The more I read Ohler's Digital Storytelling in the Classroom, the more I understand his take on the purpose of the digital story and the role it can play in the classroom. However, the more I read, the less I think it is plausible for a high school math teacher like me to truly implement his idea of a digital story within the strict curriculum we are confined by. Ohler seems to consistently describe stories with character conflict and it seems to limit itself to an ELA or Social Studies classroom. I cannot understand how this can easily be included in a mathematics classroom regardless of the curriculum. His chapter on storyboards has helped me in our EDT 503 class in planning the most effective digital story, but it has left me discouraged as I struggle to think of the activities in my high school classroom that would lend themselves to digital storytelling and would be worth the time and dedication it takes for a student to create a digital story.
Despite my conflict, I really appreciate all of the information Ohler discloses in the text, and it provides me a ton of ideas that I can utilize in our classroom (EDT 503). Ohler's vast knowledge of digital stories has provided me a lot of insight that I previously did not have when I entered the class. For example, when I began this class I had assumed that every digital story would include a strong audible presence in the form of music, but Ohler makes me realize how a digital story may actually lose its effectiveness with an overwhelming soundtrack. His text has also revealed how essential it is to thoroughly plan out your stories beforehand and utilize techniques like story mapping. It is apparent to me through the reading and our experience working on the group project that digital storytelling can be a great educational tool, but it can also be an extremely time-consuming activity. Despite how much I have enjoyed working with my group on our digital story, I am stuck asking the question: How many activities can I see myself utilizing digital storytelling in my math classroom, and how much do I gain by doing so?
I think the answer to your quest for usefulness in the math classroom begins with the students. Maybe you could share this with them and ask them to braimstorm about uses. Perhaps you could choose a few essential questions from each unit and ask them to critically respond to the process by which they arrived at that understanding.
ReplyDeleteI see your point about how it might be challenging to use it I a math classroom. Would it be possible to integrate the history of math and the process of doing math? Have the students write about a famous person and how the found a theory. Or could you have them talk about how they learned something about math. How they memorized the times table. I might help the others get into math as more of a process and not just numbers. Or maybe you could give them a story problem or have them make one that the other students have to solve.
ReplyDeleteI love Gordon's suggestion. Put the question to the students. Every time I feel stuck, stagnate or unenthusiastic about a project or lesson, I bring the students in. Asking questions like: I want use to create Digital stories for the upcoming chapter. Does anybody have any suggestions on how we can do that. Let the students take ownership of the project by giving them a voice in the creativity.
ReplyDeleteGlad to hear you have found use out of this class, but I can't imagine trying to come up with ideas for a math classroom - so many things get in the way (time, standards, heavy curriculum). I think you should play that kick ass sound clip i found from school of rock to get your students pumped up for math!! haha jk...kinda...anyways the one thing that always helps me come up with ideas and get inspired to go above & beyond is going to professional development conferences. Hopefully you can find other teachers somewhere that have incorporated DST into a math classroom OR who are very interested in doing so!
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