Professional Documents
Culture Documents
Codi Judd
After creating a digital story, I see many benefits to how and why they should be used
in the classroom. I enjoyed making my digital story to be shared with my students to motivate
them to create their own story. I had to record my story multiple because I learned that it is
better to write your script then to just start recording. I think the students will really enjoy
creating a digital story to share their opinion, as well as using digital stories in many different
ways.
This lesson is meeting the Common Core State Standards (CCSS) of W3.1, W3.6,
SL4.4, and SL4.5. The writing standards have the students write opinion pieces that are
supported with reasons. Ive asked the students to give 4 facts about their topic that support
their point of view. The other writing standard has students producing and publishing their
writing with technology and by interacting and collaborating with peers. Not all of the
student work on this assignment with be produced and published with technology because I
am giving them the choice of how they want to go through the writing process but they will
all be required to publish their piece via a digital story which will be uploaded to the internet.
Students will be required to peer edit before creating their stories. The speaking and listening
standards that are met are accomplished via the students digital story. A student will be
required to speak what they have written which is reporting on a topic, giving details and
should be understandable. They will be adding audio and digital files to their digital story,
The Kentucky Teacher Standards (KTS) that lesson meets are 6.1, 6.2 and 6.5. The
lesson I have designed was created using technology. I created an example of a story map,
storyboard and a digital story all with technology, which the students will eventually create as
well. The students will be using the available technology in our classroom and school to
publish their opinion pieces by using movie making software and word processor. Some
DIGITAL STORYTELLING WC 3
students will be given the accommodation of using the speech to text option when they are to
write the script for their opinion piece. This lesson also demonstrates ethical and legal use of
technology because students will be required to search the internet for information and
pictures, which they will have to cite their sources and already know how to determine if a
The International Society of Technology in Education (ISTE) standards that are met
in this lesson are 1a, 2b, and 3c. The students will be applying what they know about a topic
and incorporating some new information, to generate a new product, a digital story. They will
also be communicating their ideas (the digital story) to multiple audiences because their
stories will be uploaded to YouTube and accessible via our class Wiki and Weebly sites.
Some students will have to locate new information for their opinion piece based on their
background knowledge, so those students will need to evaluate and select the sources that are
appropriate to their topic. All students will be required to use digital tools to create their
digital story and different software may be used depending if they are working on an iPad or
desktop.
This lesson also meets standards from the International Literacy Association (ILA).
Those standards are 2.2, 4.2, and 5.1. 2.2 is met in this lesson because varied instructional
approaches are used by allowing the students to choose how they want to go through the
writing process for their opinion piece, on the computer or on a worksheet. Once they have
written their scripts, they will be publishing their writing via a digital story rather than the
traditional way of using a document. Studies have shown how student motivation has been
increased when they are allowed to create a digital story, so 4.2 is being met because this
instructional practice should positively impact a student. The class environment will be a
writing workshop/ producing studio as students are using digital sources, as well as the
Prior to this class, I did not know about digital storytelling but now I can see the
extreme benefits of incorporating this tool in my classroom. As the demand for students to
possess skills to succeed in the 21st century, digital storytelling will be a way for educators to
enhance these skills. Robin (2008) explained digital storytelling as way for students to
creatively tell their stories by using the writing process to write their story and then share it
by creating a story with digital media, voice recordings and music. According to Tucker
(2006), he said that digital stories are a way to tell a story quickly by using digital tools most
classrooms already have and the stories can be impactful. Those with basic computer skills
are easily able to create a story, which makes me think that are students will be able to create
wonderful stories once they are shown how to use the software because they already have a
bank of knowledge on using computers. Research has show how using pictures along with
text increases a students level of comprehension so using digital storytelling is another way
own digital stories, teachers can create them to introduce a new concept to grab their
students attention.
Digital storytelling is away to incorporate the TPACK framework. When teachers use
digital storytelling, they are already using technology so why not use the teachers content
knowledge to teach a concept in a pedagogical way that motivates students. Hicks (2006)
recommended that using technology in a critical, creative, and responsible way would
utilize the TPACK model. When thinking pack to how I taught opinion pieces, I did not
incorporate the TPACK model because I was not a confident writing teacher so I was in the
praxis phase of my pedagogy. I did intertwine technology and content but not creatively.
Using digital stories to teach writing would have me using the TPACK model.
DIGITAL STORYTELLING WC 5
References
Burmark, L. (2004). Visual presentations that prompt, flash & transform. Media and
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century
Tucker, G. (2006). First person singular: The power of digital storytelling. Screen Education,
42, 54-58.