EDUC 5333 Blog 2

 PART 1- I chose PinePoint by the National Film Board Canada to review. I was in awe of this story. I have not experienced storytelling in this manner before. It was incredibly engaging and interactive and kept me hooked the whole time I was reading and listening. The author made many effective choices to engage the reader, including graphics, videos, the use of a variety of colors, and music. The music and sound effects enhanced the telling of the story by creating a believable and nostalgic mood while also emphasizing the emotional impact of the author's story. This story was incredibly interactive for the viewer. The author included clickable graphics and animations, which made it easy for the viewer to navigate the page and provided the reader with a first-person account through the author's eyes as to how important this town is to him. 

PART 2- The creation of this digital story adds educational value by demonstrating to students how they can use their technological skills to think critically while creatively constructing a meaningful story about themselves.  

The creation of telling a story digitally is valuable to students so they can become empowered learners, innovative designers, creative communicators, and global collaborators in an authentic and engaging way. The specific ISTE standards this story addresses are-

1. Empowered Learner

• a. Articulate and set personal learning goals
• d. Understand fundamental concepts of technology operations

4. Innovative Designer

• b. Select and use digital tools to plan and manage a design process
• 6. Creative Communicator
• a. Choose the appropriate platforms and tools for meeting the desired objectives of creation or communication
• b. Create original works or responsibly repurpose or remix digital resources into new creations
• c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations
• d. Publish or present content that customizes the message and medium for the intended audiences

7. Global Collaborator

• a. Use digital tools to connect with learners from a variety of backgrounds and cultures
• b. Use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints

Due to its nature, topics, and overall creative and complex layout, this particular story would be appropriate for middle, high school, and adult audiences. The connections from the PinePoint story example and to my content area and grade-level instruction would be that in creating digital stories, students can practice and showcase their writing, speaking, and technological skills. Creating this type of story would address the English 1 TEKS for 9th grade by allowing students to demonstrate their reading, writing, oral communication, researching, revising, and editing skills. 

PART 3- Based on Ohler's and Lambert's guidance for story creation, I will be creating a personal narrative with emotion and personal insight while describing key moments of change. I chose a personal story from when I was in college, and I brought my friend Amanda home with me to Thanksgiving dinner. Amanda was from California and had never experienced East Texas culture, and after my family's antics, I became embarrassed of my upbringing. I chose this particular story because I am creating a project for my Humanities students in which they will digitally tell a story about their culture, and this story will act as an example of theirs.