Camera! Action! Collaborate with Digital Moviemaking
ARTICLE
Kathleen Owings Swan, Mark Hofer, Linda S. Levstik
Social Studies and the Young Learner Volume 19, Number 4, ISSN 1056-0300
Abstract
Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.). This easy access, along with the open-ended nature of digital movies, presents powerful opportunities to design student-centered, inquiry-based history projects. Engaging students as digital directors can not only help them develop historical questions and select and evaluate sources relevant to those questions, but can frame (literally and figuratively) and present historical interpretations. In this article, the authors discuss how they examined the impact of this kind of experience on children's historical thinking and learning through a digital moviemaking project in a fifth grade social studies classroom. In this project, much of the content learning and narrative construction took place prior to working with the technology. On the other hand, the technology did seem to shape students' use of sources in interesting ways. One unanticipated outcome of this project was that all the students in the class were able to participate in meaningful ways. Lessons learned during the implementation of this project, challenges for the educator, and concerns that surfaced along the way are also discussed. (Contains 9 notes.)
Citation
Swan, K.O., Hofer, M. & Levstik, L.S. (2007). Camera! Action! Collaborate with Digital Moviemaking. Social Studies and the Young Learner, 19(4), 17-20. Retrieved March 28, 2024 from https://www.learntechlib.org/p/72454/.
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Cited By
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Struggling to Move Beyond Projection: A Case Study of Instructional Use of an Interactive White Board in Elementary Social Studies
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Contemporary Issues in Technology and Teacher Education Vol. 15, No. 4 (December 2015) pp. 541–567
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Technology and Disciplined Inquiry in the Social Studies
Mark J. Hofer, The College of William & Mary, United States; Kathy Swan, University of Kentucky, United States
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 1 (March 2014) pp. 25–30
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Promoting Student Engagement in History with PrimaryAccess Storyboard
Curby Alexander, University of Illinois at Springfield, United States; Thomas Hammond, Lehigh University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3660–3663
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