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What is very familiar about this project is the process of finding and narrowing the topic, brainstorming ideas, organizing, expanding, deleting, and editing. It was exhilarating to find our "assets": that is, photos and sound. This helped tremendously in helping to fine-tune the product. As much as students balk at the preparatory stage of writing, those who take the time at this point of their work are far more satisfied with their end product. Beyond the familiar, digital storytelling brings exciting new opportunities to think in different dimensions, work away from pencil and paper (which many students deplore), and work in visual and audio modes. Depending on the structure of the assignment, it may also allow for healthy peer collaboration. Describe your current teaching situation, as well as the rubric(s) you might implement for digital storytelling projects. Two great challenges are: First, having the technology available and the support personnel to aid the process. We must also deal with the great divide between those who have the technology skills, and those who do not (including the teacher). The second important hurdle is to insist on enough preparatory work so that the students focus equally on content, and not just the glamour and allure of the computer capabilities. In my particular situation, this project might be possible in a very simple form. We have the capabilities in our lab. Two hurdles would be, first, whether I could become proficient enough to guide the kids through it, or whether our computer specialist, or students themselves would be able to help us through it. The other, bigger obstacle is time. The preparatory work and writing of the script would be the basic equivalent to another project. However, it could take a couple of weeks for students to get through the process of creating the digital story on the computer. That is assuming that all students have their materials ready to go, which is never the case. Finally, another major obstacle is the availability of lab time for all of my sections. In a rubric, I would weigh heavily on the written script quality, then also on the coordination of photos, clips, music, and audio as they matched the text for theme, mood, and audience. I feel that one of the greatest strengths of this type of project is to bring out voice, and audience. Students have the freedom and creativity to express themselves in a unique way, far beyond the black/white of written text. Describe your project and your workshop experience. This week's experience has been wonderful. Although I felt overwhelmed at many points, it has been thrilling, and I have learned a tremendous amount. I am no longer intimidated. I chose specifically to attend this workshop, even though I did not have experience. I challenged myself to learn in a new dimension and try something totally out of my comfort zone. I succeeded! (Thanks to the many angels in the room who came to my aid at so many moments of frustration.) Finally, I would not ever have accomplished this task unless I had chosen a topic I was deeply vested in.
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