![]() The Steps in Creating a DigiDoc Share the final products premier films and enjoy the hard work of all filmmakers The Steps in Creating a DigiDoc Production create film rough draft add special media effects, transitions, audiovisual extras, etc. The Steps in Creating a DigiDoc Tell the story create storyboard (narrative/script, visual, audio, etc.) develop “point of view” identify and cite supporting documentation The Steps in Creating a DigiDoc Gather media resources still-frame imagery video audio The Steps in Creating a DigiDoc Prepare for interviews conduct background research prepare interview questions conduct, record, and analyze the interview The Steps in Creating a DigiDoc Select and research a topic identify topic and resources for research gather research and maintain a working/annotated bibliography analyze and select information for inclusion Higher-Order Applications Digital video editing programs are higher-order applications The nature of digital videos overcomes the limitations of more static demonstration software that can be episodic and disjointed Īccording to Bernajean Porter Author of DigiTales: The Art of Telling Digital Stories A documentary uses an abundant amount of primary sources Multiple points of view are presented The students make a personal connection and draw from a wider, global view Why Digi Docs? One of the ways to move from data to understanding is to tell the story and make the relevant connections Students sew the information together in an organized way that forces students to think about the entire body of information 10% of what we READ 20% of what we HEAR 30% of what we SEE 40% of what we both SEE and HEAR 70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally 95% of what we TEACH someone else -William Glasser Benjamin FranklinĮnduring Understanding We learn. Why implement a digital storytelling program?ĭifferentiating Instruction Digital documentaries and digital storytelling tap into student interests and specific learning profile and allow teachers to customize content, process, & product according to students' readiness with background information and technological proficiencies. teaches elements of technology and information literacy-students use many different computer applications and must be conversant about locating and managing visuals and video, as well as being able to do so in the context of copyright and fair use. provides an authentic personal learning experience- as such student investment is greatly increased resulting in greatly improved motivation and end product. permits students to recapture creativity, develop it and intensify it, apply it, extend it… helps students write more effectively by permitting the visualization of the writing, resulting in an additional level of perception that extends the writing process to a place seldom reached. provides students with a competitive and compelling voice by enlarging the boundaries of who students can communicate with and by increasing the depth and power of that communication. addresses the development of the interpretation of digital media and the application of that interpretation to a personal message or story. develops visual and multimedia literacy in students. ![]() The inclusion of the technology into the process represents a “value-added” approach where the inclusion of the technology extends the learning experience beyond what could be accomplished without technology. What do students learn? The process of digital storytelling provides a high-quality learning experience because the learning experience honors the writing process first. What is digital storytelling? Digital storytelling is the process of writing about a story, and adding the multimedia elements of voice, imagery, and music to create a visual story. We are no longer teaching if what we teach is more important than who we teach or how we teach. cognition, instruction, assessment, and curriculum. ![]() Technology & Student Learning This has resulted in the narrow focus on technology at the expense of the more important pillars of learning. Many educators believe in the ‘exceptionality’ of computers, viewing them as instructional talismans that can do for student learning what other reforms cannot. Students as Directors of Their Own Learning using digital storytelling to create truly authentic learning experiencesĮssential Questions How can we teach essential knowledge, skills, and understandings to all students in a diverse academic setting? How can differentiated instruction be enhanced through the integration of educational technologies in the classroom? ![]()
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