Digital Storytelling, Mathematical Comprehension, and T.V., as a learning tool....

When considering the article “Digital Storytelling, by Kate Kemker”; one has to consider it as the process of making a movie beginning with the rough sketch, the filming, and the critique afterwards.  In essence, one must first think of the idea of a story in which he/she will tell, and put it all on paper.  For example, he/she will have a group of collaborators who will help put the idea of the story on paper which will include the beginning of the story, the climax of the story along with any other conflicts in the story, and the ending of the story.  Also involved will be the particular frames, and position of those frames which include the actors as the story goes along.  The story will have to have transitions, music, narraratives, and text perhaps.

  Nevertheless, the story will all be jotted down on paper before the student begins to film so that the story in its entirety will already be planned, which will make it easier so that the composer can work on the production of the movie.  In general, the filming process will include one who looks over the rough sketch, the producer, the camera man, the actors, etc.  Then, once the filming is finished, it will hit screen, where someone will critique the movie, and provide input as to how effective the entire process was, and whether the movie made an impact.  Of course, when considering how it would work in my classroom; I would expect that it would allow for my students to use their imagination to create short stories of their own while learning how to organize and create their thoughts on paper, which would allow for a student to be able to jot his/her goals for life down, and somewhat plan for his/her future possibly.

On the other hand, mathematics in its abstract form is proven difficult for most students to understand when considering equations that deal with numbers and letters alone.  However, when an image is presented to a student which explains the relationship between those formulas, only then will a student will be able to understand how and why an equation works out.  For instance, a graphic calculator is useful when plotting equations concerning an x, and y axis rather than simply working the equation out on paper alone.  In essence, a graphic calculator allows a student to enter the value for each variable in the calculator where a visible graph is composed in order to show the relationship between each value so that the student will understand the equation much better. 

Furthermore, technology is growing in popularity where instruction is concerned.  Therefore, when asked if it is possible to learn from T.V. alone; I would have to say yes, in part.  Of course, it would have to take a hands on approach to do something, but it helps to have someone show you how to do it rather than use methods, such as a sheet of paper with steps 1, 2, etc.  In fact, most activities whether it be a toy, a hair product, or any other type of object that needs instruction, will often come with a DVD to show one how to perform, or piece an object together carefully.  Indeed, I believe this is an often effective way of learning, and I personally recommend it.