Digital Storytelling Students as Directors of Learning Creative Buzz G. M. Shaharia Azam (092-15-802) Tanvir Sarder (093-11-1269) Nilufar Munir (093-11-1275)

“Tools for the Mind” – Mary Burns Many educators believe in the ‘exceptionality’ of computers, viewing them as instructional talismans that can do for student learning what other reforms cannot. “Tools for the Mind” – Mary Burns “Tools for the Mind” – Mary Burns – Educational Leadership – Dec. 2005 – Volume 63 – Number 4

Technology & Student Learning This has resulted in the narrow focus on technology at the expense of the more important pillars of learning . . . cognition, instruction, assessment, and curriculum. “Tools for the Mind” – Mary Burns – Educational Leadership – Dec. 2005 – Volume 63 – Number 4

We are no longer teaching if what we teach is more important than who we teach or how we teach. (Carol Ann Tomlinson 2003) Digital natives

What is digital storytelling? Imagine a learning experience, supported and extended by the application of technology, that empowers students to create and contribute, all within the context of what they are expected to know and be able to do in the 21st Century.

What is digital storytelling? Digital storytelling is the process of writing about a story, and adding the multimedia elements of voice, imagery, and music to create a visual story. Imagine that this learning experience provides students with a compelling and competitive voice and enlarges the boundaries of their ability to communicate, potentially to a worldwide audience. That learning experience is digital storytelling. Everyone has stories, including our students. Stories come from a variety of places, from a person’s past to their imagination. Some can be funny, some can be painful, but all are personal.

An Effective Learning Tool for Students Research Skills Writing Skills Organization Skills Technology Skills Presentation Skills Interview Skills Interpersonal Skills Problem-Solving Skills Assessment Skills “Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling” David S. Jakes, Instructional Technology Coordinator at Community High School District 99 in Downers Grove, Illinois Joe Brennan, Visual Literacy Facilitator at Niles Township High Schools in Skokie, Illinois

Student Literacy Digital Literacy Global Literacy Technology Literacy Visual Literacy Information Literacy “Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling” David S. Jakes, Instructional Technology Coordinator at Community High School District 99 in Downers Grove, Illinois Joe Brennan, Visual Literacy Facilitator at Niles Township High Schools in Skokie, Illinois

Digital Storytelling . . . provides students with a competitive and compelling voice by enlarging the boundaries of who students can communicate with and by increasing the depth and power of that communication. “Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling” David S. Jakes, Instructional Technology Coordinator at Community High School District 99 in Downers Grove, Illinois Joe Brennan, Visual Literacy Facilitator at Niles Township High Schools in Skokie, Illinois

Digital Storytelling . . . permits students to recapture creativity, develop it and intensify it, apply it, extend it… helps students write more effectively by permitting the visualization of the writing, resulting in an additional level of perception that extends the writing process to a place seldom reached. “Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling” David S. Jakes, Instructional Technology Coordinator at Community High School District 99 in Downers Grove, Illinois Joe Brennan, Visual Literacy Facilitator at Niles Township High Schools in Skokie, Illinois

Digital Storytelling . . . provides an authentic personal learning experience- as such; student investment is greatly increased resulting in greatly improved motivation and end product. “Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling” David S. Jakes, Instructional Technology Coordinator at Community High School District 99 in Downers Grove, Illinois Joe Brennan, Visual Literacy Facilitator at Niles Township High Schools in Skokie, Illinois

Digital Storytelling . . . teaches elements of technology and information literacy-students use many different computer applications and must be conversant about locating and managing visuals and video, as well as being able to do so in the context of copyright and fair use. “Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling” David S. Jakes, Instructional Technology Coordinator at Community High School District 99 in Downers Grove, Illinois Joe Brennan, Visual Literacy Facilitator at Niles Township High Schools in Skokie, Illinois

Why implement a digital storytelling program?

Differentiating Instruction Digital documentaries and digital storytelling tap into student interests and specific learning profile and allow teachers to customize content, process, & product according to students' readiness with background information and technological proficiencies.

I hear and I forget. I see and I remember. I do and I understand. -Confucius

Tell me and I forget. Teach me and remember. Involve me and I learn. -Benjamin Franklin

Enduring Understanding We learn. . . 10% of what we READ 20% of what we HEAR 30% of what we SEE 40% of what we both SEE and HEAR 70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally 95% of what we TEACH someone else --William Glasser

Why Digi Docs? One of the ways to move from data to understanding is to tell the story and make the relevant connections Students sew the information together in an organized way that forces students to think about the entire body of information

Higher-Order Applications Digital video editing programs are higher-order applications The nature of digital videos overcomes the limitations of more static demonstration software that can be episodic and disjointed “Tools for the Mind” – Mary Burns – Educational Leadership – Dec. 2005 – Volume 63 – Number 4 “The Art of Digital Storytelling” – Hall Davidson & Bernajean Porter – Discovery Education Classroom Resource Guide – November 2005 -Higher-order applications are more conceptually difficult and more aligned with higher-order skills -Forces students to create the connections, delve to find deeper meaning, create enduring understanding -Analyzing, synthesizing, and evaluating instead of simply parroting

According to Bernajean Porter Author of DigiTales: The Art of Telling Digital Stories A documentary uses an abundant amount of primary sources Multiple points of view are presented The students make a personal connection and draw from a wider, global view Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report?

Who are practicing Digital Storytelling program? University of HOUSTON Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report?

Who are practicing Digital Storytelling program? The City University Of New York Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report?

Who are practicing Digital Storytelling program? Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report? RICE University

Who are practicing Digital Storytelling program? Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report? RICE University

National Education Technology Standards (NETS) All six of the 2007 National Education Technology Standards (NETS) for students are addressed by digital storytelling. 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 Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report?

Digital Storytelling Learning Projects A Great Way to Engage and Inspire Students “Teach me in new ways. Connect with me.” “Be THAT teacher.” “I want to be creative. Let people hear my voice.” “Believe in my ability. I’m not looking for Hollywood.” “I want to be a storyteller.” “Train me.” Question: You say that point of view is one of the hallmarks of a digital story, while a documentary should have multiple points of view. How do these differ from a summary report?

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