I focused on the culturally relevant aspect of the lesson.  I teach in a mid-sized district in south central Oklahoma. Will the majority of my students find beat boxing appealing? My purpose when I conceived this lesson was to expose students to a variety of musical genres they would most likely not listen to on their own. Now I find myself second guessing my own choices. Should I have allowed the students to choose their own genre? Could I have created the lesson in such a way that students would have had more control over their learning?  I included opportunities for collaboration through cooperative groupings with clear goals, roles and responsibilities but have I prepared them for successful collaboration with their peers?  I mentioned in my lesson plan that I would be utilizing a rubric for grading students' contributions to the project. I also need to remember to clearly establish the expectations and norms for working within those groups.  The CAST website and UDL have definitely given me a lot to think about and reconsider as I make the final revisions to this lesson plan. 

References:

CAST, Center for Applied Special Technology (2011) Universal Design for Learning Guidelines  version 2.0, Wakefield, MA.  Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines

Kennette, L. N. and Wilson, N. A. (2019).Universal Design for Learning (UDL): What is it and how do I implement it?  Transformative Dialogues: Teaching and Learning Journal. (12)1                                                                       

     

 Our assignment this week was to create an infographic to summarize our assigned readings.  I must say, this was probably one of my most favorite assignments to date. It allowed me an opportunity for creative demonstration of the learning that took place. I felt like I had control over how I would demonstrate said learning, and I was completely engaged in the activity.  In short, I found this assignment highly motivating. 😁 (See what I did there?) Motivation is, according to the assigned reading, "...critical to learning and achieving..." (National Academies of Sciences, Engineering, and Medicine. 2018. p. 109).  The article identifies mindset as one of the most important factors pertaining to motivation, as well as.  As an elementary school teacher, I couldn't agree more. We refer to it as building a "growth mindset" and truly believes it makes a difference in one's motivation and willingness to try hard things.  The article also points out that students will work hard and be more invested if they truly understand the value in what they're being asked to do.  Another factor that determines one's motivation is interest.  One must be interested in the subject matter in order to be highly motivated. Choice and reward systems (both intrinsic and extrinsic) round out the factors affecting motivation according to the article.  While there was much scholarly research included in the article, it basically reiterated what good teachers have known for a long time:  Allowing students to have a voice (choice) in their assignments will increase their interest level thereby increasing their engagement and motivation to learn. For a closer look at my take-away points from chapter six, take a look at my infographic (below).  Thanks for stopping by today!

 

*These images are screen captures. The actual poster that I was able to download was too small to be read.

 

 

Week 2 Blog Assignement

 WEEK 2 BLOG ASSIGNMENT:

 Authentic Intellectual Work

     Authentic Intellectual Work, according to this week's reading, is, "...original application of knowledge and skills rather than rote facts and procedures" (Newman, 2007, p. 3). In the article, the author makes a point to describe the differences between the traditional approaches to instruction and assessment and that of authentic intellectual work. For authentic intellectual work to occur, one must construct knowledge to produce a fitting solution to a problem, participate in disciplined inquiry, and demonstrate that the accomplishment has relevance (value) outside of the school setting.  This differs greatly from the traditional approach to instruction in which a teacher generally facilitates learning through rote memorization and "regurgitation" of facts.  There is little to no higher order/critical thinking or problem solving skills involved. 

     Authentic Intellectual Work-setting high expectations and engaging in higher order/critical thinking- has proven benefits.  Consider, if you will, the Chicago 46-School Study (K-8).  This study looked at students' gains in basic skills on the Iowa Test of Basis Skills (ITBS) between 1996 and 1999.  The study concluded that students receiving high-quality (Authentic Intellectual work) assignments, "...gained about 20% more in basic skills thatn the Chicago average gain and almost 40% more than students receiving the lowest quality assignments" (Newman, 2007, p. 23). But the benefits don't stop there. The authors assert that students who take part in authentic intellectual work are actually more motivated to stick with difficult challenges and are more engaged in their schoolwork. How can one include authentic intellectual work to reach students in the early grades? Easy peasy!  In an elementary math class, students may be asked to evaluate word problems, identify clue words in each problem, then write word problems of their own to illustrate mathematical concepts. Doing so involves each participant in critical thinking and problem solving skills as well as demonstrating an actual application of  required skills. 

NETP

     Examples of opportunities for students to engage in authentic intellectual work can be found throughout this article. The one I most relate to is that of using project based learning, specifically the "Engaged Creation: (MOOC)" example. In this example, the Exploratorium in San Francisco co-created a six week course meant to inspire STEM "tinkering". The course utilized a variety of hands-on activities, videos, web chat discussions, and other technology-centered approaches to engage learners in high quality STEM activities. The experience provided authentic, real-world problems that fostered higher level thinking and problem solving skills.  Teachers were given support via step-by-step instructions for the activities, interviews with other teaching professionals who shared tips, and discussion forums.  Ties to technology integration and ISTE standards could be found in the creators' use of Coursera, various live streaming tools, the use of video technology, social media platforms, and videoconferencing (among other things) to facilitate student engagement and learning. I'm sure I feel drawn to this particular example because of its project based learning (PBL) approach. I personally believe education and learning should be an active, student-driven experience and that's exactly what PBL is, simply put. This project allowed students to explore concepts rooted in real-world issues and fostered creative thinking, problem solving, critical thinking, etc., all of which are necessary parts of Authentic Intellectual work. In this project, students were able to connect with real-life experts and artists and engage in discussions regarding their work as they built a variety of contraptions in the classroom.  Additionally, there were opportunities for reflection peppered throughout the experience. These things, along with the others I've outlined, are what makes this a perfect marriage of authentic intellectual work and technology.

Triple E Framework

    The Triple E framework and the AIW framework both focus on the importance of extending the learning outside of the school setting. AIW refers to it as the "Value Beyond School".  Both frameworks value real-world problems as meaningful opportunities for students to learn outside of their school day. Further, they both aim for students to develop skills that are applicable in their everyday lives. The example I highlighted above was rooted in real-world problem solving, allowed students to extend their learning outside of their school day, and helped them build practical skills they could use in their daily lives.That, in a nutshell, exemplifies the extend "E".  The way the technology was used to facilitate collaboration between teachers, professionals, and students allowed for the students to create scaffolds and develop a deeper understanding of the concepts being explored. As for the engagement "E", students were definitely active learners in the process.  Simply stated, the use of the technology in the example explored above added value to the lesson (enhancement), aided in the engagement and time on task for students (engagement), and encouraged students to extend their learning outside of their regular school day (extension).

Kolb, L. (2020). Learning first, technology second in practice. Portland, OR: ISTE. 

Newmann, F.M., King, M.B., & Carmichael, D.L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects.

Office of Educational Technology. (2017). Reimagining the role of technology in education:  2017 National Education Technology Plan update.  Retrieved from http://tech.ed.gov.