Digital Story Telling

13th November 2020

At the beginning of 2020 I was so excited to have my own class. I was looking forward to trying out some of digital tools and STEAM ideas that I learnt about in 2018 and 2019. 

In Term 1 I signed up for NZ Read aloud in anticipation of being able to connect with teachers across NZ. This would be my opportunity to have students share their learning with other students. When I realised we couldn't do it because we had no devices I decided I would try doing read aloud myself. This is when I discovered my students have a very short attention span. I tried a few different techniques to keep then engaged. I experimented with the length of reading, tried a new different novels.

Engage in reciprocal, collaborative learning-focused relationships with: learners.

However being able to use devices became a huge issue. In term 1 it took about a month or more before any of my students could even touch an i-pad. Then about 1 or 2 weeks later we had a nation wide lockdown. 

It wasn't until part way through term 3 we received devices again. This time it was the school's oldest chromebooks and some Acers. We were so relieved to finally receive them! Most of the students had learnt to use Google Classroom during lockdown and those who hasn't learnt very quickly! 

In Term 3 we also started to use See Saw. This app is easier for younger students to access and it has a range of creative tools. 

Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all. 

In Term 4 we started using Epic to read online and the students have been using book creator to respond to stories and to write their own.  We have been focusing on story structure and free writing. There is a wide range of ability in the class and I have found digital tools engage the majority of students. Those that hesitate are the students who seem to be less confident in using technology. 

If I had been able to use technology for the whole year I think using a Google site would have been great for organising a launch pad for students to be come more self managing. I have found my students need to be told several times in lots of different ways what to do for tasks. This term focussed on setting up a routine. This was so they had familiar ways of doing their mahi, especially with reading and writing. 

I have also focussed in having consistent expectations. I am trying to get a balance between providing student centred teaching that will develop self management and student agency as well as accelerating learning for low level readers and writers and also being mindful of extending students who are achieving at and above expectations. 

Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.

I have been impressed with students focussing on writing their own stories and I have seen an improvement. 

I have decided to move away from traditional reading group with the teacher driving all of the learning. In week 5 I decided to try assigned reading. This way students who are almost fluent and higher can focus on reading at their level and follow their reading up with tasks. I have had 2 students who at blue (level 9) and 2 at green (level 13). I believe they have moved up a level. I will still work closely with those students. 

Possible sites: Free Digital Book Sites