Keeping Up With the Gates

My background in the design-art world very much reflects what Ohler writes about in Chapter 13 The digital Storytelling Toolbox.  Once I graduated from college I spent my entire savings on a camera, design software, and other accessories.  Looking back I should have been a little bit more reserve with my purchases and not so "obsessed" with getting the latest and greatest gear (that gear is obviously outdated ten years later).  Ohler made an overarching point that digital storytellers should not get so caught up in the high end-technical gadgets that are out there and just work with what you have.  Since some storytellers will be new at using some of the related technologies they should learn the basics on equipment that is free and possibly more user friendly.  "When it comes to creating effective stories with technology, less is often more" (loc. 2209).  Once a storyteller becomes more familiar with software and digital equipment then can they explore options of upgrading their tools.

For these reasons, I agree with Ohler, however I think it is important to note that many technological devices can be a one stop-shop for digital storytelling development.  Many newer laptops offer video, audio, and free software for video editing capabilities.  Another way to cut costs is also go in as partners with other educators on software and share licensing agreements.  Often times some software can be licensed to be put on multiple computers or can be shared for an entire school facility.  There are many ways educators can find easy ways to keep up with the latest digital technologies related to digital storytelling.

Utopian Paradise Zoo

I created this story for my elementary aged students.  They love animals, bright colors, and a hero's journey. I tried to make a good story using all those elements.

The Final Cut

In the media production process the next phases take a digital storyteller from preproduction stage all the way to the actual performance.  Preproduction phase allows students to begin a formal production process so that they are fully prepared to begin developing their project.  Next phase is the production phase or assembling the story. This is where the students take control and actually put their story together.  In my opinion the most important tip Ohler (2009) gave teachers in this phase, "Find out who the software and hardware experts are in your classroom or workshop and feel free to call on them.  You may be sheriff in your classroom, but you can use all the deputies you can get.  Kids make GREAT technology deputies" (loc. 1962).  Teachers need to relinquish control (because most of us have been  labeled control-freaks) and allow for students to develop, learn, and explore technologies used for the the production.  After this phase postproduction of finalizing the students' story includes adding titles, credits, music, transitions, and  effects. Lastly, the final phase is actual performance and distribution of their stories.  This is where Ohler suggests find venues, marketing the perormance, actually demonstrate the video or post to an online format.  The only disagreement I have with this phase is that I would think that considering who your audience is in the final performance should be evaluated in the first phase of media production.  I find that my students write better stories when they know who they are writing for.

The section that focused on time management for digital storytelling had useful information that I thought needed to be addressed.  I think it is important to make it clear to your students that creating  a project from scratch or using found media will effect how much time is needed to produce their project.  After considering this idea, if I were to implement digital storytelling in my classroom I would be very specific on what type of media they can use and give them enough time for either scratch media or found media. 

My Cup Runeth Over

Here is a short video about myself.  It has been a long time since I have produced a video, but I did enjoy the process. 

Phases of Production

Maybe some of the best advice a teacher can get is when Ohler (2009) writes "Be the guide on the side, not the technician magician" (loc. 1753). Often teachers think we are the only gatekeepers of knowledge and therefore, have to have all of the information needed in order to be able to teach a subject. Although, good idea for mastery of a subject however it is nearly impossible to know everything there is on a subject before it is taught. We can't forget that our students are just as curious as we are (otherwise you wouldn't be a teacher with out some curiosity in your nature) when it comes to figuring out new ideas or processes. Teachers should not be afraid to approach technology because they are not a computer science whiz. It is good to remember that our students can help us along because after all this is the digital generation. Once this hindrance is overcome teachers can focus more on the actual storytelling process. Ohler points out four main ideas that help teacher foster a student's skills and stay away from being intimidated by technology:

• "Tell a story that is strengthened rather than weakened by the media they use"
• "Form a learning community so they can share their ideas and talents"
• "Meet the educational goals of the project"
• "Leverage their imagination and creativity"

As a last main point of this chapter, Ohler goes on to map out the media production process. I find that each phase is clearly explained and makes this process seem a lot less overwhelming than when I began reading this book. The phases begin with story planning and pre-production, which is the brainstorming process. Then actual production and post-production is the actual showcase of information. Last, the ending phase is performance, distribution, which allows the student to present their project. I could see students becoming extremely excited if this developmental phase was introduced as a unit of instruction.

Using the Past to get to the Future

Often overlooked is the use of native stories, by indigenous people, as a worthy topic of study in classrooms. It seems that it is only examined when it is related to social studies subject areas and not to creative writing. Obviously we live in a western world so "western" influenced writing will dominate our classrooms. However many of us are descendants of native cultures and should be encourage to not only be knowledgeable of our culture, but also how to demonstrate our knowledge in a way that reflects any particular culture. Ohler recommends incorporating this idea into digital storytelling. First, a teacher should take advantage of local resources in their community that could come to their class to demonstrate examples of traditional storytelling. Also, invite those storytellers to pass on their culture by teaching students respect and the differences between stereotypes and authenticity when creating stories about a particular culture. Finally, Ohler recommends that teachers explicitly teach students to acknowledge where they get their information from by giving credit to specific people or groups of people. All recommendations given by Ohler not only teaches a different method to storytelling, but also encourages students to go beyond the boundaries of a limited world we all live in. I believe this approach could encourage students to explore more ideas and increase their drive to write dynamic stories.

Additionally, Ohler also made a good point in this chapter about music videos as a place for insipiration. I have heard from parents and other teachers that students have moved away from the encyclopedia and Google; and on to YouTube as a way to attain information. Students may be lazy in not trying to read information, but it is very creative to use visual information as a way to reinforce learning. Since good storytellers discover ways to make deep connections to their audience, students may find understand connections better from music videos. Ohler states, "music video artists masterfully repackage songs that already make deep emotional connections with young people byadding powerful visual imagery that intensifies the connection" (loc. 1733). I believe having students create a video that may use visual imagery that coincides with their written stories, could help students to understand the potential emotional impact of story telling.

Who's Winning the Story Mapping Match?

As I read the chapters of Jason Ohler's book on DST I can't help but think of how I can apply his ideas to my classroom. I work in lower elementary levels and find that as much as I believe my students can do anything I set out for them, there are times when I have to stop a lesson completely and work from the lesson's most basic foundation because I have over estimated the previous understanding my students may have on a topic. In teacher terms we call this "scaffolding." As a result, many of the ideas I take away from Ohler's book I am already devising in my mind a plan for making it accessible to early education learners.

An example of a concept that I could conceive scaffolding for younger minds was when Ohler referred to story maps as a way to play Ping Pong with an audience's emotions (loc. 1598). Younger minds often see getting from point A to point B as a one way direction with no obstacles in their way. However, describing a journey between these two points as a game of Ping Pong may help students create a more dynamic plot line to their stories. The ball could be their character and each time the ball hits the paddle a new element or conflict is introduced. Only when the ball is hit hard enough to get past its adversary is the journey concluded. Even the net could be included as another obstacle to overcome with a "do-over" theme to the character's actions. In this way, an elementary student can create a story map that has a basic element of understanding in it through a game that most children are familiar with. Additionally, students will see that stories are more than just describing an event that could take place in real-life, but more similar to a game where a story can show a character that overcomes more than just one obstacle to become a winner.