The Importance of Digital Storytelling

Students can learn a variety of digital and personal skills through digital storytelling. I would apply digital storytelling in my own teaching practice in order to inform students about the importance of social justice issues allowing school to become relevant towards real life situations. Concepts related to digital storytelling such as copyright, access to resources, and online collaboration are useful skills for students to learn in today’s society. Digital storytelling should be taught in just about every classroom.  

Digital storytelling could be applied to my own teaching practice in a variety of ways. Informing students about social justice issues is one specific way to apply digital storytelling in a classroom. There is a wide range of social justice topics that students could choose from and explore that issue within digital storytelling. A few social justice topics that could be analyzed include bullying, gender related issues, global warming, animal rights, and the list could go on. By choosing to portray the social justice issue in the form of a digital story, it examines and relays an important message to other students informing them that everyone has a story to tell where they can discuss their experiences and ideas in a safe environment (Prairienet, 2011). Students will be able to learn a lot through this hands on approach and understand the topic more clearly, thus eliminating ignorance and learning about real situations going on in the world. This also promotes using oral and printing literacy skills in a fun manner for students because they need to use those skills in order to brainstorm ideas, create a script, and orally communicate their message in their video (Literacy and Numeracy Secretariat & Ontario Association of Deans of Education, 2012, p. 4). Social justice topics could also go with the theme that the class may be discussing during that time, which allows students to indulge in the work and become motivated to learn. When students are motivated, research shows that they generate real feelings of excitement for learning, which means that the learning actually took place and was essential towards their lives (Literacy and Numeracy Secretariat & Ontario Association of Deans of Education, 2012, p. 2). This is also known as authentic tasks where students can see their work of digital storytelling completed in class actually come to life and is therefore seen as useful.

            Not only is implementing digital storytelling in the classroom useful in regular lessons, but several concepts related to digital storytelling can actually enhance student learning about digital literacies and digital citizenship. Students quickly learn through digital storytelling what is appropriate to share and what isn’t. The concept of learning about appropriateness of what to post in their digital storytelling easily leads into students thinking about what they are posting on their other social media sites such as Facebook or Instagram and whether their posts are appropriate. When it comes to knowing what is appropriate to post on social media sites, students are subconsciously learning about Internet safety and becoming better digital citizens. There is a wide spectrum of inappropriate stuff students can post on social media sites and they can involve very dangerous situations such as cyber bullying, posting inappropriate photos, or even copyright infringement when gathering resources. In order to create a digital story, “[s[tudents gather and locate materials from books, websites, find images, and listen to speeches...” (Prairienet, 2011). Students will essentially learn about accessing resources as well as the importance of giving the initial owner credit of their work. There are consequences to one’s actions in life, and it is valuable for students to learn this early on through digital storytelling. Digital storytelling also promotes digital literacy because students are using the tools and mechanisms such as applications or web 2.0 tools to physically create their video. It allows students to understand and learn the usefulness of web 2.0 that it provides a place for collaboration and sharing of ideas and virtually anyone can do it (Holland, 2016). Students are learning more about the Internet and how to use and access it within a safe environment in the classroom as well as learning through doing. Students are mastering new skills that they can take with them in a real world setting. 

            During my next placement, I really hope that I get the opportunity to integrate more technology into the classroom. Digital storytelling is definitely an activity that I would like to share with my students if not in my upcoming placement, then in my actual classroom one day. I hope to give students the opportunity to learn about digital skills so they know what it means to have digital literacy as well as become a digital citizen. Incorporating digital storytelling gives students these skills as it could be used to teach them about social justice issues, copyright, how to access resources, and knowing what is appropriate behaviour online. It is great that students get these opportunities today so that they are able to enhance their skills further in the future.

References

Holland, J. (2016). Web 2.0 Tools for Educators. Wikispaces. Retrieved from

http://webapplications.wikispaces.com/

Literacy and Numeracy Secretariat & Ontario Association of Deans of Education. (2012).

What Works? Research Into Practice. Student Achievement Division. Retrieved fromhttps://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_StudentFilmakers.pdf

Prairienet. (2011). Digital Storytelling In the Classroom. Community Informatics

Initiative. Retrieved from

http://www.prairienet.org/op/stories/the-importance-of-digital-storytelling/digital-storytelling-in-the-classroom/

Go Noodle

Access

The web 2.0 tool that will be examined is called Go Noodle. You can access this tool online through a webpage. There is no downloading required, however Internet access is needed because videos are streamed online. This website is free to use for all, although you can pay for an upgrade in order to receive more videos. Teachers as well as parents and students can sign up for Go Noodle for free. It does not require too much private information for students and parents to participate other than their email address and name. However, when a student signs up, they are required to provide their parent’s email asking their permission for their child to participate on the website. The privacy terms of this website state that they will not share your information with others. This is a great tool because students don’t have to worry about posting personal information that other people can access.  

Analyze

Go Noodle is for teachers, parents, and students to use. While using this software, a question that I ask myself is whether or not every video is appropriate and suitable to show the class. I would not trust spontaneously clicking on a video during class to show students, I would always double check the videos beforehand just in case. I would use this tool for DPA or if students were to simply need a break from schoolwork, I could use the videos as their break because it is fun and interactive. This tool has the purpose of providing fun ways for students to get their heart rate up. It allows students to become active and get a fun purposeful break throughout the school day. This website does not add much value for my digital presence online because information is not published, but it is a great tool to recommend to parents about how students could continue to be active at home. This tool will add value to my knowledge of digital media online because teachers and employers may be impressed that I am introducing this tool to the school and families of my students.

Create

This tool allows students to pick a video and follow along to it. It is fairly easy to navigate. There are several different categories of videos that you can choose from and you just pick a category, read the titles of the videos, and decide what one you may think you like. The routines in the video are mostly dance and yoga. The only feature that would challenge me is finding the right video to show my class that pertains to their interests the best. This website is not complicated to access. Go Noodle gives your class a baby avatar and whenever you finish a video, your avatar grows up a bit more every time. Your avatar is displayed on the main screen of this website so that students and the teacher can visually see the progress being made. It shows how many more levels you need to complete in order to move up.

Reflect

I would use this tool in Daily Physical Activity. I would use this for grades k-8. Some videos could be too young for students in the older grades, however, I think that there are videos that will pertain to their interests. I would integrate this tool everyday in the classroom. I could easily bookmark this webpage so that it is easily accessed on my web browser.

Take Action

This tool could be used for personal and professional use. It could be used personally at home for students and parents to partake in and to get active. It could also be used professionally in the school setting showing students videos for the purpose of DPA or a mind break. The privacy and copyright are addressed when you sign up for an account. Before you sign up, at the bottom there is a link that you can click to view the copyright and privacy of the website. I will definitely and already have used this tool and opened my own account. This is a tool that is very fun for students to participate in and it is especially useful when the weather outside is very bad or the gym is taken because it can be done right in front of the SMART board at their desks. This tool also makes students laugh and motivates them to participate. Go Noodle allows students to feel like physical activities are more fun than hard work.

Science Fun!

Tribes Learning Community

I participated in the Tribes workshop this weekend. This workshop proved to be one of the most beneficial workshops I could ever participate in. Tribes teaches educators how they can foster a safe learning environment within the classroom simply by making learning fun and interactive. I have gained so many new resources that I can't wait to try out in my own classroom one day. I encourage anyone going to be a teacher to take this workshop, I guarantee you will not regret it! For more information about Tribes you can visit http://tribes.com/.

What? So What? Now What?

WHAT?

Today I learned the different components needed to make an enticing media ad. Some of the components include to consider the product, purchaser, pitch, placement, and how it is presented. I got the chance to make my own magazine ad, which showed me how easy it can be to get people to buy things by basically telling them what they want to hear and telling them what to buy. You have to do this by making it interesting and exciting! I also learned that I am a Taste-Maker digital media teacher. This means that I want my students to be passionate about learning the real facts in regards to the sciences, history, art, culture and society through the use of media messages. 

SO WHAT?

It is important to understand the different components of advertising because then it allows us to be aware of the tactics that are being used on us so that we aren't easily suckered in to buying something we really don't need. Media advertising is also important because it gives us ideas of how we can create educational videos so that they are enticing to the viewer while being educational at the same time. Taking the test to find out what type of media teacher I am is important because it may give me an idea as to how I will approach teaching about media in the classroom. 

WHAT NEXT?

As a teacher, it is extremely important to teach students about media ad techniques that are used against them. Children today see thousands of ads a week and I think that as a teacher it is one of my responsibilities to teach students to be aware of the subtle tricks that ad companies make. On the other hand, it could also open student's minds up about how to make an enticing ad. Perhaps when a student makes his or her own media video, they can incorporate some of the techniques that ad companies use as well in order to make their video interesting and exciting! As a teacher I also think it is important to figure out how I want to utilize technology in the classroom and for what purposes. After taking the test, I realize that I truly care about my students learning through media. The results tell me that my views on technology in the classroom have immensely changed and that I do want to incorporate it as much as a I can so that learning can be enhanced and engaging. Not only is using media important to help teach regular school subjects, but media can be used to teach about media. It can be used as a learning tool to teach about the safety of the internet and even about the dangers and successes of advertising companies. I can use the information from the test to remember to teach students that media can present fact and can also present fiction. Not all information with media is correct and it is always important to be skeptical. I can teach students about the importance of being skeptical with subjects and not to believe everything they see or read. However, I think that these test results show me that there are other important things to consider while teaching about media as well, such as the positive attributes of designing and creating one's own work. 

Magazine Ad

This is my magazine ad that I created. This magazine would typically be for pet owners who are very passionate about their pets. 

I took this test today to find out that I am a Taste-Maker media teacher. This also encompasses my beliefs about the importance of teaching media to students. Here are my results! If you want to take the test visit http://quiz.powerfulvoicesforkids.com/.