Assessment of Digital Story

The Assessment

Here is the assessment of my digital story, “Emma Gets Lost in Berlin,” as if it were an assignment completed by a student. It is is not exactly what an assessment would like, but it’s pretty close. One of my requirements is that students use sources from class. My video was not based on any particular class, so the requirement could not be applied to my video. In addition, my rubric is set up for a group project. I made my video by myself.

I got a pretty awesome grade though (considering I made the grading system for it).

Image result for obama getting a medal
Credit to Know Your Meme for this lovely picture

Overall Grade: 4.00 (A)

Project Planning: 4.00

The students submitted their project proposal. The students have a detailed, cohesive, and factual storyboard and script. There is written evidence that they considered what transitions and effects they would use in their production, but the students are not specific.

My storyboard and script were submitted on time and included what transitions and effects I intended to use. However, I could have been more specific with my exact transitions for extra credit. (N/A for proposal because I would’ve been submitting a proposal to myself.)

Understanding of Content: N/A

My example video was not based off of a particular class. It was a generic informational short story that can be used as an example in any class. As a result, it does not relate to any class material and cannot be judged in this category.

Sense of Audience: 4.00

The students consider the knowledge base and interests of their target audience. The students successfully tailor their video to their audience so that their audience can understand and enjoy the video.

The audience was assumed to be a group of younger students with no prior knowledge of Berlin or the Bundestag. I did not use any unfamiliar terminology without explaining it. All foreign (German, in this case) words were explained.

Research: 4.00

The students’ production is factual and has credible sources. If firsthand information, the student accurately recounts their experience and includes correct information.

My sources came from credible informational sites and a journal.

Citations: 4.00

The students accurately cite all sources (including both sources discussed in class and sources found outside of class).

I cited my textual sources in APA format at the end of the video. I gave credit to all musicians and photographers whose works I used.

For reference, here is a copy of the original rubric:

Works Cited

“Obama Giving Obama a Medal.” (2019). Retrieved from

WebPost 3: Field Observations and More Technology in the Classroom


I recently went to my second field placement at Beachwood High School and learned about their technology use and technology specialists. Beachwood High School is a fairly diverse co-ed school with 38% of students being minorities. I’m observing Mrs. Matthews’ ninth grade regular and honors English classes as well as her African American Literature class.

The People in Charge of Technology

Computer Technician: Mr. Pinoniemi

Director of Operations and Technology: Dr. Veon

Librarians/Media Assistants: Ms. Dudley and Ms. Maxwell

Network Supervisor: Mr. Saldunas

Technology Teacher/Student Activities: Mr. Alexander

Technology Teachers: Mr. Chalice and Mr. Croftcheck

Types of Technology

At BHS, all students receive a school Chromebook to use. They take notes, do projects, collaborate for groupwork, check their grades, view PowerPoints, etc. on their Chromebooks. Mrs. Matthews had her students use their Chromebooks very often, especially for note-taking and reviewing. The students do not pay for the Chromebooks; they only pay if they damage them or need to replace them outside the warranty. If the Chromebook needs to be fixed or replaced, the maximum charge is $300. The Chromebooks must be returned by the end of the school year. They are owned by the district at all times.

BHS has multiple computer labs. Their computer science department typically uses the labs for class. The labs are open to all classes, so all teachers can use them. Students generally aren’t supposed to be in the labs because they have Chromebooks, but they can get permission to use them.

Beachwood also has projectors and document viewers. It is similar to JCU, except Beachwood’s classroom technology connects to the teacher’s laptop rather than a separate station.


The school uses a Technology Protection Measure. In other words, they block various websites and pictures that may be inappropriate to students. The school uses an Internet Content Filter. In addition, the school has access to all of the students’ files and data at all times. The Chromebooks have no privacy, so the students should expect no online privacy. The Chromebooks’ security system is just Chrome OS.

Who did I talk to?

I talked mainly with my observation teacher on her lunch break and planning period. I didn’t want to bother the librarians/media assistants because they were busy helping students. The librarians and technology teachers would likely have the best information. They deal most often with the school’s system and teach students how to use it. The librarians seem like great resources for students to learn how to do research as well. The technology teachers teach students about computer science rather than research, but they would also know a lot about technology at the school. Unfortunately, I did not get to talk to them.

WebPost 2: Field Observations and Technology in the Classroom

Background Information

I’m doing my field placement at Hathaway Brown Middle School with Mrs. C. I have been observing a seventh grade ELA classroom for the past couple weeks. Hathaway Brown is an all girls school. Their motto is “Non Scholae Sed Vitae Discimus – We Learn Not for School, But for Life” (Hathaway Brown). The school seeks to empower young women “to rise boldly to the challenges of our times” (Hathaway Brown).

Use of Technology in the Classroom

The students at Hathaway Brown all use iPads. They use them as both learning and organizational tools. Students complete webquests, find information, take notes, and do activities on their iPads. Teachers post students’ assignments, schedules, and other critical organizational material online so that students can view them on their iPads.

Some students use their iPads more than others. For example, a girl who I’ll call “Rachel” uses her iPad for everything. She seems quite disorganized and rather forgetful, so the iPad is a great tool for her. She doesn’t have to keep track of notebooks and planners. Rachel only has to know where her iPad is in order to do her work.

Likewise, some teachers utilize the iPad’s functions more than others. Whenever a student asks her about the syllabus, Mrs. C tells them but always reminds them that everything they are doing is online. Phones are not allowed in class, so she lets students look up information on their iPads instead. Sometimes she will even ask her students to look something up for her. Mrs. C also uses the SmartBoard in her class regularly for notes, assignments, and activities. I observed one activity where she taught her class about possessive nouns and apostrophes through a chart on the SmartBoard. The class followed the chart from top to bottom to see how they should formulate the possessive. Afterwards, she had the class recreate the chart on the floor. The students would move from stop to stop as if they were the word that needed to be possessive. It was a clever activity, and I think the students learned a lot from it.

At one point, Mrs. C asked another teacher if he posted his assignments online for Rachel to follow. He said that he did not because he did not know how. He said that his students know more about the iPads than he does. I wish he would make the extra effort to learn about the technology. I think that the teacher is really missing out on how much the iPad can do for students. I imagine Rachel is having a hard time staying organized in his class because she relies on her iPad so much.

Outside of class, most of Mrs. C’s students said that they watch YouTube a lot. Some are on social media (particularly Snapchat), but some aren’t allowed to use social media at all. Their parents don’t want them to use it yet. They’re only seventh graders, so it may be a little early for that. Although, it seems that kids are using social media younger and younger nowadays.

Pedagogical Implications for Integrating Digital Storytelling Into a Classroom

The students of Mrs. C’s classroom can utilize their iPads to create digital stories. These digital stories can be both relevant to the lesson and to the students. It is a way for students to creatively express themselves and learn about each other. To help students get started on writing, Lambert suggests that teachers give students a surprise prompt, a notecard, and about six minutes to write a story (2012, p. 89). To incorporate technology into this writing exercise, each student could substitute her iPad for the notecard. This exercise is designed to get students’ initial ideas down on paper, so they can later expand and elaborate on their ideas. It helps students overcome what Lambert calls “blank page syndrome” (2012, p. 88). Instead of lamenting about having to fill an entire page with new, well-developed ideas, students can jot down their messy ideas to be shaped into a coherent story later. Another benefit of using an iPad instead of paper is that students can easily add digital pictures to their developing stories. Perhaps instead of a writing exercise, students could make a picture collage that represents the events of their stories. Pictures often help trigger students’ memories, which in turn helps them write more accurate and vibrant stories (Lambert, 2012, p. 91). Students can later write about the pictures and turn the writing into a full-length story. This is just one example of how teachers can successfully incorporate digital storytelling into a lesson.

Works Cited

Hathaway Brown. (n.d.). “About Us.” Retrieved from

Lambert, J. (2012) Chapter 7: Approaches to the Scripting Process and Chapter 8: Storyboarding, Digital Storytelling: Capturing Lives, Creating Community. (4th Edition). Routledge : New York, NY. pp. 88-101.