result, with voiceover, was a story that
represented their stance on genetic
engineering (bioethics).
Evaluating the Student Produced Videos
To evaluate the
digital video,
Halderson devel-
oped a rubric with
three indicators for successful
content, delivery, and techni-
cal details. The assessments
were Proud to Broadcast,
Pushing Perfect, and Needs
Attention. The primary
criteria for success had more
to do with production and
communication skills
than hard content (ac-
curate representation of the facts) because Halderson had worked with her
students during Part 1 of the lesson
plan in getting the facts straight.
As is often the case, some students
who struggle in traditional language
arts classes found working with another medium a more effective way of
communicating. But producing a digital narrative doesn’t mean students are
getting an easy way out.
“From listening to the student comments, I feel it is because when we
write an essay, we are at a lower level
of Bloom’s Taxonomy,” Halderson explained. “In fact, at the seventh grade
level, writing an essay is just deciding your viewpoint and rewording
things that other people have said.
You don’t have to be as creative; you
have to state the facts in a ‘formatted’
approach—Intro, Body, Conclusion.
When students create digital videos,
not only did they have to make a decision, but also they have to apply it to
their own life in a creative manner.
They have to use the highest level of
evaluation on Bloom’s to do the following: appraise, argue, assess, attach,
choose compare, defend estimate,
judge, predict, rate, select, support,
value, evaluate.”
In the end the student-produced
videos reflected an understanding of
the core content as well as the skills,
both technical and cognitive, necessary to do the work.
When students create digital videos, not only did
they have to make a decision, but also they have
to apply it to their own life in a creative manner.
Gordon Patrick Karim is an education consultant in the Washington, D.C. metro area. He
specializes in program evaluation and qualitative research methods exploring the use of multimedia technology in K– 12 classrooms.
Thank you
Co mmunity of Corporate Partners
ISTE 100 members are select, forward-thinking corporations that share ISTE’s
commitment to improve teaching and learning by advancing the effective use of
technology in education and are committed to working with educators in pursuit of that goal.
Learn more about our ISTE 100 Members at www.iste.org/iste100/
Please join ISTE
in welcoming our
new Corporate
Members as they
support ISTE’s
e orts to improve
teaching and learning
by advancing the
e ective use of
technology in
education.
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