Telling a Digital Story:
A WebQuest for Pre-Service Teachers

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Introduction    Task    Process    Resources    Conclusions    Evaluation

Introduction

Technology can be a powerful force in helping you teach and students learn.  This WebQuest is an example of one format that allows students to experience independence in learning while allowing the teacher to give guidance and organization.  The WebQuest will show how to use another format, digital storytelling, to help your students do the same.

Introduction    Task    Process    Resources    Conclusions    Evaluation

Task

Your task is to travel through this WebQuest to create a digital story about yourself.  Your digital story will be used as an example for elementary students grades 3-5 as you help them create their own digital story.  Please note you will be required to present the digital story about yourself and one finished student product to your methods instructor.

Introduction    Task    Process    Resources    Conclusions    Evaluation

Process

To accomplish the "Telling a digital story " WebQuest, you will need to follow the steps outlined below, beginning with creation of a digital story for yourself:

Part I.  Your Digital Story

Step 1.  Develop your knowledge about digital storytelling.  Read online the following examples:

A.  A variety of digital stories using PowerPoint created by children ages 9-12.  Specifically, please view Goldilocks and the three bears and A fairy tale.  Website:  http://66.213.78.70/tweens/index.cfm;

B.  Background information and description of digital storytelling.  Website: http://www.storycenter.org/memvoice/pages/intro.html

C.  A collection of winning digital stories from a storytelling festival.  Website: http://www.bubbe.com/dsb/dsf/

Step 2.  Create a digital story that tells others about you.  Decide how you would like to organize your story.  You may begin by organizing a collection of pictures then adding text or by writing the text and selecting visuals that coincide.  You may draw your own pictures, take a digital photo of your illustration, take a digital photo, take digital video, scan pictures and/or download graphical images.  At least one frame must say something about your connection to science.  (PowerPoint is one of the easier applications for creating a digital story, however other applications are acceptable, for example Apple's iMovie.)

Step 3.  Create the title to be used for your title page and select (or create) a picture to illustrate your title and story.

Step 4.  As you begin your story be sure to include an introductory paragraph that entices the reader and captures their interest.  Remember you are modeling for pupils the writing process.  Be sure your story has a clear beginning, middle, and end.  (Note:  Your digital story should be 3-5 minutes in length.)  Information on using the writing process is available at: http://www.edbydesign.com/learning/writing/writing2.html

Step 5.  As you develop text to describe your picture and tell your story, use child-friendly language.  Keep in mind your stories will be shared with students in grades 3 - 5.

Step 6.  Record your audio to accompany text and graphics in your story.  (If you are using PowerPoint, click the Slide Show menu toolbar found at the top of the page, then select Record Narration.)

Step 7. Do a spell-check and a grammar-check.  Make final corrections and save to disk. 

Part II.  Your Student's Digital Story

Step 8.  Before you begin to write your lesson, see the following links to select one state learning outcome from the following areas of writing, language usage, and science:

• http://www.mdk12.org/share/mlo/mlo_writing.pdf

• http://www.mdk12.org/share/mlo/mlo_langusage.pdf

• http://www.mdk12.org/share/mlo/mlo_sci-skills.pdf

• http://www.mdk12.org/share/mlo/mlo_sci-concepts.pdf

Write a lesson plan describing how you will use your story to teach digital storytelling to your students. Submit your lesson plan and disk to your methods instructor for approval and grading.

Step 9.  Upon return of your digital story, promptly schedule a conference with your mentor teacher to meet, share your lesson, and obtain approval.   Begin working with individual pupils to implement your lesson to create digital stories. (Number of students will be determined by the mentor teacher.)

Part III.  Your Reflections

 Step 10.  Prepare a word-processed reflection on the knowledge, skills, and dispositions you acquired from this learning experience.  See the Conclusion section for hints.

  Step 11.  Submit one exemplary pupil-generated digital story and your word-processed reflection on your digital storytelling experience. 

Introduction    Task    Process    Resources    Conclusions    Evaluation

Resources

Digital Storytelling

Center for Digital Storytelling.  Website:  http://www.storycenter.org/understanding.html

Cushall, M.  Website: http://www.frostburg.edu/dept/educ/mcushall/Working%20the%20Web.story.htm

Digital Storytelling: Effective Learning through the Internet.  (1999).  Educational Technology, 39(2),  46-50.  (ERIC Document Reproduction Service No. EJ 584 341)

Mellon, A.  (1999).  Digital Storytelling Finds Its Place in the Classroom.  Website:
http://www.infotoday.com/MMSchools/jan02/banaszewski.htm

McLellan, H.  (1999).  Online Education as Interactive Experience: Some Guiding Models.  Educational Technology, 39(5), 36-42.   (ERIC Document Reproduction Service No. EJ595402)

Teaching children to write stories.  Dynamo House.  Information on using the writing process.  Website:  http://www.edbydesign.com/learning/writing/writing2.html

Maryland Learning Outcomes

Maryland Learning Outcomes and Indicators.  Website:
http://www.mdk12.org/mspp/mspap/whats-tested/learneroutcomes/

Maryland Teacher Technology Standards

Maryland Teacher Technology Standards.  Website:
http://www.smcm.edu/msde-pt3/Docs/MDTchrTechStdsMTTS.pdf

Rubrics

Kathy Schrock's Guide for Educators. Website:  http://school.discovery.com/schrockguide/assess.html 

Rubrics.  Website:  http://rubistar.4teachers.org/

Online Search Tools

AskERIC.  Website:  http://www.askeric.org/

Salisbury University, Blackwell Library.  Website:  http://www.salisbury.edu/library/

Introduction    Task    Process    Resources    Conclusions    Evaluation

Conclusions

Technology allows us to interact with our students in unique and effective ways.  You will gain most from this experience if you reflect upon the entire process and attempt to make connections among the many facets of teaching that you are learning in your methods courses.  When preparing your reflection paper, consider these questions:

1. How does use of a WebQuest and digital storytelling fit with constructivist theory?

2. How are the Maryland Learning Outcomes in writing, language arts, and science incorporated in your project?

3. How are the INTASC standards, located at http://www.ccsso.org/intascst.html, incorporated in your project?

4. How are the Maryland Teacher Technology Standards, located at http://www.smcm.edu/msde-pt3/projects.htm, incorporated in your project?

5. How would you apply a WebQuest and digital storytelling to other teaching situations?

Introduction    Task    Process    Resources    Conclusions    Evaluation

Evaluation

Student performance on the "Telling a Digital Story"  WebQuest will be evaluated using the following rubric:

Proficient.  Denotes superior achievement, outstanding performance.
Competent.  Denotes high achievement.  It is a mark of distinction.
Developing.  Denotes adequate achievement.
Beginning.  Denotes marginal achievement.

Proficient.  Denotes superior achievement, outstanding performance.
Competent.  Denotes high achievement.  It is a mark of distinction.
Developing.  Denotes adequate achievement.
Beginning.  Denotes marginal achievement.

Introduction    Task    Process    Resources    Conclusions    Evaluation