BEYOND WORDS....
B. Porter believes that what we know, learn and
believe are merely pointless if we can’t effectively communicate or articulate
our thoughts in a manner that is received by others in a cohesive manner that
lends to “hearing” not just “listening.” This holds true to students as they
traverse through their educational journey.
She states that most classrooms are still traditional
in communication style; specifically limited to written and spoken word. She
references the fact that Socrates and how he was opposed to authoring anything
himself due to his belief that mere words could diminish intellectual prowess.
She points out that Plato his student wrote down most of his ponderings. In
this time period written communication was the revolution. Now multimedia and
digital usage is the “new.” Even
newspaper monopolies have vastly lost standard print circulation and most have
websites that include video and multimedia montages.
Porter believes that multimedia usage can be very
effective not only for the communicator but also for the audience. Use of visuals
and sound can put forth a whole new presentation experience for all involved.
Students learn in many different ways and I agree with her thoughts on this not
only for the audience but also for the creator of the presentation. I can as
well see a strong benefit correlation between multimedia and special needs
students who have difficulty communicating traditionally. Their thoughts are
just as valid and impressive however, often untapped in the traditional
classroom communication setting.
Digital Storytelling is a great way for students to
utilize and be at the forefront of the multimedia wave. They can capture their
thoughts and experiences and create amazing pieces of work. Porter states that
while the creative process is quite amazing; there is still a need for coherent
guidelines for students in order to improve the quality of their work.
She suggests that one section of these guidelines should
take the focus away from technical “wizardry” and hone in on quality content.
It is great that students know how to make words spin and shoot off the screen,
however it is important for students to take into account that what they put
together should not detract away from their message, but add to it. She promulgates the idea of the story board “first”
as a way to organize their thoughts and consider their audience. This reminds
me much of a standard “draft” of a solely written piece of work. So I look at a
story board as a draft. I would present the story board as an organizational
tool and draft of work to my students. Using the story board as an organizational
tool ensures that the students can capture their audience’s attention and hold
it throughout the viewing. Porter suggests that teachers must be diligent about
reviewing the story boards before allowing students to move forward into full
technology creation mode. I agree, as I said I look at is as a draft. However,
I would like to add to her suggestion. Perhaps it would be beneficial to allow
students to share their story boards with other students and get their feedback
on content as well.
Porter
presents the point that while students are
learning how to become good digital storytellers their instructors must
remind
them not to “tell” but to “show.” She likens this process to a more in
depth,
thoughtful and expressive “photo essay.” She
references the collection of “Hiroshima” photos as an example of how to
“show” a
message or thought. While clearly, her audience of this article is
adults as these photos may be unsuitable and too jarring for young
children. 
My classrooms intended audience will be high
school social science students. They would be able to digest this photo.
However, for younger students it would be more appropriate to model the
idea of
“showing” by perhaps showing the photo montage of a photo series like
the one wherein the message "shown" is that a positive attitude makes
even the dirtiest of jobs fun!
She also suggests that students be guided to consider varying the
duration of time between each photo. As well font styles, utilizing
pan and zoom as well as music selection that is mood
fitting and vocal tone that compliments the message the student is trying to get across.
All in all I agree with
Porter’s assessment on the utilization and value of multimedia in the classroom
via the storyboard to digital storytelling method. I agree that the guidelines of
story board first followed by harnessing skills of design are a good method to
ease children into creating great pieces of work. Writing papers may become
antiquated over time and often leave out those whom have difficulty expressing
thoughts through that medium. However, I believe writing is a skill that still
needs to be developed and harnessed in order to function in society. Digital story
telling should be utilized as a great side tool. In my opinion it should not
become the sole source of thought expression. It should just be seen as an added tool in the classroom.
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Porter, B. (2008). Beyond Words:Digital Video Goes to School. In ISTE. http://www.digitales.us/files/BeyondWordsISTE.pdf
Excellent resources!!
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