Digital Storytelling: Standards Elite

Digital Storytelling is an excellent tool. It meets student-centered standards and expectations: 21st Century Skills, Information Literacy, Visual Literacy, Graphic Literacy, National Education Technology Standards for Students (NETS), and the National Council of Teachers of English and the International Reading Association (NCTE), (IRA). Below is a snap shot of the diverse, multi-curricular standards associated with digital storytelling:

 21st Century Skills

Inventive Thinking:	Digital storytelling (DS) requires creative, independent and inventive thinking
Effective Communication:	(DS) involves collaborative, social interactive and personal communication
High productivity:	(DS) utilizes cutting-edge, productivity tools to create high quality products and results
Digital Age Literacy:	(DS) allows a student to be informed and visually literate on numerous levels

Retrieved October 6, 2011 from the website http://digitalstorytelling.coe.uh.edu/alignment.html

                           National Educational Technology Standards for Students (NETS)

2a Student understand he ethical, cultural and societal issues related to technology	(DS) Students will have a clear understanding of copyright issues surrounding the use of images in  digital stories
3a Students use technology tools to enhance learning, increase productivity, and promote creativity.	(DS) Students will use Macromedia Flash, Adobe Premiere, Photo story, 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 constructing technology enhanced models, prepare publications, and produce other creative works	(DS Students will use a storyboard template, Macromedia Flash, Adobe Premiere, Photo story, MovieMaker, Apple iMovie, Adobe Photostory Elements, Gold Wave, SnagIt, and other multimedia software to create digital stories.
4a Students use telecommunications to collaborative, publish, and interact with peers, experts, and other audiences.	(DS Students will use  a storyboard template, Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe  Photoshop Elements, Gold Wave, Snagit, and other multimedia software to create collaboratively produced digital stories.
4b Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences	Students will use Macromedia Flash, Adobe Premiere, Photostory, Movie Maker, Apple iMovie, Adobe  Photoshop Elements, Gold Wave, Snagit, and other multimedia software to create digital stories as personal narratives, as an examination of historical events, and as stories that inform/instruct.

Retrieved October 6, 2011 from the website http://digitalstorytelling.coe.uh.edu/alignment.html

Correlation of National English Language Arts Standards to Digital Storytelling from the National Council of Teachers of English and the International Reading Association.

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

Retrieved October 6, 2011 from the website http://www.ncte.org/about/over/standards/110846.htm

Partnership for 21st Century Skills: Overview

Hi Rob,

”This question, I think must be answered before all others, and I fear that right now, this is the weakest.  Administration’s approach seems to want to leave much room for the individual content areas to develop their own assessments and criteria for student contributions." 

"I think it's excellent that you are being allowed to develop your own assessments and criteria for student contributions."

The core of the Partnership for 21st Century Framework is "to help practitioners integrate skills into the teaching of core academic subjects; The Partnership has developed a unified, collective vision for learning." P21 Framework (p. 1).

"The framework describes the skills, knowledge, and expertise students must master to succeed in work and life; it is a blend of content, knowledge, specific skills, expertise and literacies" P21 Framework Definitions (p.1).

Click on the 21st Century Link and you will see exactly what you are working with.  The 21st Century Framework also provides curricular instruction.  "You are offered a host of skills that students should learn and an assortment of tools by which to assess student learning, and suggestions as to how to design an innovative curriculum (link below).  As you've stated above, there is "much room for the individual content areas to develop their own assessments and criteria for student contributions." 

The five categories noted below cannot do justice to the comprehensive definitions/guidelines listed on the website.  The categories below represent the overall design framework for Partnership for 21st Century Skills:

1) Information Literacy

2) Visual Literacy

3) Media Literacy

4) Multicultural Literacy

5) Technology Literacy

The links that I have provided for you will give you further insight as to the depth of each category.

Aretia

Retrieved October 4, 2011 from the website: http://www.p21.org/documents/P21_Framework_Definitions.pdf

http://www.p21.org/index.php?option=com_content&task=view&id=352&Itemid=120

Bad Mom or Bad School?

Hi Rodney,

What are we really dealing with: bad mom or bad school?

This mom made the ultimate sacrifice.  She put her honesty, integrity, and potential career as a teacher on the line to allow her children to attend what she perceived to be a better school.   She, of course, was eventually apprehended for falsification of records and other violations. She apparently was aware of the risks involved in her dishonesty but continued with the masquerade.   As a mother, I can’t help but wonder what brought her to the conclusion that she would have to make the ultimate sacrifice – dishonesty in the name of a good education.  This mom did not want her children to get a bad education at a bad school.

What is a bad school?  According to Sparks (2011, p. 19), a  “bad school” is considered “the lowest performing public school, often lingering for years, neither improving enough to get off of accountability life support,”   and “bad schools rarely get better or shut down” Sparks (2011, p.19). This mom could not risk providing her children with a compromised, watered down education.  So, she risked her own credibility.  Perhaps this mom was frustrated and simply stated to her children, “we’re looking for higher-quality options” Sparks (2011 p.22).  “If this (our neighborhood) school is just going to be a tiny, corrupted place, let’s just find another place to go” Sparks (2011, p.22).  So, rather than actually physically move, she used the address of the children’s father and found another school that would provide a quality education for her children.

 Aretia

Sparks, S.D.(2011) Study finds bad schools rarely get better or shut down. Education Week, December 2010. Retrieved from the website http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?vid=26&hid=25&sid=55e98519-4251-426e-a7c8-7d4c1e35f615%40sessionmgr4

Disability.gov: Connecting the Disability Community to Information & Opportunities

Disability.gov: Connecting the Disability Community to Information & Opportunities

Maryland Assistive Technology Program | Diigo

Maryland Assistive Technology Program Diigo

Education World: Inclusion Can Work -- Without Too Much Work!

Education World: Inclusion Can Work -- Without Too Much Work!

Can we Talk?

Due to the problems that I am having with communicating with other bloggers, I have chosen to log my comments and post way.  Perhaps I will be able to post comments to their blog soon as we iron the bugs out.  We are working on it.  This is the error message that I keep getting...Is anyone else getting this message?

We're sorry, but we were unable to complete your request.

The following errors were found:
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Hi Rob,

Thanks for that informative commentary.  I have added both sites to my favorites.  Yes, I agree that blogging has unlimited potential in a classroom setting, as it offers up a good dose of cross-curricular skills.  This powerful tool will serve the students very well in Social Studies and other classes.

Aretia 10/1/2011 7:59:27 PM

Hi Melanie,

I had the opportunity to research the Edmodo social-networking site that you spoke about in your post.  The site is great.  The commentary in the literature was excellent.  It is free, safe, and secure.  To date, there has been no breach in security on the Edmodo site.  Further, students are allowed to use the site for their homework and school work.

The teacher is in total control of all the work that students do on the site.  The teacher can see all the work that students do on the site.  To sign-on to the site, the teacher issues each student a sign-on code.  A sign-on code must be used to access the Edmodo site. Otherwise, no admittance will be granted. 

Teachers can also grant permission to access the site to parents.  Parents can communicate with teacher in school without leaving their home.

Based on what I have learned about Edmodo, I would utilize this tool in my classroom.

Aretia  10/1/2011 8:01 PM

Hi Rodney,

This text to movie technology is awesome.  It makes the entire production so simple.  Now, what will they think of next?  I have added the link to my favorites, as I do want to play around with this when I have a little more leisure time.

Thanks for sharing...

Aretia 10/1/2011 8:06:15 PM

Dawn,

Blogger is an excellent tool.  I think the problem stems from rapidly changing technology.  Perhaps upgrades in technology is needed to enable all computers the ability to integrate this technology successfully; given all the different browsers, operating systems, etc.  Blogger is probably just plain confused:)

We will keep trying...

Aretia 10/1/2011 8:22:50 PM

From Seclusion to Inclusion

In 1949 and prior to that year, parents had the sole responsibility of having their children educated.  Students without disabilities   had the option of going to any school that their parent(s) deemed appropriate. Students could go to a boarding, private, or public school.  Students with disabilities also had options.  They could stay at home, be institutionalized or placed in a public school.  Some parents did place their special needs child in public school. However, they soon learned that the classroom setting   and experiences were not conducive to maximum learning or any learning at all, and the School District was not held responsible.

The District had no responsibility to secure accommodations to enable maximum learning. Regardless of the disability that student(s) endured, no assistive devices were provided and this rendered students academically   compromised.  Unfortunately, officials suffered no repercussions for the obviously compromised education.  "No laws existed that required a school district to educate a student with special needs" Sharp (2005, p. 335). Students placed in public schools were on their own with regard to learning and performing academically. Undoubtedly, disabled students experienced apparent and inherent seclusion. "The use of seclusion in school settings is often referred to as exclusion or time out" Smith, C., Trader, B., Wrestling, D.L. (2010, p. 117).
Subsequently, when a plethora of "Equal Educational Opportunity Laws" Sharp (2005, p. 337) were finally enacted, seclusion yielded to inclusion. "Inclusion is based on the concept of the least-restrictive environment (LRE) Sharp" (2005, p. 338). "LRE requires that schools make every reasonable attempt to educate students with disabilities with their peers who do not have disabilities" Sharp (2005, p. 338). Inclusion has all students attending regular classes" Sharp (2005, p. 338) unless appropriate documentation indicates otherwise.  It is now required that public school officials provide appropriate accommodations for their students. Students are now taught side-by-side with their classmates, and  "the teacher can meet the needs of the student with disabilities" Sharp (2005, p.340).
  

In meeting the needs of the student, lesson plans for students with disabilities are adapted around   the students' special needs.  Today, thankfully, parents and teachers consistently work together to bring the most rewarding, and academically challenging education to students with special needs.

http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=9c7c6973-e52c-46c4-95e5-b200988494c7%40sessionmgr114&vid=10&hid=108

Smith, C., Trader, B., Wrestling, D.L. (2010). Use of restraints, seclusion, and aversive procedures on students with disabilities. Research & Practice for Persons with Severe Disabilities, 2010, vol. 35, no. 3, pp. 116-127. Retrieved 10/1/11 from EBSCO HOST database.