Introduction In today’s digital world, students have grown up with the Internet and different technologies. It seems as though they cannot make it through their daily lives without it. As teachers look to enhance learning, it only makes sense to match the learning styles of students through digital storytelling (Gabel, 2011. pg. 24). This should encompass the use of story-writing with multimedia that may include music, images, narration, and video. I have chosen three possible topics for my digital story. Each will have components that will make the project simple or difficult to complete. The chart below will compare all three in multiple areas so I can make the best possible choice for the final production.
Adoption of Product
(Promotion of Eastside Athletics)
Disseminating Information
(DNA Lab)
Entertainment
(The Hurst Family Vacations)
Goals and objectives
The goal of this project is to promote EHS athletics in a positive way to our community. I plan to highlight the successes on the field and in the classroom of student athletes at Eastside High School.
The goal of this project is to provide a clear understanding of the procedures necessary to separate DNA from human cheek cells.
The goal of this project is to create a digital story that will illustrate my family’s experiences while vacationing together over the last ten years.
Potential audience
Students and faculty of Eastside High School. Members of the community that have a vested interest in our school. Local businesses that support our athletic department. Parents of potential student-athletes that may be transferring into our district.
Students in my biology classes. Worldwide viewers if I decided to link the final product to TeacherTube or YouTube.
Mainly members of mine or my wife’s families that do not live close and cannot visit very often.
Alignment to standards
ACCT-BVP1-3. a – c ACCT-BVP1-4. a – k ACCT-BVP1-5. d ACCT-BVP1-6. a, c, d ACCT-BVP1-7. a & b ACCT-BVP1-8. d & g ACCT-BVP1-9. e – g ACCT-BVP1-10. a ACCT-BVP1-11. a - c www.georgiastandards.org
Creating a visually stimulating video that will tell the story of EHS athletics in only five minutes. With 13 sports, many of those having both male and females it will be difficult to highlight all equally and provide the necessary information to sell our program to the community.
Producing a video that does not seem totally scripted.
With specific steps that must be followed in sequence the audience may become bored.
Researching and then choosing the perfect photographs and video clips from a collection that numbers in the hundreds if not thousands.
Required resources
Statistics of grade point averages for student-athletes compared to those who do not compete in a sport. Number of total student-athletes within the population of the school. Number of individual and team championships either at the region or state level over the past five years. Interviews with coaches, players, teachers and administrative staff.
Still photographs and video segments that have been taken at various vacation spots.
Interest
Student interest in this production would be significant. Since many of the aspects of creating this story depends on their expertise, I am sure that a sense of ownership will be felt among the group. I also believe this video will stimulate interest from our entire student body and those from the community that have the opportunity to see it.
Student interest in this production may be significant to the ones who participate in the project. As the video is used for future classes to watch, the interest of those students may increase as an example for digital storytelling in the science classroom is presented. Interest may also be generated from views on TeacherTube or YouTube from other teachers and or students as they search for videos explaining this particular lab activity.
Interest in this project would strictly be on a personal level with me, my wife and our immediate family members.
Time needed
Three – five hours (This includes video, mixing, integration, editing and production)
One - two hours (This includes video, mixing, integration, editing and production)
Five – ten hours (This includes video, mixing, integration, editing and production)
Location
Eastside High School video broadcast class and various locations around the school. Some video may be highlights of sporting events off campus.
Eastside High School Coach Hurst’s classroom (D-5)
The majority of this project can be done from the comfort of my own home.
Production staff
(5-7) Me and four to six other students that are in the broadcast video class at EHS.
(3) Me and at least two other students from my biology classes that will volunteer to participate
(2) Me and my wife
Student involvement
Major component of the final product
Major component of the final product
None
Conclusion Digital storytelling can be a very useful tool to increase the learning of today’s students. Technology is everywhere, and those same students access it almost twenty-four hours a day. As a classroom teacher, it is my job to remain diligent in providing activities that will match the learning styles and increase excitement of my students. To produce my digital story I think it is important to decipher which topic is the most relevant to what I do as a teacher. The ease of production and time constraints will play a major role in my decision, but the need for use beyond this class project will also weigh heavily on the final choice.
References Gabel, D. (2011, August - September). Down to Earth Digital Storytelling. Library Media Connection, 30, 24-27.
Introduction
In today’s digital world, students have grown up with the Internet and different technologies. It seems as though they cannot make it through their daily lives without it. As teachers look to enhance learning, it only makes sense to match the learning styles of students through digital storytelling (Gabel, 2011. pg. 24). This should encompass the use of story-writing with multimedia that may include music, images, narration, and video. I have chosen three possible topics for my digital story. Each will have components that will make the project simple or difficult to complete. The chart below will compare all three in multiple areas so I can make the best possible choice for the final production.
(Promotion of Eastside Athletics)
(DNA Lab)
(The Hurst Family Vacations)
ACCT-BVP1-4. a – k
ACCT-BVP1-5. d
ACCT-BVP1-6. a, c, d
ACCT-BVP1-7. a & b
ACCT-BVP1-8. d & g
ACCT-BVP1-9. e – g
ACCT-BVP1-10. a
ACCT-BVP1-11. a - c
www.georgiastandards.org
SCSh2. a – c
SCSh3. a – c
SCSh6. a
SB2. a & b
www.georgiastandards.org
With specific steps that must be followed in sequence the audience may become bored.
Coach Hurst’s classroom (D-5)
Conclusion
Digital storytelling can be a very useful tool to increase the learning of today’s students. Technology is everywhere, and those same students access it almost twenty-four hours a day. As a classroom teacher, it is my job to remain diligent in providing activities that will match the learning styles and increase excitement of my students. To produce my digital story I think it is important to decipher which topic is the most relevant to what I do as a teacher. The ease of production and time constraints will play a major role in my decision, but the need for use beyond this class project will also weigh heavily on the final choice.
References
Gabel, D. (2011, August - September). Down to Earth Digital Storytelling. Library Media Connection, 30, 24-27.