Victoria Huish (Copy Spring 2012)

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  2. Educational Autobiography
  3. Philosophy of Education
  4. Resume
  5. Standard 1 - DEVELOPMENT, LEARNING AND MOTIVATION
  6. Standard 2 - CURRICULUM
  7. Standard 3 - INSTRUCTION
  8. Standard 4 - ASSESSMENT
  9. Standard 5 -PROFESSIONALISM
  10. Examples of Technology Usage in Education
    1. Project 1 Come to the Edge
    2. Project 2 Digital Storytelling
    3. Project 3 Blog
    4. Project 4 iMovie & YouTube
    5. Project 5 Voice Thread
    6. Project 6 SMART Board/ Mini-Teaching
    7. Project 7 Task Stream ePortfolio
    8. Project 8 WikiSpaces
    9. Project 9 Goggle Apps/ Civic Engagement
    10. Essay 1
    11. Essay 2
    12. Essay 3
  11. Favorite Links and Resources
  12. Student Teaching Artifacts
Home > Examples of Technology Usage in Education > Project 2 Digital Storytelling

Project 2 Digital Storytelling

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My Family

Welcome to Project 2! For this project I chose to complete it from the view of a teacher. I have two ideas included in this project. The explanation and annotation is based off the assignment I would give to my students in class. The digital story attached is an example of how a teacher can use digital storytelling to teach an activity.

The assignment for students to complete is explained below. The attached digital story is a lesson I would use explaining the difference between fact or opinion. 

 

Digital Storytelling- Assignment for students

Students are to share their family with their classmates. This activity will be assigned near the beginning of the year so students will get to know each other after viewing each of the completed Photostory assignments. The students will need to gather photographs of their family and state a main idea about each photo. They will write these and will be reviewed before collecting the information on Photostory. They will meet the ELA standard 1 using language for information and understanding by presenting information clearly in a variety of oral and written ways. Also ELA standard 2, language for literacy response and expression by creating their own story. This will also help with speaking and listening. 

 

1. ANNOTATION: (based on assignment for students)

1) Creators/Authors of the Media Project. Victoria Huish

2) Identified Grade Level(s): 3

3) Subject matter: Does integration of subject matters take place? What is (are) the subject matter(s)? Yes, integration of subject matter does take place. This activity includes technology and social studies subject matter.

4) List one or two goals/objectives for this project. Students will demonstrate understanding of Photostory by creating their own digital story about their family. Students will gather photographs of their family and be able to share what is important to them about the photographs through the tools in Photostory. 

5) In what ways do you foresee could this project facilitate kids learning in your classroom? This project will facilitate the learning of how to use technology to create and tell a story.  

Will this media project encourage use of problem solving skills by the learner? If so, in what ways? This project will encourage the use of problem solving because they will need to decide what photographs they want to include in their digital story. Also, when faced with problems using Photostory they will need to use problem solving skills to create a complete assignment. For example, if they have more to say then the amount of time allotted for recording they will need to decide what they want to include and rerecord their voice. 

6) The link to the product (s) (eg. the URL for VoiceThread or the URL for iMovie on YouTube) if any. Work attached. (windows operating system required to view)

7) What kind of file (.docx, .pdf, .wmv, .mp3, .m4v ... ) is the product? What plug-in is needed to view the product and where to download the plug in? This software is only accessible through a Windows operating system. The default format of the story you create using Photostory is *.wmv. To have your story play on any platform (PC or Mac), you can upload the *.wmv file to YouTube or TeacherTube and then you only need to provide a link for others to view your story.
NY- New York State Standards
Subject: English Language Arts (1996)
Learning Standard 1 : Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding.

As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Level: Elementary
Key Idea: Speaking and Writing
Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.
Performance Indicator:
Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts.
Performance Indicator:
Select a focus, organization, and point of view for oral and written presentations.
Learning Standard 2 : Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression.

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Level: Elementary
Key Idea: Speaking and Writing
Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.
s perform dramatic readings or recitations of stories, poems, or plays
s write a review of a book to recommend it to their classmates
s create their own picture books or fables to keep in the classroom library
s write new endings or sequels to familiar stories
s pretend to be a character in a historical story and write letters to their classmates about the character’s life.
Performance Indicator:
Create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary
Subject: Mathematics, Science, and Technology (1996, 2005 Math update)
Learning Standard 5 : Technology
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Level: Elementary
Key Idea: Computer Technology 3:
Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
Control the operation of a toy or household appliance by programming it to perform a task.
Execute a computer program, such as SimCity, Theme Park, or The Factory to model and simulate an environment.
Model and simulate a system using construction modeling software, such as The Incredible Machine.
Performance Indicator:
Use the computer as a tool for generating and drawing ideas.
Performance Indicator:
Control computerized devices and systems through programming.
File Attachments:
  1. Photostory Script Photostory Script
Videos:
  1. Fact and Opinion Photostory Fact and Opinion Photostory ( 2.9 MB )
  2. Test Photostory Test Photostory ( 0.5 MB )
    Test 1
Author: Victoria Huish
Last modified: 3/3/2012 11:12 AM (EST)