Reeshimah Davis TEC 546 Assignment 5

 A digital story focuses on one particular topic and contains the authors point of view.  Digital stories have a variety of computer- based images, audio, voice narration, video clips, music, and text.  There’s no limit to the topics that can be produced within a digital story. A digital story is an extension to the writing process.

 Digital storytelling is considered a computer based tool. It is considered computer based because tools such as images, graphics and text are generated from the computer. Also in order to create a digital story, the program must be downloaded to the computer.

 There are software tools that can be downloaded for free such as: Mixbook Photo Story for Windows Windows Live Movie Maker Xilisoft  There are also programs that can be purchased for storytelling and some of these include: Memory Minor iLife  I prefer to download the software that is free for digital storytelling, only because those that have to be purchased do not offer anymore amenities than those that are free.  All you have to do is download the software and get started!

The data that is produced within a digital story is amazing. After the completion of a digital story, teachers are allowed to evaluate how well students understood a certain content, and conclude whether they were successful or not. Also, by having students create digital stories we are challenging their critical thinking, therefore being able to assess those skills also.

How Storytelling Drives Instruction… Storytelling drives instruction by allowing the viewer to view pictures, graphics, audio, and much more in order to enhance learning. Also, when students are allowed to create stories, they are given freedom to work alone, which gives them a since of independence. Creating stories drives instruction because it allows students to learn through technology, which they enjoy very much. Lastly, as students become more familiar with the program, their stories will advance in creativity.

It will be very clear to the instructor whether students understand the concept in which they are creating a digital story for. I suggest a rubric be given to them so that the information they are to include is clear. It will give the teacher and students an insight on the information that the story must consist of. By doing so, the educator will be able to differentiate what students have learned,and perhaps the concepts they did not grasp.

Digital Storytelling is an amazing summative assessment tool that students actually take pleasure in. It allows that them to be hands-on with technology, improve technological skills, be creative, and express inner thoughts about views they have captured of the content. The process of creating a story for students is so interesting, students do not see the “test” aspect of it as they are creating. I will continue to use this assessment tool for my fourth and fifth grade classes.

Discovery Education. (2010) Taking it Digital New, Jennifer. (2011). How to Use Digital Storytelling in Your Classroom. Empower student creativity with Affordable and Assessable Technology. Ohler, Jason. (2011). Storytelling and New Media Narrative.