Reflection: Digital Storytelling and Podcasts

How the narrative is expressed in the digitized products I observed.

   In the digital stories I listened to, the narrative was usually expressed in first person.  This makes the most sense, the author feels they have something important to share that could add value to the listener/viewer.  The narrative is also enhanced through music and interviews, which makes the story richer and fuller.

Evidence of student reaction and response to the publication of their podcasts and digital stories.

     The evidence exists within their stories.  For intstance, in a story by a young Korean Girl called "Almost Paradise", the girl tells in her own voice about her life and family's migration to America.  The main point of the story is to tell about differences between her and her mother regarding culture and views on America.  Her mother also speaks.  In creating the story, the girl grew to understand her mother's point-of-view and motivations for raising her the way she did.  She also came to realize the importance of her Korean culture and how it added to her life as an American.  Her reaction and responses are literally recorded in the story.

     The evidence also exists in the various websites for the podcasts.  Most podcasts provide a comments icon so whoever listens can respond.  This provides valuable, immediate feedback to the students.  It also provides for a huge diversity of points-of-view regarding their specifics podcasts since anyone who finds their podcasts and listens, can comment. 

     The opportunities to connect with peers throughout the world is endless and exciting.  I listened to several podcasts from Appleby Elementary School in Australia.  One of the podcasts was about Australian money, its artwork and its value.  This was so very interesting because it can be viewed by students in America.  This way the American students learn specifics about a fundamentally common item needed for all of our survival, money.  The students could relate because they know we all need money, but they also learn something about culture, history, and the economics of Australia.

     I also enjoyed other podcasts.  "If you know" takes what could be a very boring rote memorization activity - words that sound and are spelled alike - and makes it interesting in a digital storytelling format that shows kids holding up their words and saying them out loud.  Another example showed homemade instruments the kids made from common household items, but even better, we got to hear how they sounded and why each student chose his particular instrument.

      There are so many more examples, and as a future teacher, it's easy to see how many lessons and units can be better through digital story telling and podcsting.  The digital story telling process takes a student step-by-step, through a process, which by the end, the student knows the subject thoroughly.  In the process the student has written a script, selected graphics and music that enhances their story, and narrated the story.  These are invaluable skills - clear, concise writing; presentation; artistic creativity; drama.  I can see this working for many units and lessons I will plan for my fifth grade students.  It's a great learning tool.  The old saying "a picture's worth a thousand words" is proven true through digital storytelling.  This is proven in Miss Davis' "Math Magic".  The lesson is about factors.  The visual is a candy bar.  The candy bar is split into parts, if any parts are uneven or candy bar is left over, we know the amount of pieces cannot be factors.  This visual makes the concept very clear -- so much easier to see than explain!  The possibilities are endless and I plan on incorporating this use of technology in my classroom.

Opportunities and experiences available for communication and connection to school by parents and other family members.

      This is obvious.  Parents, grandparents, aunts, uncles, siblings, etc.. can log in and see their students' presentation.  The world the teacher's only been privy to is now opened up to the family.  Parents can see the end product of what they know their child's been working hard to complete (parents probably put in some time too!).   Students and teachers can receive immediate feedback from parents.  In turn, parents feel an important connection to their child and appreciation to the child's teacher and school.  It promotes involvement and a positive atmosphere of cooperation.

How these learning experiences enhance self-esteem and classroom community.

     When kids work hard on something meaningful and can share that experience with their peers and families in a meaningful way, it can only be positive to each child's self-esteem.  Digital story telling allows kids with special needs to be as involved as general ed. kids.  There are all kinds of ways to tell a digital story - creativity and unique approaches are encouraged and often make a better story.  Even if students work individually to create their story, they share it with others.  That's the purpose of creating a digital story or podcast.  Therefore, it is a shared experience, regardless of it being a group or individual project.  The process creates a sense of camaraderie, and in turn, community.

What I wonder about the actual creation and publication of these blogs and podcasts.  How I found out about how these teachers learned their educational technology skills.  Why teachers think this technology is worth their time and effort.

     When I first viewed and listened to some of these digital stories and podcasts, it seemed overwhelming to try to figure out how to create some of these.  I went onto University of Houston's webpage, "Educational Uses of Digital Storytelling".  It gives a thorough explanation of what digital storytelling is, its purpose, the challenges, and the elements of a digital story.  Learning about the process and its pieces, helped me to see how I can do it.  I also know I have two technologies available to me, MovieMaker and iMovie.  Each program has a tutorial.  The next step for me will be to create a digital story in both programs. 

      It's easy to learn why teachers use this technology.  It is interesting for students; they must use a higher-level of thinking; it encompasses so many aspects of learning; it appeals to a "digital generation" of kids; it requires deep research; good communication skills; kids learn to ask questions and express their opinions and weigh them against fact; their computer skills are increased through learning about graphics and different software programs; it works well with many different learning styles so we are reaching and teaching all of our students; and most importantly it reaches a wider audience, starting with parents and extended families, creating a sense of community we previously did not have.

How many of the NETS standards do these two activities help students meet?

   The NETs provides a framework of technology standards all students should have mastered by their 12th year.  It is broken out by performance indicators that are appropriate to age and learning level.  The performance indicators for PK-2 are as follows:

By completion of Grade 2 students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
6. Demonstrate positive social and ethical behaviors when using technology. (2)
7. Practice responsible use of technology systems and software. (2)
8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)  (http://cnets.iste.org/currstands/cstands-netss.html)     

      In reviewing the digital storytelling and podcast processes, it is clear that all performance indicators for NETs standards are addressed.