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									      Give Science a Voice!
Digital Storytelling in the Science
            Classroom
                      CUE 2010
               Palm Springs, California
                    March 6, 2010
          Roger Pence, Benicia Middle School
            Email: rogpence@gmail.com
     Session Agenda
Why Digital Storytelling, Why Now?, Why in
Science?
Developing a Story to Tell
Digital Story Processes
Copyright Concerns
Resources and Examples
Task Aids
Time concerns, practical classroom management,
and various computer platforms.
    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 technology and are used
to it.
Educators can embrace the tech gadgets and create
something that allows for 21st century skills to be
learned/practiced:
Collaboration, critical thinking, teamwork, verbal
literacy, visual literacy
            Why Now?!
 Using DS to tell science “stories” engages other
learners as well (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 well.

Students today know a good visual product when
they see one and will strive to create quality when
they know it will be shared with their peers.
      Why in Science?!
Science is visual, is itself a story, and has many stories
of people involved in thinking.

Pictures can convey abstract meaning

Often the “whole picture” is more complex than the
standards being addressed.

Gives kids an engaging, challenging and fun way to
learn science.

Cultivates visual literacy as it relates to science
concepts (what makes a particular picture especially
effective at telling the story?)
Kids need and like a “hook”
Allows for science “factoids” to be placed in context
as to where they fit into a bigger picture. (e.g. atomic
theories, geologic thought, understanding of
chemistry)

Gives girls a voice in science

Gives an opportunity to “present” without having
the pressure of peers when on stage (the product is
presented in its final form)

Allows for individual style and ownership with
respect to otherwise “objective, dry” subject matter.
Pedagogical “hooks”
Since science vocabulary is challenging, having
students write drafted scripts prior to beginning the
DS image gathering process requires research and
understanding, and the ability to convey to an
audience.

Students can demonstrate concept understanding in
a creative way.

Offers a creative outlet to photograph, compose, and
edit to achieve a concrete conceptual goal (e.g.
Newton’s first law of motion)
        Let’s see some!!
Keychain
Laika
Geologic Time Period
Ernest O. Lawrence
My Life as a ____________ Plant

Common Material
Science
    Newton’s Laws of Motion

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

   Make a PSA about health issues

   Research an epidemic

   Design an “Point/Counterpoint”
   story about Health Care Reform
  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.)
    Why Digital Storytelling, Why Now?
Pedagogical Principles of Digital Storytelling:
  Why would students be motivated and engaged by
  digital storytelling?
Standards Addressed by Digital Storytelling
  ISTE Standards:
     Students:
     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

     Administrators:
     http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/20
     09Standards/NETS-A_2009.pdf
Motivation and Engagement
DS provides for authentic learning experiences
by maximizing the opportunity to create and
share one’s voice.
DS gives a competitive and compelling voice to
typically disenfranchised voices in science, math
and technology applications (e.g. girls,
minorities, ELL’s, and special needs students)
DS provides for “ownership” of student work,
increases peer to peer communication, and pride
in producing a product.
They get really excited about doing it!
         Multiliteracies
Imagining, planning, implementing and presenting digital
stories addresses a huge spectrum of literacies:


   Self Reflection – recognizing and presenting
   one’s own thoughts
   Problem Solving- deciding how best to
   communicate with the viewer
   Collaboration- between teacher and student,
   student to student
   Communication- learning how to communicate
   an abstract idea
   Self-Direction- Finding answers to one’s own
   questions and challenges
  Multiliteracies continued

Visual Literacy- what makes images powerful
and communicative
Writing Literacy- how to economize with
words
Reading and Research Literacy- finding,
sorting, synthesizing information
Multiple Intelligences- allowing unique
student strengths to shine
Addresses needs and styles of the
      21st century learner
Developing digital stories as a vehicle to learn
content allows for…
  Authentic opportunities to collaborate with peers
  Realistic problem-solving
  Reasons to communicate effectively
  Examination and development of personal
  perspectives
  “Digital Natives” to use their tech skills in learning
 Developing a Story to Tell
Personalizing Content Area Concepts
 Students can draw from their experience
 Students can relate how they or a family
 member experienced an issue or concept
 Students can “put themselves in the subject’s
 shoes”
 They can answer for themselves, “Why are we
 learning this?”
Developing a Story to
  Tell continued…
Developing a Narrative Voice
 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!
Digital Story Processes
  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
          Portions of (often 10% of length) of songs
          Portions of movie clips
          Usually 5 or less images from one artist/photographer


  Students can learn to respect others’ original work!
Resources and Sample
  Ideas for Stories
Links on my website:
http://www.penceviews.com
Some student examples from both middle
school science and a university digital
storytelling class
Task Aids developed by Roger Pence for use
in classroom digital storytelling production.
 Classroom Digital
Storytelling Set-up
Another Set-up…
One More Set-up…
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)
  Let’s see how a digital story is
        really put together!
Camtasia movie made on a Mac using
iMovie HD (‘06)

								
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