DIGITAL STORYTELLING IN THE ELEMENTARY CLASSROOM
http://www.youtube.com/watch?v=rUZXBc6yRhU
A. The case was based on digital storytelling told through children. It was beneficial to have the students create the video because it showed the students’ interest and enthusiasm for the project. The students described step by step the method they used in creating a digital story.
B. Through this step-by-step process, students began by collaborating in groups to determine an idea for their story. They wrote the story and edited until they were pleased with the results. Next, they used several colors to highlight sentences they wanted to group together. Then the each color-coded section was transferred to a story script form that was created by the teacher. The production began and students recorded their voices as they read the story script. Photos were imported and music added. To create a more realistic story, sound effects were added. For example, water bubbling and cymbals clashing depending on the effect in which they wanted to portray to the reader.
C. There were two observations I made in viewing this video. Having students tell the story when teaching adults makes the video more engaging. Additionally, the highlighting coding systems looked like an effective strategy in helping students organize their writing.
D. My goal in selecting this lesson was to provide teachers at Salvador with a step-by-step guide so their students could create a digital story with limited assistance. This video gave teachers an introduction and brief overview on the instructional approach for making digital stories. It also provided some structure for their lesson as they observe the highlighting and story script form that was used.
E. I would rate this experience with a 3 because the information was limited and would not suffice in moving teachers forward in the area of digital storytelling. They will need a more technical lesson.
http://www.youtube.com/watch?v=rUZXBc6yRhU
A. The case was based on digital storytelling told through children. It was beneficial to have the students create the video because it showed the students’ interest and enthusiasm for the project. The students described step by step the method they used in creating a digital story.
B. Through this step-by-step process, students began by collaborating in groups to determine an idea for their story. They wrote the story and edited until they were pleased with the results. Next, they used several colors to highlight sentences they wanted to group together. Then the each color-coded section was transferred to a story script form that was created by the teacher. The production began and students recorded their voices as they read the story script. Photos were imported and music added. To create a more realistic story, sound effects were added. For example, water bubbling and cymbals clashing depending on the effect in which they wanted to portray to the reader.
C. There were two observations I made in viewing this video. Having students tell the story when teaching adults makes the video more engaging. Additionally, the highlighting coding systems looked like an effective strategy in helping students organize their writing.
D. My goal in selecting this lesson was to provide teachers at Salvador with a step-by-step guide so their students could create a digital story with limited assistance. This video gave teachers an introduction and brief overview on the instructional approach for making digital stories. It also provided some structure for their lesson as they observe the highlighting and story script form that was used.
E. I would rate this experience with a 3 because the information was limited and would not suffice in moving teachers forward in the area of digital storytelling. They will need a more technical lesson.