Classroom+Integration

__//** How can digital storytelling and dynamic media be integrated into the classroom in order to promote understanding? **//__

Digital storytelling and dynamic media can be integrated into any existing lesson. An essential question is presented below with a variety of changes that can be implemented into the lesson to make the move from traditional to 21st century, including the integration of all levels of digital Bloom’s skills.


 * Essential Question: ** //What does a cell have to do to go from one cell to two cells?//

//Students can… //
 * complete research online.
 * blog their answers and comment on each other’s work.
 * collaborate online in groups via email or a discussion forum.
 * create a digital story detailing the process.
 * publish final products on class webpages.
 * tag final products for search purposes.

Teachers can create their own process and guidelines for the creation of digital stories. Jason Ohler ([|2005]) makes the suggestions below:
 * Have students complete a [|story map], a “one-page diagram showing how the essential components of a story are incorporated into the overall flow of the narrative.”
 * Have students use storyboards to plan the events of the story.
 * Have students practice non-digital written and oral storytelling.
 * Make sure that digital stories are always “tied to the curriculum and used to strengthen students' critical thinking, report writing, and media literacy skills.”

In //[|Capturing Stories, Capturing Lives]//, Jakes (n.d.) also details a process for creating digital stories.

//<span style="font-family: 'Arial','sans-serif';">Students will: //
 * <span style="font-family: 'Arial','sans-serif';">write through multiple drafts.
 * <span style="font-family: 'Arial','sans-serif';">develop a story script.
 * <span style="font-family: 'Arial','sans-serif';">create a storyboard – the “visual management tool.”
 * <span style="font-family: 'Arial','sans-serif';">locate the multimedia – images, video, audio – for their stories.
 * <span style="font-family: 'Arial','sans-serif';">create their digital story.
 * <span style="font-family: 'Arial','sans-serif';">share their digital story.


 * <span style="font-family: 'Arial','sans-serif';">Assessing Stories **

<span style="font-family: 'Arial','sans-serif';">Assessment creation is up to the individual teacher, but it is suggested that teachers provide students with a rubric tailored to their particular project in advance of the due date. This gives students the time to review the rubric and revise the digital story prior to final turn in. With today’s Web 2.0 resources, it is also possible for student-to-student sharing to occur for peer feedback prior to final turn in. Teachers should attempt to have systems in place to ensure high quality of student product prior to grading. A basic sample rubric is provided below.

**//Vocabulary and Content//** ||  The story is missing or misuses more than two of the required vocabulary terms. Oftentimes, the usage of terms does not indicate true understanding of their meaning or their connection to the concepts within the story. || The story is missing or misuses two of the required vocabulary terms. At times, the usage of terms does not indicate true understanding of their meaning or their connection to the concepts within the story. || The story includes all appropriate or required vocabulary both visually displayed and used in context appropriately in voiceover. The usage is indicative of complete and deep understanding of the concepts involved in the story. || **//Explanation and Extension//**  ||  The story is indicative of some level of understanding of the concept assigned and includes information studied within the classroom. The story creators must work vigorously to achieve mastery of their content. || The story is indicative of understanding of the concept assigned and includes limited information above and beyond elements studied within the classroom. The story creators should push themselves a bit more in order to become true masters of their content. || The story is indicative of deep understanding of the concept assigned and includes much information above and beyond elements studied within the classroom. The story creators have become true masters of their content. || **//Synthesis of Knowledge and Creativity//**  ||  The final product is indicative of the creator’s attempt to synthesize various pieces of knowledge, both new and old, along with technology and additional media. The story may not yet be an appropriate tool for learning and teaching. The story is appropriate for viewing by peers, for revision. || The final product is indicative of the creator’s ability to synthesize various pieces of knowledge, both new and old, along with technology and additional media to achieve the desired result. The story is engaging and a good tool for learning and teaching. The story is appropriate for viewing by peers and possibly teachers. || The final product is indicative of the creator’s ability to synthesize various pieces of knowledge, both new and old, along with technology and additional media to achieve the desired result. The story is engaging and a great tool for learning and teaching. The story is appropriate for viewing by peers, teachers and administrators alike. ||
 * || 1  ||  2  ||  3  ||
 * Knowledge and Understanding
 * Application and Analysis
 * Evaluation and Creation


 * <span style="font-family: 'Arial','sans-serif';">Additional Resources for the Construction of Rubrics **

<span style="font-family: 'Arial','sans-serif';">[|Designing Assessments for Student Multimedia Projects]

<span style="font-family: 'Arial','sans-serif';">[|Educational Uses of Digital Storytelling]