Presentation about digital storytelling and dynamic media in the classroom

1. DIGITAL
STORYTELLING AND
DYNAMIC MEDIA
Getting Started at Spectrum School

2. Meet the Class
Upper Elementary 2010-11
37 students, 9-12 years
of age
23 girls and 14 boys
5 students with IEP’s
Teaching team of three
in a private, progressive
school setting

3. Inspiration Africa
Curriculum that Connects
The classroom curriculum for upper elementary students at
Spectrum School is centered on our 2010-2011 school wide
theme: Inspiration Africa. Upper elementary students
study all disciplines in a problem based interdisciplinary
learning environment using Howard Gardner’s theory of
multiple intelligences.
Subject areas include: language arts, mathematics, science,
social studies, geography, art, music, drama, movement and
physical education.

4. What is Digital Storytelling?
“Digital Storytelling is the modern expression of the
ancient art of storytelling. Digital stories derive their
power by weaving images, music, narrative and voice
together, thereby giving dimension and vivid color to
characters, situation, experiences, and insights.”
Leslie Rule, Center for Digital Storyte!ing Text

5. 7 Key Elements of a
Digital Story
(Educause Learning Initiative)
Point of View - first person, perspective of the storyteller
Dramatic or essential question that is resolved by the end of the story
Emotional content - evokes emotion in the audience
Gift of your voice - a personal and powerful component
Power of the soundtrack - music that builds interest & emotion
Economy - keeps the story clean and uncluttered
Pacing - generates the tempo and rhythm of the story

6. A Digital Story
by Connor
Practice Makes Perfect is a great example of what our
students can accomplish with digital stories. Connor
uses pictures, words, drawings, audio of his voice and
his piano playing to create his story. Connor “owns” his
story and it shows.
http://www.dtc.scott.k12.ky.us/technology/
digitalstorytelling/connor_T1.mov

7. Love is . . .
a Second Grade Story
In Love is, early elementary teacher Mrs. Holbrook uses
original student art and simple voice recordings of her
students explanations to create a delightful and
meaningful ode to love.
http://www.dtc.scott.k12.ky.us/technology/
digitalstorytelling/love2.t1.mov

8. What is Dynamic Media?
Dynamic Media refers to the vast array of digital tools
available to tell a story in a layered, interactive and
complex manner. It integrates visual images and audio
with written text to enhance and accelerate learning.
Examples of dynamic media include blogs and vlogs,
threaded conversation sites like Nicenet and Voice
Thread, creative word play using Wordle, 3-D books at
Zooburst, Google Lit Trips, flip movies, on-line posters at
Glogster, the list goes on . . .

9. Reflection on Literature on
Voice Thread
This group of students created a book review of Louis
Sachar’s novel There is a Boy in the Girls Bathroom using
the dynamic threaded conversation site, Voice Thread.
Students created drawings to represent their discussion
avatar and created and organized the content of their
presentation.
http://voicethread.com/?#q.b56011.i289587

10. Extending Knowledge About
Literature with Glogster
Olivia created a Glogster poster about the novel Peak
by Roland Smith. She not only summarized the story
but researched other connections to the content found
in the book, such as video links about Tibet and facts
about mountain climbing.
http://rcorcoran.edu.glogster.com/falsehyperlink

11. Developing Understanding with
Web 2.0 Across the Curriculum
There are endless opportunities to use Web 2.0 to
extend understanding in all content areas. Students can
explain their problem solving strategies in math,
document historial topics with primary sources,
connect learning to geographical contexts, and use
special effects, like slow motion or time lapse to explain
scientific observations.

12. insert a cross curriculum
example

13. The Gettysburg Address
A historical digital story
The Gettysburg Address uses words and images to “tell”
the story of this famous speech and its underlying
theme, “. . . the dead sha! not have died in vain.” The
author uses still pictures, music, information and facts,
and both the author’s voice and a recording of the
speech to educate the viewer.
http://digitalstorytelling.coe.uh.edu/
movie_social_studies_04.html

15. Is the Use of Digital Storytelling and
Dynamic Media More Than
Just the Next Big Idea?
Yes! It creates a learning environment that is:
Engaging: It capitalizes on the tools students are
already using.
Relevant: It can be implemented across the curriculum
to develop understanding in the classroom.
Complex: Students spend more time with the content
material and learn to produce, distribute, invent,
explore, persuade and create within projects written for
specific audiences.

16. Progressive: Digital projects incorporate the 21st
century learning skills that students need, in order to be
successful in life, such as: critical thinking, problem
solving, creativity & innovation, communication &
collaboration, flexibility & adaptability and media
literacy (Partnership for 21 Century Skills)
Globally Connected: Digital learning extends the
classroom beyond the walls of our school building, as
students learn, create and share with individuals from
around the world.

17. Web 2.0 & Bloom’s Taxonomy

18. Why Digital Storytelling at
Spectrum School?
Multiple Intelligences & Digital Storytelling
Creating a digital story is a constructivist learning
experience that incorporates many of Howard
Gardner’s multiple intelligences and honors the
traditions and values of education and learning at
Spectrum School.

19. "Teachers who bring digital storytelling into the
classroom are discovering what makes this vehicle for
expression worth the effort. They watch students gain
proficiency in writing and research, visual literacy,
critical thinking, and collaboration. They see students
take part in a range of learning styles. Of course, they
also see students make authentic use of technology.
Sometimes, they even hear students discover the power
of their own voice." Boss (2008)

20. “Proficiency in writing and research”
(Verbal-linguistic, Interpersonal, Intrapersonal)
Students explore in-depth their topic, use essential
questions to guide their process, locate resources to
support their story content, create and edit multiple
copies and prepare a script that considers the needs of
their intended audience

21. “Visual Literacy”
(Spatial, Interpersonal, Intrapersonal)
Students learn how ideas and emotions are expressed
visually. They make decisions about which visual
images to include and how they will be interpreted by
their audience. They create storyboards to guide the
storytelling process.

22. “Critical Thinking & Collaboration”
(Verbal-linguistic, Mathematical-Logical, Spatial,
Interpersonal, Intrapersonal, Bodily-Kinesthetic, & Musical)
Students are using higher-order thinking skills when
they design and create a digital story with a specific
purpose and an authentic audience
Groups of students may work together to create a
digital story. Groups make decisions and compromise
as a team about what to include, which technologies to
use and how to organize their work into a cohesive
story.

23. “Authentic Use of Technology”
(Verbal-Linguistic, Mathematical-Logical, Spatial,
Musical, Interpersonal, Intrapersonal)
Students consider software and web 2.0 tools as they
choose which technology to use in the creation of their
story. They include text, images and audio to create a
complex multimedia product.

24. How to Begin a Digital
Storytelling Project
Develop essential questions to guide the project
Explore some of the resources available to get started
Select an easy platform to work from, something you
are comfortable with that allows you to add voice and
music
Stick with still photographs from your collection or
scanned student work at first
Try it!

25. "The quality of our thinking is given in the quality of our questions"–
Elder & Paul (2005)

26. What are Essential
Questions?
Questions used to organize learning and develop
critical thinking skills
Questions that requires the student to develop a plan
Questions that requires the student to make a decision
Questions in which the student constructs knowledge
to find the answer

27. Essential Questions for
Upper Elementary
Every learner, young and old, can use essential questions to explore and develop
new knowledge. Let’s consider some essential questions that connect to our
studies in Upper Elementary.
What is the best way to encourage students your age to read? Your plans should
include no more than two strategies an address an audience outside of school.
Develop a plan to maintain a healthy life-style during the winter months in
Northern Illinois
How would you design a multi-disciplinary project that uses African folktales to
teach about storytelling?
What is the best plan to protect wild life on the African continent?
What is the best plan to support children’s education in violence ridden Sudan?

28. Web 2.0 Sites to Explore
http://voicethread.com/
http://www.glogster.com/
http://animoto.com/
http://www.scholastic.com/digitalstorytelling/
http://www.zooburst.com/
Microsoft Movie Maker & iMovie on Mac

29. Assessment and Standards
Innovative teachers, schools and state curriculums
(North Carolina) are recognizing how digital
storytelling and dynamic media meet existing content
area standards AND incorporate the new standards for
21st century learning as outlined by the Partnership for
21 Century Learning & the International Society for
Technology in Education (ISTE.)
At Spectrum, we can strengthen our Continuum of Ski!s
by incorporating these new learning standards.
Rubrics connected to learning goals and standards are
effective assessment tools for digital storytelling.

30. National Educational Technology
Standards
(ISTE NETS)
(1) Creativity and Innovation
(2) Communication and Collaboration
(3)Research and Information Fluency
(4) Critical Thinking, Problem Solving and Decision
Making
(5) Digital Citizenship
(6) Technology Operations and Concepts

31. NETS for Students Digital Storytelling
2a. Student understand the ethical, cultural, and societal issues Students will have a clear understanding of copyright
related to technology. issues surrounding the use of images in digital stories
3a. Students use technology tools to enhance learning, increase Students will use Macromedia Flash, Adobe Premiere,
productivity, and promote creativity. Photostory, Movie Maker, Apple iMovie, Adobe
Photoshop Elements, Gold Wave, Snagit, and other
multimedia software to create digital stories.
3b. Students use productivity tools to collaborate in Students will use a storyboard template, Macromedia
constructing technology-enhanced models, prepare Flash, Adobe Premiere, Photostory, Movie Maker, Apple
publications, and produce other creative works. iMovie, Adobe Photostory Elements, Gold Wave, SnagIt,
and other multimedia software to create digital stories.
4a. Students use telecommunications to collaborate, publish, Students will use a storyboard template, Macromedia
and interact with peers, experts, and other audiences. Flash, Adobe Premiere, Photostory, Movie Maker, Apple
iMovie, Adobe Photostory Elements, Gold Wave, SnagIt,
and other multimedia software to create collaboratively-
produced digital stories.
4b. Students use a variety of media and formats to 4b. Students use a variety of media and formats to
communicate information and ideas effectively to multiple communicate information and ideas effectively to
audiences. multiple audiences.
Educational Uses of Digital Storytelling, University of Houston

32. 21st Century Skills Digital Storytelling
Digital Age Literacy Digital storytelling allows a student to be informed and visually
literate on numerous levels.
Inventive Thinking Digital storytelling requires creative, independent, and inventive
thinking.
Effective Digital storytelling involves collaborative, social interactive, and
Communication personal communication.
High Productivity Digital storytelling utilizes cutting-edge, productivity tools to
create high quality products and results.
Educational Uses of Digital Storytelling, University of Houston

33. National English Language Arts Standards Digital Storytelling
1. Students read a wide range of print and nonprint texts to build an Students will watch digital stories produced by other students, teachers, etc., to build an understanding of
understanding of texts, of themselves, and of the cultures of the United new information, of society, of cultures, and for personal enjoyment.
States and the world; to acquire new information; to respond to the needs
and demands of society and the workplace; and for personal fulfillment.
4. Students adjust their use of spoken, written, and visual language (e.g., Students will write digital stories as personal narratives, examine historical events, and inform/instruct.
conventions, style, and vocabulary to communicate effectively with a
variety of audiences and for different purposes.
7. Students conduct research on issues and interests by generating ideas and Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe
questions, and by posing problems. They gather, evaluate, and synthesize Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal
data from a variety of sources (e.g., print and nonprint texts, artifacts and narratives, examine historical events, and inform/instruct.
people) to communicate their discoveries in ways that suit their purpose
and audience.
8. Students use a variety of technological and information resources (e.g., Student will use Internet Search Tools (e.g., Yahoo Images, Google Images, Ask Pictures, and Picsearch) and
libraries, databases, computer, networks, and video) to gather and Public Domain Websites (e.g., The NYPL Picture Collection Online, Digital History, Picture History) to
synthesize information and to create and communicate knowledge. gather images for the digital stories.
11. Students participate as knowledgeable, reflective, creative and critical Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe
members of a variety of literacy communities. Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories that
demonstrate new learning through personal narratives, examination of historical events, and stories that
inform/instruct.
12. Students use spoken, written, and visual language to accomplish their Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe
own purposes (e.g., for learning, enjoyment, persuasion, and the exchange Photoshop Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories as personal
of information. narratives, examine historical events, and inform/instruct.
Educational Uses of Digital Storytelling, University of Houston

34. Digital Storytelling Rubric
Criteria Master Craftsman Apprentice Journeyman Novice
Story Development and Planning
Point of View- Purpose Incorporates an Establishes a purpose Establishes a purpose Purpose is clear but It is difficult to figure
unexpected point of early on and maintains early on and maintains there are lapses in focus out the purpose of this
view. Establishes a focus throughout. focus through most but throughout. presentation.
purpose early on and not all of the
maintains focus presentation.
throughout
Story Content Content is clearly Content is clearly Content has some Content has some Content has no
relevant to the story and relevant to the story and relevance to the story, relevance to the story, relevance to story and
theme, and creates a theme, message is message is clear but but message is unclear theme, there is no
tone for the story by distinctly clear, showing with some confusing message
incorporating metaphor change in understanding points
or symbolism. The over time
message is distinctly
clear and shows change
in understanding over
time.
Storyboard & Script Complete and detailed Complete and detailed Evidence of planning Evidence of planning Little or no evidence of
evidence of planning, evidence of planning through up to 2/3 of through up to 1/3 of planning including
editing and revising throughout entire storyboards including storyboard including minimally completed
throughout entire storyboard including sketches, sequencing, sketches, sequencing, sketches, sequencing,
storyboard including sketches, sequencing, pacing and storytelling. pacing and storytelling. pacing, and storytelling.
sketches, sequencing, pacing, and consistent Script is somewhat clear Script is somewhat Script is unclear and
pacing, and consistent storytelling. Script is and has only a few clear, but has several includes many
storytelling. Script is concise and grammatical errors. grammatical errors. grammatical errors.
concise and grammatically correct.
grammatically correct.

35. Digital StorytellingTechnology Rubric
Use of Technology
Images-photos and Images create a Images create an Images create an An attempt was made Little or no attempt
text distinct atmosphere atmosphere/tone that atmosphere or tone to use images to to use images to
or tone that matches matches some parts that matches some create an atmosphere create an appropriate
different parts of the of the story. The parts of the story. or tone but more atmosphere/tone.
story. The images images may work was needed.
may communicate communicate Image choice was
symbolism and/or symbolism and/or logical.
metaphors. metaphors.
Audio – voice, music Audio is used in The pace and rhythm Sometimes speaks Tries to use pacing, No attempt to match
and pacing unexpected ways. fits the story line and too fast or slow for but often the pace pace of storytelling
The pace and rhythm helps the audience the story line, but does not fit the or music selections to
fits the story line and really “get into” the rhythm or voice and storyline. Some the story line or
helps the audience story. music is engaging for thought is put into audience.
really “get into” the the audience. music selections.
story.
Editing Unexpected editing Transitions and Most transitions and Some transitions and Little or no
choices were made to effects are effects are effects are transitions or effects.
enhance transitions appropriate to the appropriate to the appropriate to the
and effects, without subject matter and subject and add to the subject and add to the
disrupting the flow of add to the flow of the flow without flow of the video
the video video without distracting. without distracting.
distracting.

36. What Resources for Digital
Storytelling do we have?
Enough to Get Started!
Computers and the internet
Digital cameras & Flip video cameras
Scanners, projectors, microphones
Microsoft Office
AND access to tons of free Web 2.0 sites

37. And let’s not forget . . .
Our tech savvy, talented and motivated students

38. Resources
Bloom’s Pyramid. Retrieved February 20, 2011, from http://www.lex5.k12.sc.us/webpages/nfinelli/files/bloom%20pyramid.jpg
Boss, S. (2008). Digital storytelling: Helping students find their voice. Edutopia. Retrieved February 20, 2011, from http://
www.edutopia.org/digital-storytelling-resources
Connor. (2002). Practice makes perfect by Connor [Video clip]. Scott County Digital Storyte!ing. Retrieved February 20, 2011, from http://
www.dtc.scott.k12.ky.us/technology/digitalstorytelling/connor_T1.mov
Corcoran, R. (2011). Peak. Retrieved February 26, 2011, from http://rcorcoran.edu.glogster.com/
Cushman, K. (1989). Asking the essential questions: Curriculum development. Horace, 5 (5). Retrieved February 20, 2011, from http://
www.essentialschools.org/cs/resources/view/ces_res/137
Educause Learning Initiative. (2007). 7 things you should know about... Digital storyte!ing. Retrieved February 20, 2011, from http://
net.educause.edu/ir/library/pdf/ELI7021.pdf
Elder, L., Paul, R. (2005). The miniature guide to the art of asking essential questions. The Foundation for Critical Thinking. Retrieved
February 20, 2011, from www.criticalthinking.org/files/SAM-Questions2005.pdf
Hodgson, K. (n.d.). What is digital storyte!ing? Retrieved February 20, 2011, from http://www.umass.edu/wmwp/DigitalStorytelling/What
%20is%20Digital%20Storytelling.htm
Holbrook. (n.d.). Love is... [Video clip]. Scott County Digital Storyte!ing. Retrieved February 21, 2011, from http://www.dtc.scott.k12.ky.us/
technology/digitalstorytelling/love2.t1.mov

39. Resources
Jakes, D. (n.d.). Basing learning experiences in essential questions. Retrieved February 20, 2011, from http://www.docstoc.com/docs/4971377/
Basing-Learning-Experiences-in-Essential-Questions-David-Jakes-It
Jeannie. (n.d.) Math Strategies. Retrieved Februrary 22, 2011, from http://voicethread.com/?#q.b163901.i873468
Partnership for 21st Century Skills. (2009). P21 Framework Definitions Document. Retrieved February 20, 2011, from http://www.
21stcenturyskills.org/documents/p21_framework_definitions_052909.pdf
Rule, L. (n.d.). Center for Digital Storytelling. In Hodgson, K., What is digital storyte!ing? Retrieved February 20, 2011, from http://
www.umass.edu/wmwp/DigitalStorytelling/What%20is%20Digital%20Storytelling.htm
Slater. (n.d.) Book Review 1. Retrieved February 21, 2011, from http://voicethread.com/?#q.b56011.i289587
University of Houston. (2009). Educational uses of digital storyte!ing. Retrieved February 21, 2011, from http://digitalstorytelling.coe.uh.edu/
President Abraham Lincoln’s Remarks to Consecrate a Civil War Cemetery at Gettysburg, Pennsylvania November 19, 1863. Retrieved
February 20, 2011, from http://digitalstorytelling.coe.uh.edu/movie_social_studies_04.html