Chapter 7: Using Digital Audio and Video Productions

Podcasts have enhanced the learning environment and has opened avenues to those who lack access to actually being there. Moreover, podcasts provide specific information--cutting through the red-tape; thus, reducing the time spent searching for specifics.

Creating podcasts is an extention of creating digital storytelling---employing the same basic elements of incorporating pictures, sound, music, and text and of manipulating the various layers to achieve the desired results. However, after this week of attempting to create a digital story, I have more empathy for students in my class. For I definitely plan to include digital story in my classes, especially when summarizing what was learned while reading required text. I want to implement digital storytelling by asking students to submit a movie that presents the story as seen through the eyes of the main characters.

I do not know all the digital tools nor how to use most of them; however, I plan to continue seaching websites that are given in our text and will not hesitate to ask April or to twitter Katie for help. Knowing does not always require possessing all the knowledge but also includes howing where to get the understanding----knowing viable sources: April and Katie! =)

I do not feel at all comfortable about using cell phones as a positive learning tool within the classroom, for I fear of cell phone abuse not only in my class but in other classes. I don't want to be responsible for opening Pandora's Box!

Vlogs offers great potential. I have used Skype and enjoy it---I see so much value, especially living and teaching in a rural and rather restricted environment. One of Highland's student teachers checked in regularly with her professor via videocam----simular to today's Skype. If funds are available, I would definitely like to introduce my students to the world of Skyping.

Chapter 4: Fostering Collaboratve Digital Writing

The digital benefits of implementing a wikis format to promote and expand collaborative project and writings can spark critical thinking as well as improve writing skills. The collaborative approach to learn requires students to become more proactive in their learning; thus, taking them off the sideline and encouraging them to become actively engaged. This modality can easily be useful in my junior and senior English classes, especially when responding to and when intrepreting literary readings. In the past, I relied on short daily quizzes to assure students had read the assigned sections; however, it was frustrating to get all students to willingly discuss the various aspects---only a few "reliable" individuals would respond.

If and when I can convince our technical support person to install wiki, which hopefully is already offered by our Internet service provider. The software would permit students to move into a wiki program so that they could not only share their researched data but could also organize the tagged information.

Using technology within the classroom is becoming more essential as teachers prepair students for their futures; however, it will require me to not only convince our tech-person but also stepping out a faith---learning how to maneuver through the wiki framework---knowing enough to introduce this one tool to my students.

Fire

Fire
Bette stone


Cherished memories flash through my mind of happy times spent as a child, laughing, playing, and feeling the warmth of love, of belonging, and of acceptance as my family enjoyed the mesmerizing beauty, so willingly offered by the fire my father created. From brittle clumps of dried moss and grasses, the fire leaped to life; then, with patience and skill, my father strategically positioned small wood chips and the handful of dried twigs given to him by the excited fingers of my brothers and me. We had quickly scurried around the fire pit’s parameters, like bees lighting on delicate flowers harvesting golden nectar to appease the gods. Eventually, the twig size increased as the flames declared their force, and the intensity continued to mount as my father added larger and larger pieces.

When the blaze readily released the warmth we all desired, each of us quickly selected our personal seats. We tumbled, rolled, and situated the small logs as close to the fire’s edge as the scorching fingers of flame permitted. We positioned ourselves, a family of five, around the fire, intrigued by its mystical flames: waves that continually changed their configuration---constant but never the same.

Those few times we camped near the creek, isolated from the demands of the world, were joyous and peaceful. Although the evils of the dark and the pressures of the day lurked just outside the ring of light, we basked in the fire's glow, feeling safe, happy, and alive. As our worries subsided and departed, we eagerly beckoned Mom to tell us a story. We welcomed the imaginative sway of her storytelling that captivated our thoughts. Like the rising smoke, her words carried our struggles away from our tired bodies.

Weeks, months, and years have passed. All the while, the stresses and pressures of each day have manifested their hold on me, tightening the muscles surrounding my neck and reaching the recesses of my back. Seeking relief, I sought the healing powers of a masseuse’s hands; I acquired the fondness of a glass of wine, and the relaxing quality of a warm bath. However, like the curative promise of penicillin, their effectiveness at easing the pain was short lived. They lack the healing powers of the fire.

During the thirty some years of re-designing the landscape of our backyard, my husband fashioned a fire pit. He too has mastered the art of constructing well-built fires. And most nights while the flames establish themselves, he pulls two wine glasses from the cupboard. The deep red juices flow from the bottle, sliding down the tapered sides. Turning on soft music and dimming the lights, he takes my hand. Guided by the fire’s glow, he walks me to waiting chairs and hands me my wine. Silently, we sit, becoming connected and grounded.

Allowing myself to become lost in dance of the flames, I sense the curative and uplifting elements so freely given, and treasure the love bestowed by the two most important men in my life.

Chapter 3: Using, Creating, and Managing Digital Discussion Environment

Digital discussion environment encourages and allows each student to express his or her thoughts when answering and open-ended questions. The response can also require the student to respond to the answer of one other student withing the discussion group. By hosting online discussion, the online engagement encourages students to use writing to voice their opinions and to develop arguments in defense of their interpretations. Furthermore, online discussions encourages student-centered learning.

Studies have shown that students already enteract social through digital environments, so why not captivate this modeum and require students to express their thoughts and to enteract to others' responses in a classroom sitting. The relevancy of digital discussions is paramount because the business world today is structured around synchronous discussions in a business setting.

Another avenue for online discussion is asynchronous online discussions, which allows a student time to carefully consider his or her thoughts and insight to respond to an open-ended questions or to respond to another's discussion or to formulate an open-ended question. Online discussions require the student to develop critical thinking skills and requires thought-provoking responses. Moreover, it allows the teacher to become more of a facilitator and less of an instructor---requiring the students to become active learners----something I hope to foster this year.

However, this employment of this online learning environment comes pitfalls that must be addressed: risks of online exposure---which can be minimized by requiring using sites that are password protected, "netiquette", and wellingness to allow others to express their ideas.

Technology is moving rapidly, and I am struggling to stay afloat---but certainly not willing to allow myself to drown---thus, I am willing to try to stay somewhat abreast with some of the digital tools available.

Chapter 2: Using Digital Writing Tools for Collecting, Connecting, and Organizing Information

With the advent of online searches, students need a tool to manage their research: keep notes, organize information, collaborate with peers, and document sources. Digital note-taking tools are essential when gathering online data: NoteTker, Google NoteBook, FreeMind, KeyNote, Webnotes, or Journaler are tools that can be effectively utilized not only when working collaborative but also when writing a personal paper. When wanting survey data to support one's viewpoint, the student also has access to SurveyMonkey.com, Visu.com, or Poll Everywhere, which allows the student to submit an online survey to others, then quickly gather the data for inclusion within his or her document.

Another digital tool is RSS Feeds (subscription sites) that feed information automatically to subscribers----an information trapping system rather than having to randomly seek information on the Web. In addition, Bloglines can also be established to feed information into search sites.

When gathering and uploading images and video, tagging is particularly important, and a popular tagging site is Delicious.com. Once a student has set-up a Delicious site, he or she can easily share the tagged images and videos with peers and to annotate websites. Furthermore, tagging enables the student to quickly identify primary topics when writing his or her document or when working collaboratively with others. Tagging information seems to make the research process easier and more enjoyable---yeah! One point of caution----relying on the material tagged by fellow students---if it is reliable and accurate----as compared to information gathered from Wikipedia.

Digital Storytelling

Digital Storytelling: the art of conveying a story through the use of media elements: movie clips, TV clips, audio narration, personal narration, text, web-pictures, scanned personal pictures, and music clips. Layering the various elements produces a video production so as to illustrate a historical event, a personal aspect, or a specific concept. A means of sharing information insightfully, thus leaving a lasting impression in a relatively short story.

Chapter One: Why Use Digital Writing to Engage Students?

Engaging the voice of all students is more readily achieved through digital writing tools. In a typical classroom, only the strong voice is heard----a voice that influences or silences the majority of students sitting in the classroom. Furthermore, students are more adapted in navigating through the digital landmines that most teachers find fearful to enter. Therefore, giving students a green light to express their thoughts and ideas in new arenas can expand the amount of writing that most students usually reluctantly complete. Also, by incoorporating the various digital tools available, students can share their information and can easily enteract with fellow students in a nonthreatening manner, and each can truly hear what other students are saying. The reader (audience) has time to understand what is being said without outside interference and will have time to add his or her comments along with substantiating his or her statement(s) with factual information or video clips.

Digital tools also permit the presentor to use engaging formats when conveying his or her ideas to an audience, thus, achieving a greater feeling of success. Digital formats allow students to share information and receive insight from peer interaction, which helps the author/creator to produce a more polished product. A product that reaches a larger audience, and knowing the expanded audience usually challenges the writer to achieve greater proficiency.

Moreover, gaining digital literacy, students will expand their learning through the use of online chats, collaboration of knowledge, organization, brainstorming of ideads and the formulation of arguments, all which enhances the quality of their writing. Then, to effectively combine images, video, hyperlinks, and audio clips to emphasize strategic points within their presentation stengthens the final draft of their presentation.

Basically, the use of digital tools increases the cooperation among students and allows each to express his or her ideas and beliefs, and the tools allows those ideas and beliefs to be supported with factual information. However, with technological advancement comes pitfalls and hazards. First, teachers have to be careful not to overuse this mode of expression so that it becomes "just another way to turn in homework"----like PowerPoints have become. Also, there is always the potential risk if sharing too much personal data online and the obstacle of district filtering and blocking. Another hazard of digital usage is the limited "techno-savvy" on the part of the teacher. However, I am never shy about asking students to teach me and to teach peers.

Finally, digital tools makes writing relevant to many students who usually fall between the cracks---those who resist the plain handwritten (typed) production. Yea, digitalism is a spark to re-ignite stagnated expression.