This week in class, we have been charged with the task of designing a digital storytelling project for the students in our class. With Thanksgiving approaching in less than a month, I thought this would be the perfect opportunity to have a little fun while exploring the history of Native Americans in North America and the impact of European immigrants (Pilgrims) on their way of life. An activity addressing this topic would meet multiple 2nd grade Florida Social Studies standards. In addition to meeting several Social Studies standards, a digital storytelling project on this topic would also attend to numerous Reading and Language Arts standards continuously covered throughout the year. As discussed in the textbook, the existing curriculum must lead any and all technology integration, and not the other way around (Gunter 2010). This is vital for teachers to ensure all core subject standards are being met throughout the academic year while continuing to build 21st century skills through digital applications.
The objective of this digital storytelling project would be for my students to correctly tell about the immigration of the European settlers through either the eyes of the Native Americans or the Pilgrims. The first thing they must do is storyboard their idea. This will provide students the opportunity to plan their story so that it is told in the most effective means possible, and this will also help students to identify any additional tools they will need to complete their project successfully. Just as with any writing or conventional storytelling activity, students must plan in order to have a well-written piece. These expectations must be carried over when utilizing digital media as a means of production, as well (Gunter 2010). Once students have chosen the eyes through which they will be telling their story, they will then access the curriculum resource page that will be set up for them. On this page, students will find links to information, videos, images, and audio in reference to the targeted time and people. While it would make it easier to make every resource a quality one, I would throw in a couple irrelevant or poorly constructed resources so students can practice sorting through and evaluating quality web resources. If I have students with advanced technological skills, they may also choose to create their own resources for use in their digital storytelling project. These students would need access to digital cameras for images, flip video cameras for video, and microphones to record audio. Once students capture their own digital media, they then have the ability to create their own resource pages for other students to access, as well.
In addition to content resources, links to “how-to’s” for digital storytelling will also be provided to students in the case that they need extra assistance or just want to take their digital storytelling to the next level. It is important to not only provide students with beginning technology skills the resources to complete the activity adequately, but also that I provide technologically competent students with the opportunity to excel and enrich their digital experience. By students creating their own resources and content resource pages, they will have the ability to share their digital knowledge with others while working to complete the assigned activity. These student created resources will be in addition to the provided websites and resources for students to research all aspects of the targeted time period, such as food, clothing, social conventions, gender roles, key people, geographic regions, Native American-Pilgrim interactions, and much more. In the case students wish to explore an alternative aspect of Native American or Pilgrim life in that time, a student-friendly search engine, such as Ask for Kids, will be provided as well.
In order to not simply leave students’ learning experience in the time of the Mayflower, I would finally have students compare what they’ve learned through their digital stories to their lives today. This would take their learning to the next level by creating an authentic learning experience and providing a connection to what students know best – their own world (Gunter 2010). This will give students that extra ownership of their final products, and when presenting their digital stories they can draw on their own experiences and relate to what they have learned more easily. I definitely see the information sticking with them much longer if the material is learned and the knowledge is expressed in this fashion. In the provided pacing guides for each subject area, additional technology resources are provided to teachers, such as supplemental videos or interactive activities revolving around the subject matter. If you ask me, it is only a matter of time until learning experiences such as digital storytellings are a required part of the curriculum, as well. I anticipate this day.
The following is a link to a plethora of Thanksgiving resources for teaching, and suggestions for classroom use: http://www.teachersfirst.com/holiday/thanksgiving.cfm . Many of these resources would be great for students in creating their digital storytelling, also!
Shelly, G. & Gunter, G & Gunter, R. (2010). Teacher Discovering Computers Integrating technology and Digital Media in the Classroom. (6th Ed.) Cengage Learning
Alyssa,
ReplyDeleteI really enjoyed reading about your idea of using digital storytelling for teaching your students about Thanksgiving. Social studies is such a great subject to use with digital storytelling because many topics covered in social studies are about telling the stories of important figures in history. I think that this is a great way to keep students more engaged in the learning than if they were to simply read about the native americans and pilgrims in their text books. I especially like how you plan on teaching students to evaluate web resources and provide them with both relevant and irrelevant resources for them to sort through. That is a great way to make sure they truly understand how to test web resources for validity. I also like how you will be giving your students plenty of hands on experience with different types of technology such as digital cameras and video recorders. Would you consider allowing students to upload their work to the Iternet to share with other students around the world?
Megan Smith
I really enjoyed reading your post. I like the idea of incorporating Thanksgiving into your digital storytelling project. Social Studies is a great way to integrate digital storytelling. I also used Social Studies for the project for my students. I feel that this will be a fun and engaging way to motivate your students in their learning about the history of the Native Americans. I also like the fact that you are giving students the chance to incorporate their own resources into the project. This helps the students to connect and relate to what they researching.
ReplyDeleteThis sounds like a very fun project while still meeting various standards for the curriculum. I was wondering whether you planned to do this in class, outside of class, or a combination of the two. Also, how long do you plan for the project to take? You might be able to get the art & music teachers to collaborate since the project would be related to art & music.
ReplyDeleteI like this project! I would definitly want to do this assignment if I was in your class. I like how your having them plan and organize to have a "well-written piece". Comparing their stories to their lives today is very important so that they can see how much the world has changed in time
ReplyDeleteYour idea is well thought out and sure to motivate your students because you not only plan to have them explore history but challenge them to think about how it relates to their lives today. Like you say in your post, that makes it real and therefore helps them retain what they're learning. And, your timing is great, too!
ReplyDeleteYour inclusion of "a couple irrelevant or poorly constructed resources so students can practice sorting through and evaluating quality web resources" is something that I had never thought of and I think it's an interesting approach. Certainly a skill we need to teach students! Including website evaluation forms as part of the project deliverables would allow the teacher to assess what students deem as appropriate websites. I like this idea the more I think about it.
Thanks for sharing links in your post. I followed all of them and am now a subscriber to TeacherFirst newsletters. I'm always looking for quick reads that give good ideas.