The document discusses using digital storytelling to engage students in learning. It notes that students are often bored in traditional classrooms and learn more outside of school. The project aims to have students use technology like cameras, animation software, and blogs to collaboratively create stories that develop their communication, computer, and key competency skills.

1. Digital Edventures
Students telling stories with ICT

2. Turning On the Lights
Marc Prensky takes a look at boredom in schools. quot;The reality is
that students are, for the most part, bored. Pick an average kid, with
an average schedule, and shadow him or her for a day in school-go
where the student goes, sit in on all his or her classes-and see if you
can stand it.quot; Students today, he writes, learn more outside school
than inside. Educators need to quot;give students the opportunity to use
technology in school... find out how students want to be taught...
connect students to the world... [and] understand where kids are
going-that is, into the future-and help them get there.quot; Marc
Prensky, ASCD, March 25, 2008.

3. Objectives
Use ICT tools to create student stories which reflect understanding
and appreciation of setting, characterisation and narrative structure.
Develop communications skills by learning to ask questions, work
collaboratively, construct narratives through dialogue and present for
an audience.
Increase computer skills using software that combines a variety of
multimedia including: text, still images, audio, video and web
publishing.

4. Tasks and strategies
Brainstorm - stories you loved in the past and why
Storyboard
- use your cellphone/camera to record images for settings and character
-use Comic Life software to create a draft storyboard
Moodle Learning Management System
-use to provide instructions and links to possible image and idea sources e.g. setting, character,
narrative structure
Email
- use to provide and recieve feedback and feedforward between students and virtual teacher
Internet /WWW
-use to locate image and idea sources e.g. setting, character, narrative structure
Text edit - use to write and 'autocue' script for dialogue
Photoshop - use to manipulate images
Marvin animation software
- use to record students' own voices as dialogue for character
- use to create and present final story

5. Blog reflections
Recorded in student individual blog at end of
each session
Date: ___________
What did you personally work on this week during today's digital story
session?
What have you enjoyed the most about this project to date?
What have you found to be the most challenging?
What do you personally plan to work on or develop next time?

6. Addressing 5 Key competencies
Capabilities for living and lifelong learning in the New Zealand curriculum
Thinking
- learners use creative, critical, and metacognitive processes to make sense of information,
experiences, and ideas.
- through digital storytelling learners are developing understanding, making decisions, shaping
actions, and constructing knowledge.
- learners reflect on their own learning through blogs.
Using language, symbols, and texts
- learners work with and make meaning of codes to represeny and communicate
information, experiences, and ideas.
- learners use language, symbols and technology to produce imaginative texts
- learners confidently use ICT to access and provide information and to communicate with
others.

7. ...Key competencies ctd
Managing self
- learners establish personal goals, make plans, and manage their projects
through blogs
Relating to others
- learners interact effectively within a specific context to listen actively,
recognise different points of view, negotiate, and share ideas.
- leaners take different roles in different situations to come up with a final
product
Participating and contributing
-- learners contribute appropriately as a group member, to make connections
with others, and to create opportunities for others in the group.

8. Examples of student responses to
go here

9. Contact Sharon Harper
Links
Link to student self-reflections