CK-12 Application and Digital Storytelling

Quick look at the free web based application CK-12 and the concept of digital storytelling

Web 2.0 applications have expanded students’ abilities to control their own learning. Ch-Yuen, Yaoyounyong and Yuen (2011) stated that learners become part of a global human network in which they can harness the collective knowledge, intelligence, and skills of others, all over the world, in a way that has never been possible. Collaboration, interaction, access to a global community, and student driven learning are benefits of the vast array of Web 2.0 applications. Web 2.0 tools for math have helped fill gaps in students’ learning by given them the opportunity to gain support through multiple representations.

CK-12

Working with struggling students in mathematics is common, and there is a constant search for ways to give them more individualized support. CK-12, available at www.ck12.org, is web-based interactive free resource for students and teachers. Supported by the CK-12 Foundation, all content, including access to digital text books, is free to anyone. No account is required, but teachers and students with an account have access to additional resources. The addition access allows the teacher to customize content, gives students access to tutoring, and sharing of content is class groups. Resources, which are designed to be aligned with Common Core State Standards, for most all subject areas are available, but math subject area support is available from the elementary though pre-calculus. Resources are provided to appeal to multiple type of learners, including access to traditional text book tutorials and questions, adaptive practice, play, learn interact & explore (PLIX), and simulations.

My curricular unit focuses on an introduction of statistical analysis. Students will be able to access test, graphics, videos and interactive content. The content is specifically design to enhance student understanding of concepts, such as mean, median, mode, frequency, graphing data, and interpreting data. Teachers can organize resources creating easy access for the students, or the students can explore the application to gain their own insights. Practice problem and challenges help ensure that students’ critical thinking skills are engaged. The diversity of available resource makes CK-12 an excellent tool.

Digital Storytelling

My curricular unit is based on an introduction to statistical analysis. Robin (2006) stated that while it can be argued that all digital stories inform (and perhaps instruct), the distinction here is that there is room to create a separate category for stories that reflect instructional material in content areas such as math, science, health education and instructional technology. The concept for the digital story is called “Is Climate Change Real” based on student creating a story that uses statistical data to supports (or does not support) the change in the climate. For example, a student could create a character and follow their journey of discovery of determining their conclusions based on their data, and then make predication about the future. Each step of the journey would need to be driven by the collection and analysis of data the student believes supports their point of view. Their story should include historical data, in which they find the mean, median, mode, frequency, quartile analysis, relative correlations, graphs, and trend analysis.

The digital storytelling requires students to utilize statistical analysis to make to take a stance on a real-world issue, while incorporating the concepts they have learned to back up their findings. Lower and higher thinking from Bloom’s Taxonomy would need to be demonstrated in their digital story, through the creation of the digital story in a video or slide show format, and evaluate, draw conclusions and make predictions about the future. The creation of the digital story allows student to do their own research, make stronger connects with concepts that are often looked at as just numbers, and lets students take more control of their learning.

References

Yuen, S., Yaoyuneyong, G. & Yuen, P. (2011). Perceptions, interest, and use: Teachers and web 2.0 tools in education. International Journal of Technology in Teaching and Learning. 7(2), 109-123

Robin, B. (2006). The educational uses of digital storytelling, Society for Information Technology & Teacher. Retrieved from https://www.learntechlib.org/primary/p/22129/.