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Images and Video for Teacher Education, Part 2: Digital Storytelling

Images and Video for Teacher Education, Part 2: Digital Storytelling. Maryanne R. Bednar, Ph. D. John J. Sweeder, Ed. D. La Salle University Philadelphia, PA. “Jerk It Out”. Our Graduate Practicum. Who EDC 647 + EDC 648 What ET = Products + Ideas + S-M-C

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Images and Video for Teacher Education, Part 2: Digital Storytelling

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  1. Images and Video for Teacher Education, Part 2: Digital Storytelling Maryanne R. Bednar, Ph. D. John J. Sweeder, Ed. D. La Salle University Philadelphia, PA

  2. “Jerk It Out”

  3. Our Graduate Practicum • Who EDC 647 + EDC 648 • What ET = Products + Ideas + S-M-C • When Summer: 6 weeks • Where On Campus • Why Change of career • Why do we use digital stories?

  4. Why We Use Digital Stories? • For affective purposes • To reduce stress • To motivate • To celebrate • For cognitive purposes • To instruct students • To assess program (verifiable artifacts)

  5. Creating Digital Stories • Process • Hardware • Choices to make • Logistics • Staff • Time • Space

  6. Idea Technology Used: Sherman’s 3-Phase Process • Planning • Mental visual and aural plan which represents a final product • Production • The “shoot” itself – both motion video and digital still photography • Postproduction • Re-shooting, video and audio editing

  7. Product Technologies Used • Digital video camcorders with D-8 tape • Tripods and firewire cables • Digital still cameras • Laptop computers with firewire • Pinnacle Studio 9 Plus editing software • Background music and live ambient sound • Recordable DVD disc

  8. Product Considerations • Pinnacle Studio 9 Plus • Free vs. Cheap vs. Expensive • Laptops • Mobility vs. Expense • School-supported models vs. being a maverick • Firewire (to save time) vs. USB cables and connectors • Camcorders • D-8 vs. Mini DV • Digital vs. Analog

  9. Product Considerations • Digital Still Cameras • School-supported models vs. being a maverick • Sound Considerations • Music vs. Voice Over vs. Ambient Sound vs. Effects • Canned vs. commercial vs. original creations • DVD • DVD vs. videotape vs. MPEG II or IV vs. AVI • Disc Format Compatibility with DVD player used

  10. Logistics to Consider • Human Resources • Time Allocation • Workspace • Food

  11. 1. Human Resources • Three videographers/editors • Two men and one woman • One veteran science teacher • Two novice English teachers • Two still digital photographers • Two women • One novice English teacher • One undergraduate English-education major

  12. Directorial/technical Expert • Supplies the vision/s • Suggests the musical soundtrack/s • Content, pacing, tone, etc. • Acts as sounding board throughout the process • Reminds production staff of important time deadlines • Provides support and encouragement • Anticipates potential problems

  13. 2. Time Allocation: Nine Days • Shooting (first four days primarily) • Capturing (real time) • transferring video to the computer • Editing (four days) • video then musical soundtrack • Rendering/Compiling (several minutes) • Outputting to DVD (approx. 2X real time) • Rehearsal and test driving (three hours)

  14. 3. Workspace • A basic classroom, preferably one with an Internet connection • Secured • Private

  15. 4. Food • More significant than one might think • Keeping up the energy level involved in a creative and technical process over a nine-day period is important

  16. Why Use Digital Stories? • For affective purposes • To reduce stress • To motivate • To celebrate • For cognitive purposes • To instruct students • To assess program (verifiable artifacts)

  17. Digital Storytelling • EDC 647: Planning & Adjusting Instruction • Inform through visual images • by seeing the kids themselves, MI applications, etc. • Reduce anxiety • by showing what their distant peers have accomplished • Motivate • through the emotion

  18. Digital Storytelling • EDC 648: The Practicum • Enhance Community Public Relations • Parents/Guardians of the children • External/Internal community representatives • Offer Celebration • Adolescent learners • Graduate pre-service teachers • Practicum staff

  19. “100 Years”

  20. Digital Storytelling • Meeting Standards: Program Assessment • PA Department of Education • Digital stories provide tangible artifacts that demonstrate how our pre-service teacher program directly addresses diversity concerns and technology integration • NETS-T : I-VI • NETS-A : II, III, V

  21. Adapting Our Model of Digital Storytelling to Suit Your Needs How might you use the info we shared with you today? • Brainstorm for examples

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