The Digital Story
" Alan Davis (2004), defines a digital story as a form of short narrative, usually a personal narrative told in the first person, presented as a short movie for display on a television or computer monitor or projected onto a screen" (Ohler, 2006, p. 44).
Going through some prior readings from other courses I came across an article by Jason Ohler (2006), entitled The World of Digital Storytelling: Through creating electronic personal narratives, students become active creators, rather than passive consumers of multimedia. As I read the article I started to think about the connections in all my learning so far in the M.Ed program. How life is so interwoven and how we learn but how our depth of learning on the means of communicating this has changed so rapidly for the new 21st century learner. For those born in the late 1900's they saw the evolution of the indoor plumbing, electricity, the electric car and TV. They were able to connect to individuals outside of their community and with modern conveniences they could spend their time differently. Now for my generation I have seen the evolution of coloured TV, cell phones that moved from the 'brick' to module compat units that connect individuals digital to the internet, facetime, voice and GPS's. We can now communicate our thoughts and opinions freely. This of course is not without its constraints but today I would like to focus on the positive outcomes of these advancements.
Back to the article... In the past we could communicate a life story by words, but now we have the power of media that is accessible to the masses. In the article Ohler relays the story of young Kim who is about 11 years old. Kim story tells of your journey from rural China. To hear her words are powerful but Kim has decided to tell her story digitally and the use of somber music, images of fire, old photographs, her pencil drawings of her family standing next to their home that is still burning (Ohler, 2006). Drawing the viewer in with multi sensory effects the mood quickly changes for the viewer as the music tone changes to one that is upbeat as the rebirth in their family life and how the family came together. Kim's digital story allows her to show authentic voice, problem resolution, narrative tension and transforming realization (Ohler, 2006). With a variety of digital tools and Youtube Kim is able to produce and share her story and connect to her family and friends as well as a larger community. Kim was able to develop her skills in critical thinking, expository writing and medial literacy by creating her video (Ohler, 2006).
Kim's story allowed me the opportunity to reflect on the multiple ways in which are students can communicate a story and to add true meaning to it not just for themselves but for their views. I feel that this learning goes beyond basic educational expectations and can become a mental health and healing mediums for at risk students to creatively tell their story.
References
Ohler, J. (2006). The World of Digital Storytelling: Through creating electronic personal narratives, students become active creators, rather than passive consumers, of multimedia. Educational Leadership. 63 (4). p. 44-47. Retrieved from www.imoberg.com/files/World_of_Digital_storytelling_The_Ohler_j.pdf
Going through some prior readings from other courses I came across an article by Jason Ohler (2006), entitled The World of Digital Storytelling: Through creating electronic personal narratives, students become active creators, rather than passive consumers of multimedia. As I read the article I started to think about the connections in all my learning so far in the M.Ed program. How life is so interwoven and how we learn but how our depth of learning on the means of communicating this has changed so rapidly for the new 21st century learner. For those born in the late 1900's they saw the evolution of the indoor plumbing, electricity, the electric car and TV. They were able to connect to individuals outside of their community and with modern conveniences they could spend their time differently. Now for my generation I have seen the evolution of coloured TV, cell phones that moved from the 'brick' to module compat units that connect individuals digital to the internet, facetime, voice and GPS's. We can now communicate our thoughts and opinions freely. This of course is not without its constraints but today I would like to focus on the positive outcomes of these advancements.
Back to the article... In the past we could communicate a life story by words, but now we have the power of media that is accessible to the masses. In the article Ohler relays the story of young Kim who is about 11 years old. Kim story tells of your journey from rural China. To hear her words are powerful but Kim has decided to tell her story digitally and the use of somber music, images of fire, old photographs, her pencil drawings of her family standing next to their home that is still burning (Ohler, 2006). Drawing the viewer in with multi sensory effects the mood quickly changes for the viewer as the music tone changes to one that is upbeat as the rebirth in their family life and how the family came together. Kim's digital story allows her to show authentic voice, problem resolution, narrative tension and transforming realization (Ohler, 2006). With a variety of digital tools and Youtube Kim is able to produce and share her story and connect to her family and friends as well as a larger community. Kim was able to develop her skills in critical thinking, expository writing and medial literacy by creating her video (Ohler, 2006).
Kim's story allowed me the opportunity to reflect on the multiple ways in which are students can communicate a story and to add true meaning to it not just for themselves but for their views. I feel that this learning goes beyond basic educational expectations and can become a mental health and healing mediums for at risk students to creatively tell their story.
References
Ohler, J. (2006). The World of Digital Storytelling: Through creating electronic personal narratives, students become active creators, rather than passive consumers, of multimedia. Educational Leadership. 63 (4). p. 44-47. Retrieved from www.imoberg.com/files/World_of_Digital_storytelling_The_Ohler_j.pdf
I have included this short example of a digital story because it was something I could so easily relate to.
Connecting from here to space...
I have decided to include in my weekly journal the link to the Chris Hatfield and Ed Robertson collaborative music efforts. Space really isn't so far after all. Enjoy this beautiful music as you reflect on the creativity of individuals and how their talents can be shared by so many changing their perspective for the day perhaps. Listening to this song and appreciating how it was made always put a smile on my face and the face of my young students.
My final entry about Sam... but not the end of the story for sure.
Throughout this journal I have provided updates and stories about Sam, but at this time I would like, with permission, to introduce you to Carter. Mom's emotions cannot be put to words when I told her what Carter was doing and the inspiration this little one was to those around him. Carter's mom would like him to be know in these posting and future writing by his real name. She wants his story to support other parents and other children living with autism. This is my final post for this journal but I know that it is only the beginning of an amazing journey for one remarkable and tenacious little boy and his family.
Carter is a remarkable young boy with multiple underlying talents and an incredible capacity to communicate his ideas and thoughts to those around him. His eyes light up with the opportunity to participate in special activities, to be engaged in outdoor activities or to play in the water. Carter loves to demonstrate his ability to complete a puzzle in record time, teach the class the alphabet on the smartboard, or build a structure as high as he can reach with the Lego blocks. When Carter doesn't get what he wants the first time he is a pro at negotiations, debating and presenting his point of view. Carter loves school and enjoys every opportunity to learn. Carter is five years old and is living with autism.
In September when I meet Carter and became his teacher he was not speaking any words, displayed little to no visual awareness to those around him and had limited interaction with his teachers and peers. Carter like many children with Autism was living inside his own world, a world that few of us could completely understand. One day his mom to came into the classroom to chat and told me that recently doctors had presented to her the idea that her son might have to be sent away for care, words that are heartbreaking to any parent, unimaginable to this mom. This was the Carter that I was to know at the beginning of my teaching year in my Jk-Sk-1 classroom. A sweet adorable child that seemed focused on specific tasks and had great difficulty even wearing new shoes. Carter, would soon prove everyone wrong and with the gentle support of his ASD worker, Anne and those around him, Carter began to flourish. A great deal of Carter's success comes from his nurturing environment at home and at school, but I also believe that the greatest impact to his learning is the ability to communicate with those around him. Carter is learning to use a program called Touch Chat. This is a digital literacy tool that allows individuals who have difficulty using their own voice to communicate with others via a voice activated icon touch screen. The Touch Chat screen has generic as well as custom picture that are programmed to meet individual needs. Carter's Touch Chat is designed specifically for him so that he can communicate with his mom, teachers, and his peers. Carter is learning to use his device to participate in sharing circle, intentions, work and play time. By asking questions or stating his requests his needs can now be meet as teachers respond to him through the Touch Chat program, basic sign language or simple sentences.
Carter has responded very well to this program. He has shown his patience to those who are teaching him. I Believe that he has reached out to this world of language by making the connection that his future development rests in the ability to allow others to understand his needs. A wonderful moment for me, in Carters development, was a day when Anne had left the room and Carter wanted to play in the water. A favorite play activity. He had found me to get my permission but I wasn't understanding his clues. A little frustrated with me, he finally looked up at me with his big brown eyes and said, 'water'. It was one of the most precious moments in my teaching career. Carter had made the connection to language, and need. He had used his Touch Chat many times with Anne for this activity, but now he had to rely on the power of his own voice and he did it. Needless to say Carter got to play in the water. Carter's vocabulary grows each week and as his confidence in communicating develops his ability to engage in all classroom activities also increases and his frustration decreases. His September diagnoses of working at the level of a 22 month old has long been forgotten. Carter can recognize his ABC's, count to 10, organize and categorize different materials and write his name with prompting. All this is done with the determination of one very special little boy. This week Carter surprised us once again. Asking to play using his Touch Chat he then proceeded to join a group of boys who were building with large wooden blocks. Carter sat down amongst them all and started to construct right along with them. As the boys discussed their design, Carter started to chat away. No real words but he looked at them and told them with certainty what he thought of the plan. The boys listened and together they created a wonderful structure. Yesterday Carter said, 'Mom' a word that was added to his Touch Chat several weeks ago so that he could pray for her during our intentions. There was a tear in everyone's eye.
Carter's journey has only just begun and his ability to communicate using the Touch Chat is the beginning of what I am sure is a lifetime of wonderful opportunities and limitless successes. One determined little boy and one wonderful piece of digital technology and more hugs then can be counted make for a wonderful learning opportunity.
Carter is a remarkable young boy with multiple underlying talents and an incredible capacity to communicate his ideas and thoughts to those around him. His eyes light up with the opportunity to participate in special activities, to be engaged in outdoor activities or to play in the water. Carter loves to demonstrate his ability to complete a puzzle in record time, teach the class the alphabet on the smartboard, or build a structure as high as he can reach with the Lego blocks. When Carter doesn't get what he wants the first time he is a pro at negotiations, debating and presenting his point of view. Carter loves school and enjoys every opportunity to learn. Carter is five years old and is living with autism.
In September when I meet Carter and became his teacher he was not speaking any words, displayed little to no visual awareness to those around him and had limited interaction with his teachers and peers. Carter like many children with Autism was living inside his own world, a world that few of us could completely understand. One day his mom to came into the classroom to chat and told me that recently doctors had presented to her the idea that her son might have to be sent away for care, words that are heartbreaking to any parent, unimaginable to this mom. This was the Carter that I was to know at the beginning of my teaching year in my Jk-Sk-1 classroom. A sweet adorable child that seemed focused on specific tasks and had great difficulty even wearing new shoes. Carter, would soon prove everyone wrong and with the gentle support of his ASD worker, Anne and those around him, Carter began to flourish. A great deal of Carter's success comes from his nurturing environment at home and at school, but I also believe that the greatest impact to his learning is the ability to communicate with those around him. Carter is learning to use a program called Touch Chat. This is a digital literacy tool that allows individuals who have difficulty using their own voice to communicate with others via a voice activated icon touch screen. The Touch Chat screen has generic as well as custom picture that are programmed to meet individual needs. Carter's Touch Chat is designed specifically for him so that he can communicate with his mom, teachers, and his peers. Carter is learning to use his device to participate in sharing circle, intentions, work and play time. By asking questions or stating his requests his needs can now be meet as teachers respond to him through the Touch Chat program, basic sign language or simple sentences.
Carter has responded very well to this program. He has shown his patience to those who are teaching him. I Believe that he has reached out to this world of language by making the connection that his future development rests in the ability to allow others to understand his needs. A wonderful moment for me, in Carters development, was a day when Anne had left the room and Carter wanted to play in the water. A favorite play activity. He had found me to get my permission but I wasn't understanding his clues. A little frustrated with me, he finally looked up at me with his big brown eyes and said, 'water'. It was one of the most precious moments in my teaching career. Carter had made the connection to language, and need. He had used his Touch Chat many times with Anne for this activity, but now he had to rely on the power of his own voice and he did it. Needless to say Carter got to play in the water. Carter's vocabulary grows each week and as his confidence in communicating develops his ability to engage in all classroom activities also increases and his frustration decreases. His September diagnoses of working at the level of a 22 month old has long been forgotten. Carter can recognize his ABC's, count to 10, organize and categorize different materials and write his name with prompting. All this is done with the determination of one very special little boy. This week Carter surprised us once again. Asking to play using his Touch Chat he then proceeded to join a group of boys who were building with large wooden blocks. Carter sat down amongst them all and started to construct right along with them. As the boys discussed their design, Carter started to chat away. No real words but he looked at them and told them with certainty what he thought of the plan. The boys listened and together they created a wonderful structure. Yesterday Carter said, 'Mom' a word that was added to his Touch Chat several weeks ago so that he could pray for her during our intentions. There was a tear in everyone's eye.
Carter's journey has only just begun and his ability to communicate using the Touch Chat is the beginning of what I am sure is a lifetime of wonderful opportunities and limitless successes. One determined little boy and one wonderful piece of digital technology and more hugs then can be counted make for a wonderful learning opportunity.
Final Reflection
I have created a powtoon with voice and sound to synthesis my journey through the course... the fun, the dancing, the collaboration.