Ohler makes significant considerations about digital storytelling for educational purposes. Among the various aspects he addresses in the 3 first chapters of his book, there are two things that I would like to briefly discuss, that is, the emphasis on the story rather than on the media enhancement and the brief mention of Garner’s multiple intelligences.
In my opinion, it is very easy to be enthusiastic over the possibilities of technology integration, and overlook the principle of a specific task, in the case of DST, storytelling skills. Teachers and students need to emphasize the qualities of a good story, in terms of its development, character transformation, coherence, audience engagement, and so on, and see technology as a way to bring a new dimension to what is a good narration in itself, not overpower it. Therefore, teachers are assessing, and students developing, basic literacy and research skills, but through the incorporation of digital media, which is so important since the current classrooms are populated by digital students.
Furthermore, as instructors, we all know the efficiency of a more diversified and leaner-centered classroom, and how multiple intelligence considerations can optimize and expedite learning; thus, it is important to reflect on the way in which DST can incorporate Garner’s theory. DST gives ample opportunities to truly work skills and talents that may be not used in other types of projects or activities. Therefore, there are different possibilities of media enhancement that engages students with intrapersonal, musical, linguistic, kinesthetic, interpersonal aptitudes, and can work with curricular content in a more creative, interesting and personal way. This is in important aspect because if students are given the possibility to include what they really like in their school projects, they will be more motivated to develop and complete their tasks, and motivation increases and facilitates learning. Besides, I believe our role as instructors is to help students find out their aptitudes and use that to their advantage to become lifetime learners, and, through DST, it is possible to help students be more aware of their own abilities and explore them.
I totally agree with you that DST gives ample opportunities to truly work skills and talents that may be not used in other types of projects or activities. As an educators that is our job to tap into these hidden talents if we are committed to bring out the best in our students.
ReplyDeleteToday I had a conversation with the principal of the school in which I teach that relates directly to your post! We were discussing the need to be sure that when using technology in the classroom, it ties directly to the desired learning objectives. He stressed that we need to be careful that we don’t start using technology for technology’s sake or for a fun end product, but that the students are engaged fully in the material to be learned while utilizing the technology. It made me laugh because I have a saying in my first grade classroom when using manipulatives: they are a tool, not a toy. That is, you use them to facilitate learning, not simply as a fun object to play with. This can be said of technology as well. Use it as a tool to help the students reach their educational goals, but don’t use it simply to create a flashy finished product. Technology can be much more powerful when used as more than just a “toy.”
ReplyDeleteWe talked in our group about the importance of storytelling in digital storytelling. Sometimes the "bells and whistles" of technology can become more important than the story itself. Technology cannot make a bad story better. I think Ohler tackles the issue of good storytelling when he stresses the importance of pre-planning and being intentional with where you want your story to go.
ReplyDeleteI like the point you brought up about teachers helping students to explore what they are capable of - and a way to do this is to allow students to be creative and allow for choices in assessments. There are multiple ways for kids to show that they know the information/skills we are trying to teach (going along with the multiple intelligences). Storytelling is fun and allows the students to be more interested and creative, ultimately allowing them to be more engaged and learn better. Many kids are BORED with school and the meaningless activities that teachers make them do. As teachers, we need to constantly learn new ways and techniques that will get our students to be excited in what we are trying to teach them.
ReplyDeleteI whole-heartedly agree that as educators, we need to perhaps move a little more towards becoming facilitators, and allow our children to express themselves in ways we had not previously considered. My class has moved in this direction allowing students to create comic strips, and do presentations as well as the normal Physics curriculum. I believe it is important to do this to not only spark enthusiasm from the students, but also to help them realize where their talents may lie. I am still a bit wary of the need to get to curriculum, but think that if we closely inspect that curriculum, we can find ways to incorporate DST and other means to achieve our goals.
ReplyDeleteI have to continue the trend and agree with what everyone has said so far. Our students have only really been familiar with the "digital age", where they are accustomed to video games and technology that sparks interest at a constant rate. Their attention can be quickly lost if they do not have a genuine interest in the content of the classroom. Digital storytelling provides them an opportunity for independent, self-directed learning that they can become engrossed in, while still meeting the goals of the class. The students today are more technologically advanced than most college educated adults, yet many of our schools confine them to textbooks and refrain from implementing technology into the classroom. Instead, we should embrace their strengths and adjust our instruction to utilize the abilities that they possess.
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