All right, I know I said I was going to discuss ds106 exclusively this week and go back to the NITLE paper I started with, but in finishing up this chapter of Alexander’s The New Digital Storytelling I came across one idea that I do want to explore in more depth. Plus, there’s still that Student as Producer initiative to digest—it remains insanely cool.
Last week I talked a little bit about the unwillingness of some students to adapt to certain kinds of edtech in their classrooms, specifically teaching through digital storytelling. I mentioned that I believe some of that unwillingness arises because students are taught to value rote learning and test-base assessments over more creative teaching methods. Bryan Alexander touches on that in his book in a discussion of curricular integration:
“… curricular integration… represents a subset of a broader conversation concerning the meaning of technology in education and the importance of making digital work evidently part of the learning mission. Storytelling cannot be seen as separate from learning, even though the mind-set may break from the ordinary classroom world of tests and standards. Story assignments, therefore, need to be interconnected with curriculum in many ways.”