Blog 8

I have embraced the idea of using a story telling format in teaching from the start and have really enjoyed the structure and approaches provided in the text (it’s one book I WON’T be trying to sell back to some other student on e-bay). 

Doing it with digital media-that got me scared.  I wish I could say this is getting easier, or at least more fun, but I can’t.  While support is always an email away, it isn’t using the actual devices or software so much.  It is keeping track of the details required to bring it all together- pictures, video, text, narration, music… the mechanics of it all are still overwhelming (and way more time consuming than they should be) me. 

What worked in my favor was that I have a solid grasp on my CE proposal and a very defined, workable time line for my research.  This gave me a clear path to follow when beginning to storyboard. 

A challenge I faced (again) was time.  I get these grand ideas of what I want these videos to look and sound like and then get completely bogged down.  And of course my standard technical glitches like dead scanner, fighting with Jing, trying to synch up the music and narration.  All problems everyone has, I just take forever to work through them.  

Some things I would have done differently are all related to time as well.  I learned in video 2 that I have to be much more conscious of gathering images, media and other things.  And now, with the final video, I have learned to also have a ‘plan B’.  Nothing I planned to do worked out.  I also learned the importance of fully understanding your story before trying to create a video & setting it to music or narration.  I found the story boarding particularly helpful this time and actually switched types to better suit my needs.  The story map was enlightening as well.  I understood different formats would be more useful than others for different stories but it was interesting to find that a choice could be wrong- and just not work at all. 

What I CAN say is that I am starting to see how once I do get the hang of it and am able to produce things in a reasonable amount of time- digital story telling will become a valuable tool in my ‘teacher kit’. 

Working my way slowly (very, very slowly) toward that goal of easy competence, here is my final video about my culminating experience proposal.  

My Story Core

The purpose of my research will be to analyze the effect of an interactive whiteboard and software system introduced into a preschool classroom.  I hope to identify whether or not this technology increases school readiness skills or elevates assessment scores for early learners.

Preliminary industry research supports the need for technology integration in early educational settings and my project will track and compare assessment scores and developmental markers between two groups of 3-4 year olds.  Group A will be introduced to and be working with IWB in addition to their regular curriculum and activities.  Group B will not.   

Because the ‘story’ of our CE proposals is still very much in progress, I chose a map that seemed designed for open ends.    

For my Story Map I chose: Kieran Egan's story form framework

1.   Identifying importance

·         Demonstration of effective school readiness is one of the determining conditions for continued Head Start funding.  In 2011 The Department of Health and Human Services (HHS) established the Designation Renewal System. “This regulation specifies seven conditions that HHS will consider when determining whether a grantee is delivering a high-quality and comprehensive program and, thus, whether the grantee may be renewed without having to compete for continued funding.” 

·         The 2010/2011 Sacramento County Head Start/Early Head Start Annual Report states “Across all areas of development Head Start children reached developmental milestones seven to 12 months earlier than children without preschool experience.”   This statement is based on county averages and is inclusive of a wide range of scores.   An investigation of these variances is essential in providing early educators with information on effective teaching tools and how best to improve education out comes consistently for all preschool children. 

2.   Finding binary opposites

•      Preliminary industry research supports the need for technology integration in early educational settings. NAEYC (National Association for the Education of Young Children) stated in their latest Technology Position Statement that: “the application of technology tools and materials can enhance children’s learning and development, interactions, communication, and collaboration.”

•      Many researchers and educators believe (strongly) that .

-      early childhood educators are not ready for these types of technologies and tools.

-      young children are not capable of using these tools.

-      technology is not developmentally appropriate for these young children.

-      technology is too difficult to for these teachers to handle.

3. Organizing the content into a story form

Starting Points:

   Children are exposed to technology daily- it is part of their world

   Technology is used in primary education

   Children learn through their senses and interaction

   If not now, when??

       

Structuring the story:

           Demonstrate both sides through interviews, video clips and work  

           samples.   

4. Story Conclusion

Questions to resolve conflict presented by opposites

·         Does the use of an IWB and supporting software improve assessment scores in early learning classrooms?

·         Does the use of an IWB and supporting software enhance the development of the critical skills preschoolers need to master to be successful in kindergarten?

·         Does the use of an IWB and supporting software support or enhance teacher effectiveness in early childhood education settings?

Present mediating factors (middle ground) 

5. Evaluation of Story

It is anticipated that the investigation results will show the use of an IWB and supporting software result in positive impact for assessment scores, learning outcomes and teacher satisfaction. 

Video #4 - Story Board: 

I spent way too much time trying to think of what to 'show you' that may be at all interesting and couldn't come up with a thing.  So I just shared a favorite project that maybe some of you can use at home with your kids or even you teachers could use a new project to talk about math, measurments or chemistry! 

Reflecting on this process I realize how far I have come since August!  As difficult and time consuming as everything still is- I AM doing it!  The video was actually easier to edit and get things positioned the way I wanted.  It is still choppier than I would like but each one is getting smoother.  For the next one I really want to try and get into some effects and spruce up the tiltles.  I have been sticking to the basics but think I can handle a bit more.  Maybe if I can get a little creative, it won't feel so tedious. 

I seemed to get less use out of the story board and ended up changing the titles after we filmed and I pulled the clips together.  The end product didn't look much like my draft at all.  But I'm ok with that.  

After many, many technical set backs (head aches, a broken coffee cup and one actual tantrums) here is video #2.

The Media Production Process, Phases II-V: From Preproduction to Performance

I noticed when posting for chapter 13 that my chapter 12 post didn't publish.  Grrr.  Have I mentioned I am not a fan of blogs???
The grade is blown but here it is anyway...

Just introducing the process and phase I took an entire chapter, so I was very interested to see how the other four phases were going to covered together in one.  Well, they were covered…simply.

It was a practical, no nonsense way to cover a lot of information and considerations without getting too in-depth on any one aspect.

While some of the topics mentioned such as performance based green screen storytelling had me thinking “Yeah, right. Like I’ll EVER be into that level of this stuff.”  As got to the part about final assessment and reflection I found I was thinking more like a student than a teacher.  “What’s the story of making your story?” (Ohler, 2008. pg. 157).  I find I am continually reassessing what I’ve learned and keep adjusting fine.  So why not think ahead?

That brought me back to the beginning of the chapter where Ohler discusses the preproduction phase and the importance of not rushing it.  “Don’t be surprised when children don’t want to spend a lot of time with this step…the reality is that creating the list will save them a good deal of time while helping them develop good planning habits.” (Ohler, 2008. pg. 150).   I think a good deal of my struggles may be that I try and skip over a lot of ‘preproduction’ when learning new technology.    

The Digital Storytelling Toolbox: The Tools Teachers and Students Need to Tell Digital Stories

This ‘nuts and bolts’ approach continued into discussing the tools in ch. 13 And I liked it.  

While Ohler was referring to digital cameras “…we know 10% of what they can do and don’t even use most of that.  I try to distinguish between ‘essential features’ and ‘bells and whistles’ that I might use.” (Ohler, 2008. pg. 169).   I found the advice immensely helpful for considering all tools.  

I get glossy eyed when techies try to explain every detail of a thing, share the origin of the technology, tell me how it all works, why this widget is better than that widget, provide every possible combination of options - UG!  Just tell me what I need to get to be able to do what I want.  That is all. 

My favorite part was “Give yourself a ‘search time’ budget” (Ohler, 2008. pg. 167).  I get so worried about making a mistake or getting the wrong thing I spend way too much time researching.  Plus, I am a tight wad so the idea that there may be some academic discounts available is very appealing.  I live in fear that the minute I press the ‘purchase’ button I will see it cheaper!