Video #5

The video will appear here when it's done saving and uploading and whateverelse it needs to finally show up here and be visible and audible to people.. unlike it's been a few times before.

Reflection will follow.

It has been a difficult week. This video just did not want to work out the way I wanted it to work out. You can still notice awkward video trims and audio fade ins and outs.. but it's much better than the original was. It changed slightly from last week's "rough draft".


If I got to do it all over again, I would not do it on my CE proposal.. I'd create a story because it was difficult to create a story out of my proposal. PLUS, my story has no resolution at this point.. I do not know whether or not I will have a job next school year and what I'll be teaching when/if I get one. Thus, my video just abruptly ends.. because I do not know what the ending will be.


I should have just taught everyone about Redox reactions. That would have been much more exciting :) Plus, I taught it last week :)

Video #4

[ignore this 1st one]

Take 3..or even 4..

Sorry about the audio.. even though it's supposed to be a "noise cancelling mic," it didn't seem to cancel anything. There is nothing I could do to fix that.. will update my mic tomorrow, I hope.

Here it is:

Video #3

The most difficult part of this week's assignment was to come up with "something to teach." I was absolutely out of ideas.. so what I "came up" with was something super nerdy and boring... I'll teach you how to solve a system of three equations and how to interpret the results you get :)


It seems to follow the regular story plot: the problem is introduced, a quest to solve the problem is introduced, one arrives at a confusing answer, answer is interpreted, and voila! It's all solved. :)


The movie maker crashing.. PowerDirector annoying me.. Internet being way too slow for the price I pay every month.. just way too complicated. It shouldn't be this way.


Technical difficulties.. every..single...week.. ugh!

My whole family was involved in the production. There's even Ben's foot somewhere in the video..

Chapter 14 Reflection

Even though most of the chapter sounded quite obvious, there were a few things that I liked a lot. For instance, I liked the author's very accurate remark of not overdoing the persuasion in digital productions, because

when students use new media to support a particular point of view, it looks too much like advertising.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 177). Kindle Edition. 

 I have thought about this a few times, too. Whenever there is an assignment of persuasion, the student outcome/product often sounds like an advertisement. Even in a simple assignment like the one I assigned to my Earth Science students not long ago. After quite a bit of research and reading on the topic, they were to create a PowerPoint/scrapbook of their point of view on whether or not humans are responsible for global warming. The products ended up to be pretty much advertisements for hybrid cars :).


Also, a quite powerful quote that I want to post here, was the following:

Without the visual, you're annoyed. But without the audio, you're lost.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 184). Kindle Edition. 

 This is my personal favorite quote. There is a story behind this. When I just arrived to the States, I knew quite a bit of English. Since it took a bit of time to enroll in school, I was home a lot and watched a lot of TV. When I watched American television, I understood most of it. However, because of the time change, I often found myself wide awake at night and needed something to get my eyes tired :) So that meant that I either needed to read books or watch TV. Like many teenagers, I chose TV over books. There was very little on at that time, so I ended up watching Mexican soap operas. Because it was at night, I was mindful of the volume and would make audio very low. I have tried putting the TV on mute a few times, but that just killed everything. It was very boring to watch because I lost all the story plot. And that's considering that I didn't know any Spanish... I still absolutely needed the volume in order to be able to keep watching. No audio = "no comprender". Crazy how our minds work! :)

Video #2

The title of my video is Mike's idea, so I decided to credit him now. Most people read the description first, and then go on to watching the video. If you are one of such people, you now know whose idea it was to name this video so creatively.

Here's "How iMET My Motherhood"

Chapter 13 Reflection

As I read through Chapter 13, I mentally checked off what are some of the things from the "toolbox" that  I already have. Surprisingly, it seems that I am pretty well set, actually. I like the author's motto:

My motto is one eye on today's classroom, one eye looking down the road.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 167). Kindle Edition. 

 I believe that to be a very good strategy. I am constantly looking for resources for my classes, and gathering technological resources has also been on my list for a while now. At first, it was not driven by the desire to enhance my teaching because I wasn't a teacher yet. The different resources I gathered were for me to create better presentations, and, possibly, karaoke-style videos for the worship group I was a part of. I never got the the karaoke videos stage but my presentations with lyrics has gotten better and better. Ever since then, I always use the opportunity to expand my toolbox, even though I am no longer in charge of those activities. Many of those "tools" were used in my teaching, once I got to that position.


Also, I am definitely a living-breathing proof that

... you do not need fancy, expensive hardware or software to create effective, compelling stories. Your imagination will more than make up for a lack of high-end tools as long as you plan your story well and tell it clearly and with heart.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 176). Kindle Edition. 

 Back when I just started my creative projects with lyrics presentations, I wasn't equipped with much more than an Internet access (for music and some images) and the Microsoft Office suite. What I could do was quite impressive, however, I must say that it did get better when I was able to utilize other great resources. So, I absolutely agree with the author on this one:

In my opinion, as long as students don't lose the story focus, as well as the goals of the assignment, they should be encouraged to experiment with the tools of the day. It's your opportunity as their teacher to help them use their technology effectively, creatively, and wisely.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 172-173). Kindle Edition. 

 I didn't have a teacher, but I did have a clear focus in mind when experimenting with "stuff" that could potentially enhance what I was producing.

Video #1

This video features most of my loved ones.. not everyone got to be in due to the time limits and unavailability of their pictures (really?).

Chapter 12 Reflection

I would like to begin my reflection with Ohler's quote that 

DST is truly new for most teachers, and the impact of using it instructionally is potentially very great. 

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 157). Kindle Edition. 

I do realize that the potential is great, as I have mentioned in my previous blogs... but... especially after talking to my principal this last week, it would be hard to squeeze it into my classroom. All that she wants to see is direct instruction and student practice 61 minute a period, 5 periods a day, 5 days a week. When she sees me do something that is not direct instruction, when I show her what my students produce (digital scrapbooks, reports, Power Points explaining concepts we study) she just "isn't impressed". 


Where am I getting with this? Well, in this chapter we read about the quite time-consuming process of making a digital story. The steps that are required take about 2 weeks (on average, based on the table provided in the text) of the time I will not be allowed to use, unfortunately. Even the other quote that I loved in this chapter did not cheer me up:

You may be sheriff in your classroom, but you can use all the deputies you can get. Kids make GREAT technology deputies. 

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 150). Kindle Edition. 

I know that kids can do a ton of great things with technology but they will not have a chance to do that because I am not allowed to "waste" time, as though research and working on different projects deducts from learning. We do not see eye-to-eye with "the ruler" of my little educational world, so I will have to save all of these great things for later. Perhaps, for a time when she is no longer the ruler or I happen to move to a different kingdom (:.


On a positive note, I believe that the phases Ohler makes us go through as we develop our story are very useful. My story got a lot better with each step - from story mapping to story core to the story board - it has changed a lot and became much more powerful. I definitely like this process as a student. I do not see myself at the instructor end of it yet, possibly due to the fact that opportunity has been taken away from me. However, that's a story for some other time :). Stay tuned for the little glimpse into my busy life.

Chapter 11 Reflection

When students write, they think. When they think, they create better stories (Ohler, p. 144).  This is exactly the reason why I require my students to reflectively write about what they’ve learned in their  notebooks/journals. Writing makes them think. Students thinking about what they are learning are more likely to want to expand their knowledge and ask good questions. Writing is such a great tool across the curriculum.  But we need to get back to storytelling.

When I started reading this chapter, I immediately thought of a research paper steps. The steps can truly be applied to anything in life: first you plan, then gather information/materials/ingredients, then develop your project, then “beautify” it, then share with others. The cake idea was great but my favorite part was the author saying,

Translation is a great way to test for comprehension. Students can translate something only if they understand it.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 135). Kindle Edition.

In my biology class many years ago, we were asked to find something that we saw was analogous to an animal cell. My group’s project was “A Cell Is Like a Supermarket.” Then we explained that the management was like the nucleus in the cell, the shopping carts were like ER, people who pack our purchases were like the Golgi apparatus, etc. There would have been no way for us to be able to do this assignment if we didn’t know how a cell worked. This was one of the assessments our teacher used to assess our understanding of how a cell works.

The next passage I would like to reflect upon is a humorous reality,

I called on a student who was eager to share his understanding of it, and he explained that Harry was in a green room and that everything else was added by computer later because the walls were green. All the kids agreed-one even said "Duh!" Every adult in the room asked me, "What's a green room?" This is the norm.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 141). Kindle Edition.

Kids know about different technological possibilities out there. All we need to do is steer them in the right direction and they will produce wonderful results.

And to end it all with a “carrot”,

An important point for teachers to consider is that DST can be a carrot at the end of such a process for students who might be more enthusiastic about media production than report writing.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 148). Kindle Edition.

Use any tool you have to engage your students – that is what every day in teaching is about. Let’s do it well, let’s do it effectively, let’s play on students’ strengths and help them blossom!

Chapter 10 Reflection

A quite thought-provocative quote at the beginning of the chapter “We don't know what we don't know, a fact that ensures we all have a lot to learn” (Ohler, p. 125) will most probably go on my syllabus next school year. It is deep and it makes me (and will hopefully make my students) a lot more willing to learn new things and new approaches to things.

However, to get back to the storytelling topic, it is true that we know little about authenticity of Native American stories when they finally make their way and are available for us to read or listen to. Ohler provides a few tips on how to learn more on this issue and reminds us that we need to be respectful and caring when we touch this subject.

I like the tips that are given to people who want to explore this area further. My favorite one is “it's a good idea to officially recognize the differences in storytelling approaches when involving Native themes or community members in a storytelling project (Ohler, p. 126). So, in other words, it is essential that we recognize other approaches to storytelling, not just the western “hero’s journey” approach. We need to teach our kids that there are people who think differently and who tell their stories differently, and it’s not “wrong”.

The notion that it’s not wrong is well addressed in the next part of the chapter when author gives examples of nontraditional western authors. “Antiheroes, antiplots, stream of consciousness, telling with texture, and other forms of narrative all stretch our concept of story in interesting and useful ways” (Ohler, p. 127), he says.

Also, the idea of drawing ideas from music videos is great. This approach would make digital storytelling so much more meaningful and familiar for our students.

Music video artists masterfully repackage songs that already make deep emotional connections with young people by adding powerful visual imagery that intensifies the connection. Coincidentally, these are the same young people who will be creating digital stories in your classroom of about the same length using tools similar to those used by music video artists.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 128). Kindle Edition.

I personally believe that young people would greatly benefit from evaluating nontraditional digital stories that are already out there and gathering ideas while watching. It could be a start of something beautiful :)

And I would like to end with Ohler’s finishing section “Bottom line: Story structure is culturally dependent, not universal” (p. 129).

Chapter 9 Reflection

Mr. Ohler seems to really believe in what he is preaching; he really wants his readers to try this wonder tool of storytelling in any classroom. The reason why I say this is because of the opening paragraph of this chapter:

“My hope is that if the visual portrait of a story (VPS) doesn't work for you, something else will. Here are a few more story map models to consider”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 113). Kindle Edition.

I do that kind of thing, too. When I really want my students to do something, I offer them different ideas of ways that they can do it. It was interesting to see that same idea somewhere other than in a classroom :).

Storytelling Aristotle’s Way

“The basic shape is a hill or mountain, which represents the journey the protagonist must make. Aristotle referred to conflict/ resolution in terms of tying and untying a knot. Transformation is brought about through a reversal of fortune of the hero at the top of the mountain”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 113). Kindle Edition.

This is the only diagram I remember my Language Arts teachers used when I was in school. In the next paragraph the author says that that’s the diagram anyone can relate to,

“Aristotle's story map has a useful kinesthetic quality to it, as I recall trying to untie a knot in my shoelace or untangle an electrical extension cord I'm trying to use. This diagram is easy to relate to, and for that reason it has a special utility for younger students for whom a detailed VPS might be too much to grasp”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 113-114). Kindle Edition. 

All I could add, it’s not just the younger students who could benefit from it, I think it’s great for all ages.

A Second Look on Campbell

“Campbell believed that heroes ended up where they began, though they were changed by their experience. At the end of their journeys they live in two worlds-the one they left and the new one from which they emerged, both of which are present at the top of the circle”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 114-115). Kindle Edition.

I like this idea of Campbell’s story map. This is just another way to look at transformation. Our characters complete their “journey” home in the process of the story, but they do so as a changed person.

Treasure Maps

“The treasure map allows flexible customization of a story map. You can have as many peaks or valleys as you like, which can help to more accurately represent the action in your story. In addition to multiple peaks and valleys, you can add other annotations that are helpful to you”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 116). Kindle Edition.

Ohler is doing anything he can to “sell” his idea. Now he is presenting a story map that is pretty much a little template and anyone who wishes to can add their own elements to it. I think it’s great just because it’s so flexible. I think students like flexibility but I know from experience that we cannot give them flexibility right away. They first need to learn the rules, and then be able to break them :) Just like our author mentioned in a few chapters back.

There were few more examples of story maps but these were my favorite. I also liked the “Homework” section of this chapter. It helps readers internalize these different story mapping concepts and look for trends elsewhere: grandparents’ stories, TV, commercials, etc. I absolutely agree that “Story is like air. It's big, it's everywhere, and we need it to stay alive” ( Ohler, p. 123).

Chapter 8 Reflection

Chapter 8 was rather short but concentrated on applications of the theory. Just like it was mentioned in the previous chapter, transformation (reflection of the transformation, what was learned) is key to having an interesting story. This chapter uses Bloom’s Taxonomy and applies it to digital storytelling. The different transformation “levels” are not a linear progression, and the author makes sure he addresses that. However, it was strange to see the “hierarchy” illustrated in the table where, in fact, it’s not really a ladder the character will be climbing. I see these levels as the stepping stones for our characters because they can transform through all (or just some of) the levels in a variety of different orders.

The author says that we can use this information with our students and help them create most memorable transformations, but it does not mean that we need to teach them the taxonomy explicitly, it “means using the taxonomy as your pedagogical agenda to facilitate growth and improvement” (Ohler,  p. 111). Then the author goes on to give us examples of how and why we should be implementing this taxonomy in our lessons. First of all, I absolutely agree that

“… always, what you're really doing here is challenging students to understand something in greater depth. After all, this is what teachers do. You're just using their stories as the vehicle to do so”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 111-112). Kindle Edition.

I agree that stories can be used to make sure students get the deeper meaning of something. This again brings me back to that idea of reflective blogs for my science students. Next year, I am absolutely doing it.

“By studying how characters in students' stories behave and progress, teachers can get a sense of how students look at the world as well as what areas of their lives have potential for growth”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 112). Kindle Edition.

I have thought of this aspect of storytelling as well. I have noticed that I do learn a lot from my students’ writing. I can see how storytelling could help students open up more and reveal more of who they really are, what their hopes and dreams are, etc.

“Character transformation represents personal growth, in many cases the kind of growth you want your students to experience”.  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 112). Kindle Edition.

Absolutely. All I need is just to come up with a creative way of making this part of my teaching without raising my principal’s suspicion levels. She seems to be skeptical of many new innovations, so I need this to be great, otherwise, I do not stand a chance of having the opportunity to make storytelling a powerful tool in student growth.

Chapter 7 Reflection

“It actually makes good sense to start at the end if you already have a goal in mind or a point you want to make with your story.”  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 102). Kindle Edition.

As I read the above quote, I thought, “It’s what we as teachers do every time we deliver a lesson. We know the outcome we want to produce, so we think of a way that would get our students to those outcomes.” And the author goes on to say,

“You're a teacher who is going to use storytelling in a content area. No doubt your lesson plan already spells out learning objectives. Use these objectives as the end of your learning story and design backward (Wiggins & McTighe, 2001) to create stories through lesson plans.”  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 102). Kindle Edition.

It’s like he was reading my mind and speaking to me! It is probably due to the nature of what I am doing on a regular basis, but I tend to favor this type of story planning. It makes sense to me. After all, most BTSA assignments I was doing this year had the same idea behind them: “Plan with the end in mind.”

Even though I think that starting to plan a story from the middle is not a bad idea, I’m still in favor of doing it from the end. Telling the story from the middle has its advantages:

“If we start from the point that today is the day that we're called to adventure to address a problem, question, opportunity, challenge, or goal, then we place ourselves squarely in the center of our own personal story maps.”  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 102). Kindle Edition.

I think this would produce more exciting stories, stories that many can relate to. This method just isn’t my personal favorite.

The quote “Powerful experiences become powerful stories when we reflect on how the experiences changed us” (Ohler, p. 104) is precisely what this class seems to be about thus far. We are reflecting on how reading this book has changed us or can potentially change us and our teaching (for many of us who are teachers). So, in the language of our course, a powerful blog is a blog that tells us a story of some sort of transformation.

Reflect away, my dear classmates! Tell the world your awesome stories! :)

Chapter 6 Reflection

In my opinion, this was the most engaging chapter so far. It also felt like it was the shortest chapter, too. I was a little disappointed that it ended (good thing I have more chapters to read in this book:)). What stood out to me was something that I’ve already mentioned in my other posts:

“…accept a world in which adults not only can learn from children but shouldn't feel threatened when they do so. 

…who isn't surrounded by kids who know a lot more about technology than adults? 

…don't be afraid of students who know more than you do. In fact, deputize them and integrate their skills into your classroom.”  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 93, 94). Kindle Edition.

This is powerful. Sometimes teachers forget that we don’t know it all. Sometimes we forget that we are human and make mistakes, and it’s perfectly O.K. for our students to correct us. When I was teaching mathematics, I always told my students to make sure they watch me as I do the guided practice. If they notice a mistake I make, they get some extra credit. I always told them straight up: I am a human and humans make mistakes.

In the realm of technology in a classroom, sometimes I have to admit that I do not know how to work something and ask my more knowledgeable students for help. They love the feeling of being important and I get a humbling dose of humility on those days :).

It is absolutely true that “We forget lectures, but we remember stories” (Ohler, p. 94). I’ve noticed that when a lecture is supported by a good story that illustrates the same concept, I am more likely to remember the concept behind the story, and remembering the story helps me remember the concept. I try to integrate those types of stories/examples in my teachings. Sometimes even subtle “real life applications” help students remember things.

Chapter 5 Reflection

As I started reading chapter 5, at first I was not sure if this was something that I could use. As I read on, then read a few of my classmates’ posts, I figured that I could apply story mapping to my curriculum. Campbell’s story line provides some great ideas:

“Campbell's quest in concentrated form that focuses on primarily one thing: how people change, learn, and grow because of the challenges and opportunities in their lives. In the world of education, this translates very directly into how students are transformed by their learning.”  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 72). Kindle Edition.

After reading those lines, the idea of a reflective blogs for my science kids came to mind again. I’d love to see the creative ways they would come up with to tell their story, to tell me about their struggles and triumphs, to make the connections they never thought were possible. Some students still do this kind of reflecting but the boring paper-pencil way. Opening up the opportunity to telling their stories digitally would, I anticipate, open up a few more minds, which are reluctant to share at this point.

At some point of reading this chapter, I realized that it would be a lot more engaging for my students and would fulfill that storyteller-listener covenant, if my lessons were stories. I even thought of creating a character who would go with my class all through the book, present the character’s problem that would be solved by the end of the chapter/section. It feels like it’s going to be so much work, but I want to try that this coming school year. Maybe that should me my action research… now that’s a thought worth spending some time on...

As I read this chapter, I highlighted a lot of passages. Addressing them all here would make my post too long and even less likely to be read :) but I do want to share one thing. Toward the end of the chapter, Ohler reminded his readers that:

“You want students to go from idea to story core to story map with as little technological distraction as possible… 

…And because story mapping happens at the very beginning of the process, using pencil and paper, students aren't distracted by technology as they develop their stories.”  

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 85, 86). Kindle Edition.

I wish I read this earlier, before I started a little project with my students on hurricane hunters. Because I wanted to “save time,” I gave them directions and computers almost simultaneously. No wonder the stories did not come out as good as I hoped. Well, I learned from my mistakes and this book that we need to spend some time on mapping our story first, the pencil-paper way, and only then introduce computers. Lesson learned. Thank you, Ohler, for making me see this.

Chapter 4 Reflection

Mainstream education currently doesn't encourage, and rarely requires, students to produce schoolwork in "new media" format such as digital stories. Time requirements as well as technology availability are certainly reasons for this... In an era of No Child Left Behind, there is little incentive for teachers to branch out into new areas of literacy or content exploration...

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 62-63). Kindle Edition. 

 I agree with the above statement. Even though I believe that students could greatly benefit from DST, there are these limitations. And then there is also this issue of assessing the work: "Without a practical, meaningful way to assess new media, teachers are understandably reluctant to include it in the curriculum" (p. 63). I can create my rubrics, but I am still unsure if those are a good way to approach this issue.


The other quote that stood out was this:

If we want our kids to be "smarter," and if what we mean by that is more useful in the real world, then we need to recognize that a large part of the real world consists of the tEcosystem.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 63). Kindle Edition. 

 The Title Ischool I taught at last year was loaded with technology. We needed a class set of computers, we got it. Almost any period during the day. Many students did not have such technology available at home, so all the "digital literacy" they learned was learned at school. So, I believe that school needs to be that place that provides our students with tools needed in order to succeed in this world. Because not every parent can provide their child with the equipment and necessary "how-to's", there needs to be a place in a child's life where all of that is possible. School is a perfect place for that. 


I liked a quote from previous chapters, and I believe that it still applies even in the situations as I described above: "It's not important that teachers be advanced technicians. Their students will cover that for them" (p. 13). Even at that school where students only had technology available to them at school, they still taught me a lot about technology (one example, putting an "s" after http in the address bar in order to "unblock" YouTube... and little things like that).

Chapter 3 Reflection

This chapter seems to be the most useful thus far. Its intriguing title "Digital Storytelling as an Educational Tool" really caught my attention. I absolutely agree with the author's statement that "[f]or the most part, content standards address outcomes more than methodology"(p. 42). However, we as teachers are so bothered by the fact that we need to get through this much of the material, many of us (myself included) try to stay away from taking a risk and trying a non-traditional way of teaching something as important as a particular content standard. It becomes so important because our schools get funded based on our students' performances. It seems to be too high of a risk to take... what if this "something new" doesn't help our students learn. Wouldn't it then be a wasted lesson or a series of lessons? 


In theory, DST should work for all content areas, right? Here's one of my personal favorites:

It also seems reasonable to infer that DST can be used to address most topics within content areas as long as the time, technology access, and technology training exist to support it.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 42). Kindle Edition. 

This is what can get us in trouble: time, technology access, and technology training.. These are the most influential parts of implementing DST into my classroom. My school has only one computer lab which is reserved for 1st period every single day because we have one section of computer class and that is when it's taught. Then we have a cart of computers which are also reserved for 1st period every single day because they are needed for our health/driver's education class. This leaves my 1st period without any access to computers ever during this school year. It would not be so bad if my 1st period wasn't one of the three Earth Science sections I am teaching this year. So, what I have to do is plan for 1st period separately, and have my 4th and 6th do more "fun stuff."


When it comes to technology standards, my poor 1st period is out of luck, at least in my class. I sure hope that there are teachers who address that point with these kids.

Suppose you're interested in including DST in a class project and feel the need to explain to parents why you're doing so. You decide to send a letter home to parents to explain what you're doing and why you feel it's important.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 60). Kindle Edition. 

Also, teaching in a Title I school, unless I provide ample time in class for my students to work on their projects, I honestly do not think I should be assigning such a project. I do know that these things need to be communicated to families, it's their responses that I am not sure I am ready for.

Chapter 2 Reflection

As I was reading Chapter 2, the same passage stood out, as the one Mike has used as his main quote:

"... science and math teachers, who I've found are typically less likely to make a connection between storytelling and classroom activities."

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 26). Kindle Edition. 

That is very true of a typical science/math teacher. Very few of my science or math teachers made me write stories about what I learned. I was very strange when my 8th grade Physics teacher (yeah, in other parts of the world, Physics is introduced quite early) used essay assignments as part of assessment of our knowledge. What was even stranger - the feeling I got: I learned a lot more when I thought about the concepts and connections. I still liked the computational part of Physics (because I am a mathematician at heart) but the essays were very helpful. They were not creative writing type of essays, but it was still unheard of! Whoever makes their Physics students write essays?


I am a new teacher and do not have that much experience in this, but I have tried to make it a routine that one day a week, the warm up in my math class was a reflective kind - students would not do math that day but they would just write about their struggles/success/something interesting they realized, etc. At first, there was much resistance, but as the year progressed, the students liked their non-mathy warm up days.


As I was thinking about having my students do blogs about the process of their learning, reflecting on it, I was unsure about having it as a requirement that their posts have pictures. Then I stumbled upon this quote:

A note about still images in digital stories. Make sure students know the gamut of still images available to them so that they can make wise choices about image use. They come in many forms-charts, graphs, original drawings and photos, scanned objects, and so on-all of which have the capacity to be useful as well as distracting. 

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 31). Kindle Edition. 

 This quote helped me decide: I will require them (in the future) to have a picture that is original and relates to their reflection on learning.It's possible, anyone, especially the digital natives, can do it.

Chapter 1 Reflection

I agree with the author that "[f]inally, we all get to tell our own story in our own way (p. 4)." Reading this first chapter I realized that we really do want to tell our story.. all the time! Isn't that the reason why text messaging was invented? To tell our story. Social network such as MySpace, HighFive, Facebook, Google+, and many more were created for that same reason - to tell a story. 


The more I read, the more I began to realize that technology is a great way to tell our stories. Who in the world would ever think that two full-time-stay-at-home-moms from different parts of the world would ever connect? And now, in this digital age of storytelling, they can and very simply, in the comfort of their own home, all through the blogs they create. 


However, there is always a downside to digitalizing our stories: "if you don't have a good story to tell, the technology just makes it more obvious (p. 6)." It is true not only in the realm of education, it is true everywhere we look. Facebook posts such as "Oh, I just ate. I feel so full" or "I'm bored" always irritated me, now I clearly see why. These people don't really have a good story to tell (but they really want to), and shouting this story out to the whole world just makes that fact so much more obvious.


We, as educators, have a great amount of wonderful stories to tell. However, let's not forget that our students do, too, but need our help to be able to do so "in their language." Lana mentioned that her students were more willing to complete assignments on the class blog than in their journals. The author of our textbook says something very similar: 

Students inhabit a largely oral and digital world, then sit in classrooms where the printed word is the primary medium in play. Digital storytelling allows them to express content-area understanding in ways that are familiar. I have seen digital stories that do everything from explain math, science, and literature concepts to illuminate the interior landscapes of cultural, artistic, and personal perspective.

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (pp. 10-11). Kindle Edition. 

I was looking though one Physics teacher's Web Site and stumbled upon a great idea: she required her students to create a blog and post their chapter reflections/questions/successes on it. I've given my students a similar task, but they do those same things in their science notebooks, not online. I will definitely try to include a digitalized version of this assignment into my classroom in future years because I do believe that students need to be able to tell their story THEIR way.

A test post :)

Welcome to my Digital StoryTelling blog.
Above is the picture of the two most awesome boys in the whole world. I'm not sure exactly what kinds of stories we are going to "digitally tell" here, but I sure hope you'll get to hear their stories, too :)
More posts to come, so stay tuned :)