CEDu531 - Week 5 - How to apply digital storytelling in the classroom/Update

In terms of the use of digital storytelling in a Communications classroom, the best way to put it to use would to be by having the students write a creative short story. With this, the photos that they incorporate can help them tell the story, or, they can take the photos before and tell the story of what they did. As I have mentioned before, in a Communications classroom, it is more important to focus on the writing aspect of the project than the technological side, and I would have my students spend more of their time on the writing than anything else. This is the main focus of a Communications course. But, I do agree that pictures would add to the story. In terms of the use of Bloom's taxonomy, this activity would reach the upper part of the triangle, touching on application, analysis, synthesis and evaluation.

This class was interesting. I learned a few new skills that I was not aware of previously. I also finally learned how to use iMovie, and now I love it! I am looking forward to seeing the final projects at the next meeting!!

CEDu531 - Week 4 Class Update

It was interesting to see the final projects for CEDu531 exemplified through previous classes. There were some that were great and inspiring, others that did not really entertain or keep my attention. Making the podcasts was something that I had not done before, and did take a little getting used to. In terms of using Gcast, it is a program where I would need to write out and plan what I wanted to say first, then call it in and read it off. In this manner, having to use the cell phone almost seems like more work, and that if a computer were readily available with a microphone, that would be better. I plan to look into the different free podcasts that can be created in the future with the possibility of using them in the classroom.

The Use of Podcasts in a Communications Classroom

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CEDu531 - Week Three - Elements of the Digital Story

In the Language Arts curriculum, there are many points to a digital story that are more important than others. Obviously, if this activity is to be used in a Language Arts setting, it is more important to focus on the actual writing and storytelling features than it is to focus on the technology portion. With this in mind, the point-of-view, dramatic question, gift of voice, and pacing is what should be focused on. These features allow the students to work on the act of story-boarding, writing out exactly how they want their stories to play out, as well as figure out voice. What type of voice and point of view do the students want to take with their stories? How do they accomplish this? How does voice create mood? Setting? Background? All of these questions are necessary in the telling of stories, whether it be oral or written. These elements are the main focus for students in a Language Arts classroom.

CEDu531 - Week Three Response

Week Three...Hmmm...I am a little confused as to the assignments at this point. Missing the first two classes due to Parent/Teacher conferences as well as a horrible cold did not help me. I feel that I am behind, and I am having a hard time following the instruction of the course and deciding ultimately what the final outcome of the couse is supposed to be. I am working to create a storyboard for a project I am not necessarily sure is correct...but I am working nonetheless.

In week four, I look forward to learning a bit more about the outcomes that we are supposed to achieve, and fine tuning the project that I want to present.

CEDu531 - Week Two Response

The use of Voicethread could become very popular in a Literature/Language Arts classroom. It is clear that there are many aspects of Voicethread that such programs as Power Point do not offer. I think what I like most is that students are not only able to create presentations that include their own voice, but that classmates may also contribute to the presentation as well by including voice or text responses to the presentation slides for others to view as well. This allows the presenter the opportunity to learn from others and add to what they already know, and allows the viewers the opportunity to share in the creation as well as the learning experience. I plan to use this as an opportunity in our final Sophomore unit of poetry, where students are to give presentations on a particular poet and recite a poem. Sounds like a great idea!!

CEDu531 - Week One - The Use of Digital Storytelling in the Classroom

I suppose that there are numerous ways in which I can use digital storytelling in the classroom! There are so many options as an educator of Literature. I, as well as my students, can produce digital stories on authors, pieces of literature, histories of literature, and connections between what students are learning from the story in comparison to their own lives. This allows students to take control of their own learning, which is what we have been working toward, a student-led classroom. In this framework, students are asked to present information that they deem valuable to the topic/subject of the class, as well as how the connections can be made as to why we would learn from these particular authors and literature pieces. It is also an opportunity for students to show what they have learned about the topic to the best of their ability and skill level. Perhaps students learn best through the use of music, that they might incorporate the use of song in their storytelling. This would impact not only the student, but the rest of the class as well, as they will have opportunity to learn in a variety of mediums.