This link has been bookmarked by 306 people . It was first bookmarked on 04 Aug 2006, by lenva shearing.
-
02 Oct 18
-
03 Sep 16
-
26 Apr 16
-
21 Sep 15
-
29 Jul 15
-
22 Apr 15
-
20 Nov 14
-
04 Nov 14
-
28 Oct 14
-
Cindy NIckTechnology does not have to be used as a supplement to story-telling. It can be used to create stories. This article discusses the Place Project which reviews using technology to teach literacy.
-
16 Apr 14
-
06 Mar 14
-
17 Feb 14
-
15 Jan 14
-
03 Dec 13
-
24 Jun 13
-
19 Apr 13
-
11 Feb 13
-
06 Feb 13
-
iMovie teacher tips
-
Capturing a student’s voice is the real power behind using digital storytelling in the classroom. It is the most critical part of any iMovie project
-
technology was always secondary to the storytelling
-
-
24 Jan 13
Angel McAuliffeA guide to incorporating digital storytelling for all levels including steps to take.
-
Michelle ProtoA guide to incorporating digital storytelling for all levels, including steps to take.
-
12 Dec 12
calvin jacksonthis is a little thing on how to get started with digital story telling , how you can use software for different parts of the story, and steps to making a good story
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
-
From there students moved to visually representing their place by drawing, painting, creating a collage, or using KidPix on the computer to uncover more details about each place. I have found that asking students to select one image that best represents her or his place provides an anchor for the story and helps anyone coaching the story along to elicit more information from the student
-
Using iMovie to create digital stories does not require a digital camcorder. Most students used photographs and images that they drew by hand or on the computer. Students stored their iMovie project folders on the hard drives of the lab computers and returned to work on the same computer each session. All of the computers were connected to a network server, which made importing scanned images easier. Students who had scanners at home were willing to take home images for their classmates' stories and have their parents scan them. They then e-mailed them back to me or sent them back on a disk. (A logistical note: Be certain to instruct students on how to determine where and in what format scanned images are being saved/stored by the scanner software.
-
-
08 Dec 12
Austin ColeThis article gives examples of how digital storytelling has found a place in the classroom. Digital Storytelling can be beneficial to both the teacher and the students.
-
Structuring the Story Writing
For the first time in my teaching career, not one student wrinkled a brow and declared, "I don't have anything to write about!" I stood in awe of their response to my asking them to write about places where they felt comfortable, safe, or happy places where they could just be themselves. Their responses represented the customary places—bedrooms to backyards to ball fields—and intangible places like their imagination. Fifty percent of the battle of student writing was won. They were committed to a topic.Structuring the second half of what to say and how to say it required an outline, a variety of pre-writing activities, and iMovie, the novice video-editing program from Apple.
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
Step by Step, the Journey Begins
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation. I directed them to orally answer questions from an outline with a partner. The outline prompted students to introduce their place by telling where it was, what it looked like, and why it was important. The body of the story needed to answer several questions: -
Community Building Through Storytelling
Asking students to write about an important place requires trust. All must value each other's ideas and support the belief that hearing place stories from everyone benefits the entire class. Using a story-coaching approach I learned from storyteller Doug Lipman, I got the students to share in a way that quickly instilled a positive classroom environment and empowered student voices. When an author/teller shared her story, she received appreciations, then suggestions from the class, and finally had a chance to ask the audience any questions about her piece. The teller did not defend or explain during appreciations or suggestions. I have used this approach for all types of sharing, but found it particularly effective in helping students see themselves as authors with a purpose and an audience for writing that was greater than the immediate classroom.
-
-
06 Dec 12
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation. I directed them to orally answer questions from an outline with a partner. The outline prompted students to introduce their place by telling where it was, what it looked like, and why it was important. The body of the story needed to answer several questions:
-
The first year I introduced the Place Project I had two iMac DVs, a PowerPC with a UMAX Vista scanner, and handful of Macintosh Performas in my classroom. There were 24 students, meaning 24 stories had to be produced. It took 6 months, but every student completed his digital place story. This past year, I still had 24 students, but I also had an entire computer lab of iMac DVs ... and it still took 6 months. Two computers or 20, students needed to share their computer skills. Students were eager to assist their peers and would also seize any opportunity to ask a classmate to share her or his place story. Despite the remarkable citizenship among the students, the project required an extraordinary amount of flexibility in how I organized class time. Often students were not workingon the same task, so I could rotate them on the computers.
-
The Dimension of Sound
The Place Project brings each student's voice into the limelight. Voice recording is the single most time-consuming part of the project. A 3-minute script could take an hour or a week to record, depending on the student's confidence in his/her voice. It is always worth the extra time. Nothing compares to the power of the student's spoken word. Because you can only have one student record at a time, this creates a class management nightmare. I had five students in the computer lab at a time and ran it like anair traffic controller, ensuring that another student was ready to record as soon as one had finished a take. Parent volunteers were essential in the computer lab at this time to assist students with routine questions.
-
-
Jeff StimetzWebsite that explains how to use digital story telling in the classroom, and how to structure one
-
"This year I have learned that places are not just physical matter but emotional places in peoples' hearts. iMovie has made all my thoughts and feelings come alive in an awesome movie.
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
-
All must value each other's ideas and support the belief that hearing place stories from everyone benefits the entire class.
-
-
05 Dec 12
kelton hervelaThis website tells how teachers are using digital story telling in the classroom with success.
-
My fourth and fifth graders may never say so, but the Place Project was all about storytelling.
-
For the first time in my teaching career, not one student wrinkled a brow and declared, "I don't have anything to write about!" I
-
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation.
-
-
Michael HansonThis article tells you about how the digital storytelling finds its place in the classroom. It was written by Tom Banaszewski. It explains how fourth and fifth grade students learned the meaning of story telling and of how you can connect with it on an emotional level.
DigitalStorytelling storytelling digital_storytelling Video digital education
-
This year I have learned that places are not just physical matter but emotional places in peoples' hearts.
-
Capturing a student’s voice is the real power behind using digital storytelling in the classroom.
-
Sharing a story about an important place involves many risks for students. The teacher needs to take those same risks by sharing a place story of his own.
-
-
Megan DuttonThis article written by an author and educator and details his experience with digital storytelling in the classroom. Throughout the article he discusses the steps to create the project, student opinions, and the end results.
-
students answered a survey about writing that asked, "Are you a writer?" Sixty percent responded yes. After the Place Project, they responded to the same survey. "Are you a writer?" Ninety-nine percent said yes
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
-
, I got the students to share in a way that quickly instilled a positive classroom environment and empowered student voices.
-
-
-
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation. I directed them to orally answer questions from an outline with a partner. The outline prompted students to introduce their place by telling where it was, what it looked like, and why it was important. The body of the story needed to answer several questions:
-
All must value each other's ideas and support the belief that hearing place stories from everyone benefits the entire class.
-
Part of what makes writing/storytelling/movie-making with technology so rewarding for students is that they are in the director's chair.
-
-
Brittany SchooThis article talks about a teachers experience with students writing their own story and digitally turning it into a digital story with i Movie. It was a group effort to make the videos but they all turned out to be a great success.
-
All must value each other's ideas and support the belief that hearing place stories from everyone benefits the entire class
-
Every wise teacher knows it's important to create a model of what you expect the students to complete
-
Technology's place in the classroom has always challenged teachers to maximize their time and resources while proving its worth
-
-
04 Dec 12
Mitchel ReeseThis article describes how to set up a digital story form start to finish. Including, where to start, how to generate ideas, how it is used in the classroom, and how to make it believable as possible.
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
-
Sharing a story about an important place involves many risks for students. The teacher needs to take those same risks by sharing a place story of his own. I shared with them how I saw the classroom as a place where I always felt at home and showed them pictures I had drawn to help convey some of the feelings about my place. I used the digital story I created about my place in the classroom to help students practice the story-coaching model.
-
After you create your model digital place story, you will see that students need to learn two major iMovie skills: how to bring images, music, and voice into the computer (importing) and how to sequence them according to their story (drag and drop). There are many features about the program that students figure out on their own. I spent very little time teaching direct iMovie skills. Students felt more like authors/producers when they were deciding what music to use or how to transition from one image to the next.
-
-
Joseph MercerThis web site is a guide line to making students creating their own digital stories.
-
"I don't have anything to write about!" I stood in awe of their response to my asking them to write about places where they felt comfortable, safe, or happy places
-
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation
-
visually representing their place by drawing, painting, creating a collage, or using KidPix on the computer to uncover more details about each place.
-
-
03 Dec 12
Natalie TownThis is a really cool site. This website tells several different stories about how digital storytelling is being used in the classroom. This site may give us ideas on how to use it in our classroom.
-
I have yet to find anything as motivating and influential on students' self-expression as helping them tell stories about an important place. The added dimension of video provided a meeting place for these students and their creativity.
-
For the first time in my teaching career, not one student wrinkled a brow and declared, "I don't have anything to write about!"
-
The outline prompted students to introduce their place by telling where it was, what it looked like, and why it was important.
-
-
02 Dec 12
Audrey JulkaThis website is important because it is a small documentary type page that helps you believe how much digital storytelling can help a student when learning.
-
iMovie Tips:
Managing the iMovie-Infused Classroom -
For the first time in my teaching career, not one student wrinkled a brow and declared, "I don't have anything to write about!"
-
Step by Step
-
Asking students to write about an important place requires trus
-
-
Gabrielle Stuartthis site explains how digital storytelling is beneficial in the classroom
EDU290 Education Technology DigitalStorytelling Revolutionary
-
For the first time in my teaching career, not one student wrinkled a brow and declared, "I don't have anything to write about!"
-
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation.
-
Creating a digital story as a class is also a valuable way to introduce the iMovie fundamentals
-
-
01 Dec 12
Shannon RichardsThis is an article that goes over certain aspects that you must do in order to complete a digital story successfully. The author explains how her students were actually excited about this projects and she lists things that helped to make this project run more smooth.
-
- What is your earliest memory of your place?
- What are your feelings when you are there?
- What difference does your place make in your life?
- What do you see in your place that no one else sees?
Before I could expect them to write a story that had a clear beginning, middle, and end, students needed preparation. I directed them to orally answer questions from an outline with a partner. The outline prompted students to introduce their place by telling where it was, what it looked like, and why it was important. The body of the story needed to answer several questions:
-
From there students moved to visually representing their place by drawing, painting, creating a collage, or using KidPix on the computer to uncover more details about each place. I have found that asking students to select one image that best represents her or his place provides an anchor for the story and helps anyone coaching the story along to elicit more information from the student.
-
Sharing a story about an important place involves many risks for students. The teacher needs to take those same risks by sharing a place story of his own. I shared with them how I saw the classroom as a place where I always felt at home and showed them pictures I had drawn to help convey some of the feelings about my place. I used the digital story I created about my place in the classroom to help students practice the story-coaching model.
-
-
28 Nov 12
Ashley StantonDigital Storytelling is a way to step up any classroom and this article will explain how and why it is so important in todays educational system.
-
Step by Step, the Journey Begins
-
Asking students to write about an important place requires trust
-
-
26 Nov 12
Carly GuinnThis is a wonderful narrative from a teacher that used digital storytelling in his classroom. He explains the different standards and content areas it requires students to learn about (community building, expressing ideas orally, outlining, and use of technology).
-
05 Nov 12
James GorceskyHow can the media arts help with digital storytelling
classroom writing teaching digital video technology digital_storytelling education storytelling digitalstorytelling
-
22 Oct 12
-
21 Oct 12
-
12 Sep 12
Lenora EsquenaziThis site allows people to create a digital story. There are explanations about how to incorporate audio and visual aspects as well.
-
Alex RivasIn depth discription of how to induct digital story telling to students 4th/5th graders, but all grades acceptable. Describes and shows the process, plus ideas on how to crete and encourage students to participate in digital storytelling.
-
07 Sep 12
-
My fourth and fifth graders may never say so, but the Place Project was all about storytelling. At the beginning of the school year, students answered a survey about writing that asked, "Are you a writer?" Sixty percent responded yes. After the Place Project, they responded to the same survey. "Are you a writer?" Ninety-nine percent said yes. Nothing is foolproof, but I have yet to find anything as motivating and influential on students' self-expression as helping them tell stories about an important place. The added dimension of video provided a meeting place for these students and their creativity.
One student captured it best: "This year I have learned that places are not just physical matter but emotional places in peoples' hearts. iMovie has made all my thoughts and feelings come alive in an awesome movie." The project confirmed my belief that everyone has a story about a place that is important to her or him, and that by using multimedia to develop and share those stories, we strengthen our understanding of our communities. As Barbara Ueland wrote in her book If You Want to Write, "Everyone is talented, original, and has something important to say," and that certainly holds true about an important place.
-
-
29 Apr 12
-
19 Apr 12
-
15 Feb 12
Damian HarpelTechnology's place in the classroom has always challenged teachers to maximize their time and resources while proving its worth.
This has standards and tips for making successful digital stories. This is something I want to reference in my classroom and possibly have the students reference this as well.digital storytelling finds its place in the classroom education technology writing clip music damian harpel damianharpel
-
03 Feb 12
-
02 Feb 12
-
19 Jan 12
-
06 Jan 12
-
19 Dec 11
-
04 Nov 11
-
29 Oct 11
-
28 Sep 11
Renece McMorrisI thought the article by Tom Banaszewski would be useful in the speech-language profession. His website uses iMovies to tell stories. I could use iMovie to work on articulation, fluency, and to build on receptive language skills. It would be a creative way for students to listen to stories and get the audiotory feedback that they may be missing. ED422RM
-
27 Sep 11
-
25 Sep 11
Rob PetroffDigital Storytelling: 4th-5th grade teacher's experience incorportating digital storytelling into his classroom. For use as a template. Structuring explained and resources listed at the bottom.
-
31 Jul 11
-
-
25 Jul 11
-
23 Jul 11
-
17 Jul 11
-
28 Jun 11
-
14 Jun 11
-
19 May 11
-
05 May 11
-
25 Apr 11
-
24 Apr 11
-
17 Apr 11
-
01 Apr 11
Karen Cadiero-KaplanOn-Line article highlights Banaszewski's project and provides clear process, tips and suggestions for implementing digital storytelling in classrooms.
-
25 Mar 11
krogers2002This article discusses how to use digital storytelling in the classroom.
-
23 Mar 11
Bob JonesTips from a teacher
-
01 Mar 11
-
23 Feb 11
-
At the beginning of the school year, students answered a survey about writing that asked, "Are you a writer?" Sixty percent responded yes. After the Place Project, they responded to the same survey. "Are you a writer?" Ninety-nine percent said yes
-
-
09 Feb 11
-
01 Feb 11
-
20 Jan 11
-
23 Dec 10
-
13 Dec 10
-
28 Nov 10
-
21 Nov 10
-
02 Nov 10
-
30 Oct 10
-
22 Oct 10
-
23 Sep 10
Donna ThompsonStep by Step guidelines on how to create a story with students.
DigitalStorytelling digital_storytelling storytelling teaching technology education
-
14 Sep 10
Christa BaldwinThis site provides step-by-step directions for bringing emotions and places together in student writing combined with technology, such as iMovie. Connecting personal emotion to an assignment increases enthusiasm, dedication, and quality of work from students. The instructions provided include classroom management of technology based projects, using parent volunteer assistance, pairing students as peer mentors to assist one another and share technology, as well as the very important lesson planning for teachers. Building students' confidence and interest in writing by engaging their creativity and emotion is a goal of mine.
-
20 Aug 10
-
12 Aug 10
-
09 Aug 10
-
05 Aug 10
-
02 Jul 10
-
09 Jun 10
Michelle SumnerGreat resource for the phases of introducing Digital Storytelling with students.
-
08 Jun 10
-
02 Jun 10
-
21 May 10
-
02 May 10
-
19 Apr 10
Public Stiky Notes
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.