1. Give Science a Voice! Digital Storytelling in the Science Classroom NSTA 2010, Kansas City, MO October 30, 2010 Roger Pence, Benicia Middle School Email: rogpence@gmail.com rogpence@gmail.com Website: http://www.penceviews.com

2. Session Agenda Why Digital Storytelling, Why Now?, Why in Science? Developing a Story to Tell Digital Story Processes and Hardware Copyright Concerns Resources and Examples Live Demonstration Time concerns, practical classroom management, and various computer platforms.

3. Why Digital Storytelling? Or What is it? DS is personally narrated sequence of text and accompanying images and sounds that leads the viewer on a directed journey. Students are surrounded by images and sound. Educators and students can collaborate to learn and practice 21 st century skills: Collaboration, critical thinking, teamwork, verbal literacy, visual literacy

4. Why Now?! Using DS to tell science “stories” engages the student and other learners as well to learn science (they love to see what each other are doing!) Using DS to tell science “stories” engages the student and other learners as well to learn science (they love to see what each other are doing!) Writing in general is clearly a need of today’s students and DS in science gives an authentic reason to write concisely and with maximum impact. Students today know a good audio-visual product when they see one and will strive to create quality when they know it will be shared with their peers. DS helps make science real!

5. Why in Science?! Science is visual, is itself a story, and has many stories of people involved in thinking. Allows for cross-curricular connections and meaningful context Pictures can convey abstract meaning that words alone may miss Often the “whole picture” is far more complex than the general standard(s) being addressed. Gives kids an engaging, challenging and fun way to learn science and do research. Cultivates visual literacy as it relates to science concepts (what makes a particular picture especially effective at telling the story?)

6. Kids need and like a “hook” Allows for science “factoids” to be placed in context as to where they fit into a bigger picture. Gives girls a voice in science! DS taps their social/creative talents. Includes ELL’s and special needs students, since each individual can contribute based on strengths. Gives an opportunity to “present” without having the pressure of peers when on stage (the product is presented in its final, polished form) Allows for individual style and ownership.

7. Pedagogical “hooks” Since science vocabulary is challenging, and research is daunting, developing scripts breaks down the learning into discreet steps. Students can demonstrate concept understanding in a creative, personalized way. Offers a creative outlet to photograph, compose, and edit to achieve a concrete conceptual goal (e.g. Newton’s first law of motion) Allows for assessment of conceptual understanding

8. Let’s see some!! KeychainLaika Geologic Time Period Ernest O. Lawrence My Life as a ____________ Plant Common Material

9. Science Story Ideas Newton’s Laws of Motion and me Solids, Liquids and Gases in my life The science behind technology Predator/prey relationships from their point of view Survival in a biome A scientist I know Women in science African-Americans, Asians, and Latinos in science Envision a future space mission Research past space missions

10. More Science Ideas… Science-related legislation Biome studies Stories about geologic processes Stories about water, water resources, water wars in the west, etc. Exploration of new lands What happens to all our old tech stuff? (recycling, hazards, etc.) Ocean exploration Ocean fisheries preservation Opinion pieces about environmental issues: damming a river building a new shopping center that disrupts habitat increasing production at an agricultural site widening a major road selling animal parts like seahorses Science principles at work in your house, kitchen or yard

11. Mathematics Mathematics’ role in our technological world Use a digital camera to illustrate math concepts Everyday uses of geometry Mathematics of space travel Mathematics of the electoral process History of measurement and engineering

12. Health Ways to stay healthy Make a PSA about health issues Research an epidemic Design an “Point/Counterpoint” story about Health Care Reform

13. Computer Technology Make a peer-to-peer software tutorial Research the development and history of computer technology Envision the future of computer technology Research and tell about computer technologies to assist persons with disabilities Report on computers in movie making (C.G.)

14. Why Digital Storytelling, Why Now? Standards Addressed by Digital Storytelling: ISTE Standards: Students: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Sta ndards/NETS_for_Students_2007_Standards.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Sta ndards/NETS_for_Students_2007_Standards.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Sta ndards/NETS_for_Students_2007_Standards.pdf Teachers: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Sta ndards/NETS_T_Standards_Final.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Sta ndards/NETS_T_Standards_Final.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Sta ndards/NETS_T_Standards_Final.pdf Administrators: http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/20 09Standards/NETS-A_2009.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/20 09Standards/NETS-A_2009.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/20 09Standards/NETS-A_2009.pdf

15. National Science Education Standards (NSES p. 110-115) addressed via Digital Storytelling Activities that investigate and analyze science questions Investigations over extended periods of time Process skills in context Using multiple process skills— manipulation, cognitive, procedural Using evidence and strategies for developing or revising an explanation Science as argument and explanation Communicating science explanations Groups of students often analyzing and synthesizing data after defending conclusions Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content Applying the results of experiments to scientific arguments and explanations Management of ideas and information Public communication of student ideas and work to classmates

16. Developing a Story to Tell Personalizing Science Concepts: Students can draw from their experience of a scientific phenomenon or principle Students can “put themselves in the subject’s shoes”, and produce a point-of-view story They can answer for themselves, “What is important about this concept?”

17. Developing a Narrative Voice and Script: Prompts help focus the writing and serve to economize the script Authentic voice comes from the student writer(s) Chosen narrative language and style reflect the student’s personality No one speaks their story as themselves!

18. Digital Story Processes

19. Classroom Handouts and Worksheets Digital Storytelling Checklist Digital Storytelling Checklist

20. Copyright Concerns Students need to be aware that they may be using copyrighted material. Fair Use in Education Digital Storytelling resources/Fair Use and Copyright for Teachers.pdf Digital Storytelling resources/Fair Use and Copyright for Teachers.pdfDigital Storytelling resources/Fair Use and Copyright for Teachers.pdf Portions of (often 10% of length) of songs Portions of movie clips Usually 5 or less images from one artist/photographer Cyberbee: http://www.cyberbee.com/cb_copyright.swf http://www.cyberbee.com/cb_copyright.swf Students can learn to respect others’ original work!

21. Resources and Sample Ideas for Stories Links on my website: http://www.penceviews.com http://www.penceviews.com Task Aids Task Aids developed by Roger Pence for use in classroom digital storytelling production. Task Aids Sample student handouts From “These Infomercials Teach Science” article in ISTE’s Learning and Leading with by Patrick Donahue and Lindsey Cesari, June/July 2010 http://www.bville.org/teacherpage.cfm?teacher=1825  See what’s on the Digital Storytelling Resources CD from this presentation.

22. Classroom Digital Storytelling Set-up

23. Another Set-up…

24. Room Considerations and Hardware Suggestions PC’s or Macs: 1 GB RAM minimum, more is better Windows XP or Windows 7 (Windows Movie Maker 2.6 works on Windows 7) Netbooks: small, can be used at the kids’ desks, easy to store iPads using iMovie, Pinnacle Studio or similar Sound Recording: Need a quiet space Samson USB Mic Blue Snowball USB Mic Zoom H2 Digital Recorder (can record away from a computer and import from SD card) http://digitalmedia.oreilly.com/2007/09/13/review-zoom-h2- surround-recorder.html http://digitalmedia.oreilly.com/2007/09/13/review-zoom-h2- surround-recorder.html

25. What we use… I have pieced together 10 computers of various types, wireless internet enabled (most of them) 5 netbooks 3 laptops 1 Desktop PC/Monitor/Speaker set-up 2 iPads intermitttently wi-fi enabled USB external Speakers (Logitech V20’s) that can be moved around as needed 2 Zoom H2’s, a Blue Snowball, a Samson USB mic Flashdrives for saving and transfer, backup This array accommodates 10 teams of 3, but I as the instructor am constantly floating, suggesting, troubleshooting

26. Software for creating digital stories Mac: iMovie (multiple audio tracks) Final Cut Express (supplemental cost) Audacity for supplemental sound recording/editing (free download) Windows: Windows Movie Maker (one audio track) Photostory 3 (Windows XP, free download from Microsoft) Audacity to record both narration and music (free download) iPad: iMovie, Pinnacle Studio, Reel Director (one audio track)

27. References National Research Council. (1996). National science education standards. Washington, DC: National Academy Press. Retrieved January 2, 2009, from http://books.nap.edu/ ‌ catalog.php?record_id=4962#toc National Science Education Standards (1996) http://www.nap.edu/catalog/4962.html Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Corwin Press. Partnership for 21st Century Skills. (2004). Learning for the 21st century: A report and MILE guide for 21st century skills. Retrieved December 15, 2008, from http://www.21stcenturyskills.org/ ‌ images/ ‌ stories/ ‌ otherdocs/ ‌ p21up_Report.pdf Perrone, V. (1994, February). How to engage students in learning. Educational Leadership, 51(5), 11-13. Robin, B. R. (2008, July). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220-228. Retrieved December 8, 2008. Tierney, R. J., Bond, E., & Bresler, J. (2006). Examining literate lives as students engage with multiple literacies. Theory Into Practice, 45(4), 359-367. Retrieved October 12, 2009, from http://www.eric.ed.gov/ ‌ ERICWebPortal/ ‌ recordDetail?accno=EJ747115 - 31k - Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future. Retrieved December 28, 2008, from Australian Council for Educational Research Web site: http://www.acer.edu.au/ ‌ documents/ ‌ AER51_ReimaginingSciEdu.pdf Yager, R. E. (2000, October). A vision for what science education should be like for the first 25 years of a new millenium. School Science and Mathematics, 100(6), 327-341. Yerrick, R., Ross, D., & Molebash, P. (2003-2004, December/ ‌ January). Promoting equity with digital video. Learning & Leading With Technology, 31(4), 16-19. Retrieved May 2, 2009, from http://www.eric.ed.gov:80/ ‌ ERICDocs/ ‌ data/ ‌ ericdocs2sql/ ‌ content_storage_01/ ‌ 0000019b/ ‌ 80/ ‌ 2a/ ‌ 12/ ‌ 46.p

28. Thanks for your time and attention. http://www.penceviews.com rogpence@gmail.com