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.