Making History Come to Life

Hannah Kim
EDUC 422
November 21, 2006


Levin, H (2003). Making History Come to Life. Learning & Leading with Technology,
Vol 31 Number 3.

• After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way with students of your own.

Using digital storytelling is a powerful tool that allows students to become actively and productively engaged not only in technology, but also with academics. One way in which I could use video as an elementary school teacher would be to have both parents/guardians and students involved in a project that involves research and community involvement. For example, students would work in groups and they would be videotaping interviews with family members or professionals in the community. The students would come up with their own interview questions, but of course the project would be centered around a theme (ie: careers). In this way, students would be encouraged to use technology as a means of getting parents/guardians and the community more involved in education. There are many other ways in which video could be used for educational purposes, but it is up to the teacher to make a lesson interesting for the students.

Bull, G. & Kajder, S. (2004). Digital Storytelling in the Language Arts Classroom. Learning & Leading with Technology Volume 32 Number 4

Hannah Kim
EDUC 422
November 14, 2006

Bull, G. & Kajder, S. (2004). Digital Storytelling in the Language Arts Classroom. Learning & Leading with Technology Volume 32 Number 4

• What will you use from this article to frame your use of storytelling?

This article provided relevant and useful tips on how to create an effective digital story. For example, the author suggests that “the story should be in the foreground and the technology in the background.” In other words, the focus of using digital storytelling is not to show off the use of technology, but rather, using technology as a tool and a way to enhance the art of storytelling. Furthermore, digital storytelling is a means of engaging students who struggle with reading and writing.

Also, the author describes the seven elements of effective digital stories:
1. a point of view
2. a dramatic question
3. emotional content
4. economy
5. pacing
6. the gift of your voice
7. an accompanying soundtrack

I feel that all these elements will be useful to keep in mind when creating any type of digital story. Following these guidelines would allow me to stay focused on the story and to use technology to my advantage without retracting from the main idea of the story.

"Digital Video Goes to School

Hannah Kim
EDUC 422
November 9, 2006

Hoffenberg and Handler (2001). Digital Video Goes to School. Learning & Leading with Technology, Vol 29 Num 2

• What skills are students developing in the process of making a video?
-Students develop such skills as: technical skills involved in making and editing videos; visual literacy skills; higher level thinking skills of analyzing and synthesizing the information that they want to present and focus on in their video.
• What type of video formats fit well as a culminating activity?
-There are several video formats that fit well as a culminating activity. Those are: video newscasts; documentaries; infomercials; video clips to be used on web pages or multimedia presentations.
• What curriculum characteristics make sense for video?
-Videos are good to use when capturing: emotion; heritage or culture; memorable experiences; changes over time; a process; a phenomenon in nature; a slowed process to be viewed frame by frame in order to better understand it.
• Briefly describe the guidelines for video use.
-Some basic guidelines to follow when making a video are:
1. Plan ahead.
2. To start a video, choose a familiar subject.
3. Consider the audience and purpose of the video and spend time developing a storyboard.
4. Also, consider the types of shots that will be used in order to best express the message.