Digital Storytelling in Math and Science
Instructions:-
During Phase 1, each individual will submit their own idea for an innovation along with a model they find useful for evaluating its merits. Each team member is responsible for completing research on various models. While there are several models in circulation for evaluating innovations, such as The Lean StartUp Plan, NOMMAR, SNIFF, and the linear and mental models of innovation, innovators should not feel constrained by any particular model. Feel free to borrow elements from multiple models to develop one that would work best to most effectively evaluate your own innovation.
Teams will then review all of the submissions and choose the most promising idea to pursue. The idea should be selected by application of one of the evaluation models submitted by team members. You will then write a report of 1,500-2,500 words that describes the team’s selection process and identifies the final choice. The report must contain the following components:
A one- or two-paragraph summary of each team member’s idea, a description of the model used to evaluate the idea, and the results of the evaluation. Specifically, the evaluation should identify the merits, drawbacks, and challenges associated with the idea.
Identification of the selected idea for the project accompanied by a description of the model used to evaluate the idea. Include the results of the evaluation, which will serve as the justification for the team’s selection. Preliminarily forecast the most significant challenges that could impede the development of the selected idea.
A project plan that summarizes the roles or tasks assigned to each team member that must be accomplished to complete Phase 2 of the project due in Module 6.
In-text citations from at least five reputable secondary sources. Each person on the team must contribute an article from the research that was completed on innovation implementation/evaluation models
Solution
Digital Storytelling in Math and Science
Introduction
In the American society, much emphasis has been placed on the need to encourage students to develop a liking and enthusiasm towards studying math and science. As such, science and math have been viewed as powerful tools towards ensuring prosperity for the US society. Nonetheless, there have been inadequacies in regards to performance enthusiasm and preference to the subjects. The need for private and public intervention towards ensuring that the students exude preference to the subjects has been met by significant shortcomings in regards to ideas and policies adopted. Therefore, adopting digital storytelling is a viable initiative towards encouraging and enhancing the student enthusiasm and interest in math and science. As an innovative idea, encompassing digital storytelling in the teaching process will entail various approaches such as visual training and student-centric content in learning. Therefore, this paper will examine digital storytelling as a new approach towards developing teaching math and science through an evaluation of the various approaches and analysis of the viability of the approach through the NOMMAR model.
The emphasis on science and math has become imperative for students in the contemporary environment. In the US there is the prospect of increasing competition from other nations such as China in the fields of science and math. With the increasing competition and US’s low ranking in the two subjects, it has become fundamental to develop innovative ways towards encouraging students to take up science and math. The use of digital storytelling towards helping children in math and science presents a distinctive approach towards sustenance of an enabling environment in the learning process.
In reference to Ohler, (2013), digital storytelling is a powerful instructional and teaching tool for both students and teachers respectively. As such, digital story telling denotes the idea of internalizing art in the process of telling stories. There is the use of a wide array of tools such as images, video, and audio that enable a comprehensive approach towards the story telling process. In reference to Matthew, Felvegi & Callaway, (2012) almost all the diverse digital stories comprise of digital graphics audio narration, text, video coupled with music in the presentation of information about a given topic. Likewise, to the traditional storytelling digital stories circumvent a given them and contain a specific viewpoint. The stories in most instances are brief to ensure that the learners get the most important message without shifting their attention to other aspects of the learning process.
Dooley, et al., (2016) emphasize that despite the increasing focus on multimedia technology, the concept of digital story telling is not entirely new. Most importantly, the adaptation of digital storytelling towards helping children in math and science has been encouraged with evident reluctance in the implementation process. The 21st-century learner requires the digital storytelling approach to develop an avenue whereby ease in the learning process prevails. Specifically, in training science and math, digital storytelling presents a myriad of strategies that can be used towards ensuring successful teaching process (Matthew, Felvegi & Callaway, 2012). Among the various approaches towards helping children in math and science are inclusive of personal narratives, video clips uploaded by experts and stories focused towards informing and instructing the student on a given topic.
In adapting the digital storytelling approach, there is the emphasis on generating an environment whereby students have access to interesting and informative information about science and math. The notion among various students is that the two subjects are boring and complex to comprehend. Nonetheless, in reference to Dooley, et al., and (2016) the use of digital storytelling presents a new approach towards training students through the use of informative and entertaining elements. As a clear example, the use of YouTube is an ingenious approach towards teaching science and math since there is the provision of numerous video clips geared towards simplifying the learning process. As such, a teacher encompassing the social media tool can develop enthusiasm among the students in comprehending the most important aspects of the subject in a simplified way (Dooley, et al., 2016). Hence, from a teaching perspective, the use of digital storytelling presents the teacher with an effective approach to teaching that is built upon the use of media to spark interest among the students. Hence from the above analysis of the various aspects of digital storytelling, it is imperative to examine the viability of the innovative approach through the NOMMAR approach.
NOMMAR Approach Towards Analysis of the Viability of the Digital Storytelling Idea
In the development of the innovative approach towards helping American students in math and science, it was imperative to evaluate the potential outcomes of the idea. As such, adopting the digital storytelling approach entails the evaluation of the most important facets of an idea as per the NOMMAR approach. Therefore, an analysis of the digital storytelling approach as per the NOMMAR model is as follows:
N: Customer Need
It is important to examine the needs of the potential users. As such in the development of the digital story telling approach, an analysis of its need in helping American children in science and math was through the evaluation of problem statement and context analysis. Problem statement analysis was a focus on the evaluation of the viability of digital story telling in teaching science and math. From internet research, it became evident that the P21 standards were effective towards comprehending the need for digital storytelling. Admittedly, the P21 (partnerships for 21st Century) entail the development of the most effective standards to be incorporated towards technology adoption. Adopting technology in the 21st century to meet the learner’s needs has become the emphasis of the American education sector (Dooley, et al., 2016). Through the in-depth analysis of P21 government standards towards technology adoption, it became evident that there is a need for digital storytelling towards helping American children gain insight into science and math. In line with the P21 and student requirements in learning science and math, there is the focus on meeting the knowledge needs of a student such as a problem solving as per the digital storytelling approach.
O: Technology Option
In the analysis of the digital storytelling approach, it was fundamental to examine the existing technologies in the education sector towards assisting American children in math and science. Through the analysis of the available technology, it became evident that there have been low levels of adoption of technologies towards assisting children in the subjects (Matthew, Felvegi & Callaway, 2012). The focus on student-centric technology in assisting the learning process has been non-evident with the need to adopt new measures evidently. Therefore, the use of digital story telling presents a viable technology to use in assisting students in the two subjects.
Potential Market
Past innovations towards encouraging and assisting students in math and science mainly entailed the focus on policy change. Specifically, the past innovations have been geared towards encouraging women to take up the subjects with reduced focus on ways towards assisting them to comprehend and develop an interest. Therefore, in the adoption process of digital storytelling, it exudes potential due to the heightened focus on a complete approach towards assisting students to develop an interest in the subject (Dooley, et al., 2016). The potential for digital storytelling emanates from the prospect that there is the development of comprehensive initiatives such as the use of teacher generated multimedia content in the teaching process. Further, there is the use of third party content which presents a vibrant and unique approach towards helping American children in math and science.
M: Model
Past innovations towards assisting children in math and science have not been in line with the changing American society in regards to technology adoption. From a personal perspective, the use of digital storytelling in assisting children in the subjects presents an innovative and unique approach towards teaching (Ohler, 2013). From the simplest topics to the complex, the use of the multimedia presents a wide array of interesting tools that can necessitate successful comprehension of the various aspects being taught.
A: Realistic Approach
In the development of the idea, critical analysis of the resources, risk, and resistance was critical. As such, analysis of the implications of the approach through understanding the resource requirements, the risks that education institutions may undertake and resistance emanating from diverse parties presented significant findings. Firstly, the resources required by the learning institutions are already available. Use of digital storytelling is reliant on the internet accessibility, equipment to present videos and audios such as televisions and projectors and user generated content that is already available across various platforms such as YouTube (Ohler, 2013). On the other hand, risk analysis entails an evaluation of the potential shortcomings that the learning institutions may face. However, from the analysis of the potential risks, there were no significant risks since the potential for damages to the equipment needed access the learning institutions was already handled since they are used even without the adaptation of digital storytelling. Lastly, resistance is not an aspect of concern in the implementation of digital storytelling. The various learning institutions accept the potential emanating from the strategy, and it is already being used at the elementary level across various schools in training foundation knowledge to children.
R: Relevance
The innovative idea of adapting
digital storytelling in assisting children in math and science is extensively
relevant to the current learning environment. There has been the increasing use
of digital platform towards the training of students. Further students have
been using the digital platform to access, synthesize and contextualize
information. Harnessing the advantages of digital media is a noteworthy
approach towards developing a simplistic way in which American children can get
help in math and science.
Conclusion
The
use of digital storytelling is an innovative approach towards helping American
children in math and science since it presents an involving and entertaining
way towards learning. Encompassing aspects such as graphics, texts, videos and
audio recording presents a myriad of ways towards teaching the two subjects.
With the need for science and math increasing across the US, conformity to the
digital age in teaching and learning should be heightened by the use of the
digital storytelling approach. Most importantly, from the NOMMAR analysis of
the viability of the innovation, it is evident that it is relevant and
effective towards sparking enthusiasm and interest towards the learning process
among American children.
References
Dooley, C. M., Lewis Ellison, T., Welch, M. M., Allen, M., & Bauer, D. (2016). Digital Participatory Pedagogy: Digital Participation as a Method for Technology Integration in Curriculum. Journal of Digital Learning in Teacher Education, 32(2), 52-62.
VMatthew, K. I., Felvegi, E., & Callaway, R. (2012). Wiki as a Collaborative Learning Tool in a Language Arts Methods Class. Australian Educational Computing, 27(1), 39-47.
Ohler, J. B. (2013). Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity. Corwin Press.