Final Reflection

In the article “An Educator’s Use of Innovative Literacy Practice”, Caffey, Ubeda, and Jenkins discuss many imperative factors that correlate student achievement through the use of digital storytelling.  One of the most important implications is the need for educators to realize that literacy no longer applies strictly to reading.  We need to be able to be sure that our students are also technologically literate if we want them to be prepared to navigate a world driven by rapidly changing technology.  However, this means that we as educators must also strive to stay technologically literate ourselves if we want to actively engage and prepare our students (191-192).  This is important to my collegial community because we as educators have to be able to support each other in the journey to help our students use technology in meaningful ways, by actively engaging in conversations about new technologies that we can use in our classrooms with students.  In my experience, many of the more tenured teachers and the new teachers are afraid to think outside of the box because they are either so used to doing things their way or too scared to lose control that they refuse to try anything new.

Another huge implication of having students show their learning through the creation of digital stories is the process in which they have to work to create them.  Many people are not trained in the area of this type of production, however, those of us who are understand that many different skills are used to produce the finished project.  During this process students would be motivated to write and work collaboratively with one another to create their storylines, scripts, storyboards, and all other plans (193).  Students also have to think very critically and reflect on what they are choosing to include in a digital story to be sure that truly encompasses the meaning that they are trying to convey through their piece (196).  Literacy, writing, critical thinking, and collaboration skills are all skills that students will need to be able to actively participate in no matter what they decide to do in the future.

The last implication that stood out to me was the need for educators to truly listen to their students and give them a chance to show what they have learned in their way (195).  This allows students to truly feel as if they have a voice and ownership in their learning process, which in turn keeps them motivated and driven to want to be a part of something that they feel is important.

I believe that this course has helped me reflect on how I can help my collegial community start using the art of creating digital stories in their classrooms as opposed to me being the “video” teacher in the building.  However, I feel like this experience for me has been more than just helping others create meaningful digital stories.  I believe that this course has helped me get ready to actively help my colleagues let go of the control in their classrooms and start allowing their students to be more actively engaged in their learning through the making of a digital story, or through a passion research project, the list could go on forever.  I know that I am capable of teaching others how to brainstorm effectively, work together on a team, write a script, and storyboard, produce, and edit a digital story.  What has become relevant to me during this process has been the absolute need for students to truly be engaged and take ownership of their educational process instead of just sitting there and checking out.  I think that helping other educators get out of their comfort zone and talking them into allowing their students to learn the material differently is where I might be needed next.

References:

Shelby-Caffey, C., Ubeda, E., and Jenkins, B. (2014). An educator’s use of innovative 

literacy practice. The Reading Teacher, 68(3), 191-199.