1. Digital Stories for Future
Teachers: Showing My Kids
How to Do It
Rick Snoeyink
Professor of Education
Trinity Christian College
Palos Heights, IL
2. The Project
Create a digital story that helps teach a concept
• Write your story – first-person account
• Personalize the concept with your own photos,
narration, music, art, etc.
• Clearly connect to at least
one of the Illinois Learning
Standards
• Your digital story serves as
an example for your
K-12 students
3. Curricular Connections
Illinois Professional Teaching Standards
1. Teaching Diverse Students
2. Content Area and Pedagogical
Knowledge
3. Planning for Differentiated Instruction
6. Reading, Writing, and Oral
Communication
Illinois Learning Standards
Your choice – whatever you plan to teach
4. CATEGORY 5 3 2 1
Purpose of Establishes a purpose early on Establishes a purpose early on There are a few lapses in It is difficult to figure
Story and maintains a clear focus and maintains focus for most focus; the purpose is out the purpose of the
throughout. Creatively teaches of the presentation. Teaches a somewhat vague. Does presentation.
academic content clearly tied to concept loosely tied to ILS; not really teach a concept
ILS, presented as a personal may be rather impersonal. or no connection to ILS.
story.
Choice of Plenty of large quality images Enough quality images create Image choice is not always No attempt to use
Images used consistently to create a an atmosphere or tone and logical or do not match contents to create an
distinct atmosphere or tone and that match most of the story. the story, or not enough appropriate
that continuously match the quality images. atmosphere/tone. Not
story. enough images and/or
poor quality images
Effects Effects were used purposefully Effects create an atmosphere Some attempt to use Ken No Ken Burns effects
to create a distinct atmosphere or tone that matches some Burns effects but they used; other random
or tone that enhances the story. parts of the story. Limited use appear random, sporadic, effects or transitions
Ken Burns effects were used of Ken Burns effects. thoughtless, or convey the serve to distract.
consistently, extensively, and wrong meaning.
well; layering used effectively
Economy of The story is told with exactly the The story composition is The story seems to need The story needs
Story Detail right amount of detail typically good, though it seems more editing. It is extensive editing. It is
throughout. It does not seem to drag somewhat OR needs noticeably too long or too too long or too short to
too short nor does it seem too slightly more detail in one or short in more than one be interesting. Too long
long. 2-5 minutes two sections. Too long or too section. Too long or too or too short by more
short by 1-30 seconds short by 31-45 seconds than 45 seconds
Music Music stirs a rich emotional Music is mostly appropriate Music distracts more than Music is distracting or
response that matches the story for content and usually enhances; choices seem inappropriate; not
line and content well. Images coordinates with images and inappropriate; volume coordinated with
and narration coordinated with narration; volume could be levels are mostly too loud narration or images;
the music. The volume is adjusted in a few places. or too soft; too much volume is consistently
adjusted up and down content without music. too loud or soft; may
effectively for narration pauses need much more
and never drowns out music.
narration.
5. Voice Voice quality is clear, Voice quality is clear, Voice quality is lacking in Voice quality and/or
expressive, free of ambient expressive, and at the right much of the narration; expression is
noise, and at the right volume volume through most of the volume may not be right consistently lacking;
throughout the presentation; presentation; pacing may be a in relation to other audio; narration is rushed or
pauses are used effectively; bit rushed or may drag excessive ambient noise; drags throughout;
pacing fits the story well. somewhat in places. pacing is often too fast or technical quality is
slow. poor; volume in
relation to other audio
is consistently wrong.
4 2 1 0
Grammar and Grammar and usage are correct Grammar and usage were Repeated errors in
Language (for the dialect chosen) and typically correct but some grammar and usage
Usage contributed to clarity, style, and errors detracted from story. distracted greatly from
character development. the story.
Title/Credits Title and credits capture the Title and credits work but Title and credits seem Missing both title and
essence and mood of the seem utilitarian. Text is legible disconnected from credits
project. Text is easy to read, and visible long enough to content. Text may be
timed well, and completely read. ILS may be missing our difficult to read, not on
visible for just the right amount not written out screen long enough,
of time. Font choice/s is perfect and/or partly concealed.
for the mood. Credits include Font choice/s are not
ILS written out appropriate; may be
missing either title or
credits
2 1 0
Sound Effects Sound effects are used Attempt to use at least No discernible sound
effectively at least 2 times one appropriate sound effects
effect
6.
7.
8. Lessons Learned
1. Stretching in order to personalize is a good thing
2. Be prepared for the emotional investment
3. Slow movement and no transitions are more effective
4. Writing is still the most important part of creating a
digital story
