This week, I
explored a few different resources for my students to create digital stories
online.
The first
resource I looked at was the app Story Creator.
With this app,
students are able to create their own digital stories, adding details using
markers, write on pictures, add text, and record their own voices to make a
story. The best thing about this app is that my Kindergarten students can
record their own voices to really tell the story. Most students are still
getting familiar with typing, so this was a great way to ease them into the
process. My students also enjoyed reading other students stories on the iPad.
In the future, I can see this being a great communication tool to put up on a
blog or website to share with parents. While I really liked Story Creator and so did my students, some of my students were asking for more tools to draw with. Also, some students had trouble getting started to use the iPad to draw and write. We purchased a few stylus’ to help out with this. I was also looking for something bigger and better for my students to use, so I checked out Doodle Buddy.
This app helped
my Kindergarten students use stamps, pre-drawn backgrounds, and more tools to
draw and write with. Similar to Story Creator, students can draw, write, and
use photographs. Although, students are able to create more with more tools
such as a pencil option for writing and use backgrounds on the app to start a
story. I like how it had more tools to really get students to express
themselves.
Two more apps I
looked at for digital storytelling to add an audio feature to create a video
were Animoto and Voicethread. With these apps, I can collaborate many videos
and pictures into one final project.
I can see my students using all of these apps/websites to retell stories, give facts and opinions, and learn the key details that make up a story. There are many effective practices for improving and supporting comprehension when reading and writing. For example authors Duke and Pearson (2008) note it is effective to allow, "Lots of time spent writing text for others to comprehend... Their instruction should emphasize connections between reading and writing, developing students abilities to write like a reader and read like a writer" (
I can see my students using all of these apps/websites to retell stories, give facts and opinions, and learn the key details that make up a story. There are many effective practices for improving and supporting comprehension when reading and writing. For example authors Duke and Pearson (2008) note it is effective to allow, "Lots of time spent writing text for others to comprehend... Their instruction should emphasize connections between reading and writing, developing students abilities to write like a reader and read like a writer" (
Specifically, some CCSS standards
that fit in with these applications and websites are:
CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-LITERACY.RL.K.9
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
CCSS.ELA-LITERACY.RL.1.3
Describe characters,
settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Also, these standards also correlate with the ISTE Standards for educators, specifically,
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Also, these standards also correlate with the ISTE Standards for educators, specifically,
ISTE.1.A.
Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
I can't wait to use these apps more in the classroom, my students are really enjoying being able to tell stories of their own.
References:
Duke, N., & Pearson, P. (2008). Effective practices for developing reading comprehension. Journal of Education, 189(1), 107-107.
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