{"id":68,"date":"2011-05-16T20:20:25","date_gmt":"2011-05-17T04:20:25","guid":{"rendered":"https:\/\/blogs.ubc.ca\/conroy\/"},"modified":"2011-07-24T22:47:59","modified_gmt":"2011-07-25T06:47:59","slug":"digital-story","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/conroy\/digital-story\/","title":{"rendered":"Digital Story"},"content":{"rendered":"

You can view by my digital story at \u00a0http:\/\/www.toondoo.com\/cartoon\/3579517<\/a> (part 1)\u00a0and\u00a0http:\/\/www.toondoo.com\/cartoon\/3579515<\/a> (part 2).<\/p>\n

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This digital story can be as an icebreaker or an introduction to a mechanics or physics lesson\u00a0on projectile motion. From my experience I found out that students often clearly understand the topic matter whenever appropriate icebreakers are used to introduce a lesson. In addition this digital story can also be used at the end of the lesson to debrief students on the lesson for day. By showing this cartoon, I would be able to\u00a0review important projectile motion points without having to use many words.<\/p>\n

In my years of\u00a0teaching Physics and Applied Mathematics, I have observed that students have difficulties understanding the concepts of projectiles and applying it to real life settings. In light of these difficulties, I feel that this digital story will not only motivate students but it will allow them to see that projectile motion can be practically applied to\u00a0real life\u00a0situations. Furthermore this digital story will help students to perceive objects in a different way. According to Kroehnert (1999), \u00a0most cartoons have similar things in common, they cause students\u00a0to identify the need for creative thinking, view thing in different ways and to try break down any preconceived ideas they may have.<\/p>\n

I chose to use Toondoo because it will allow me to create cartoons that are humorous, promote investigation among students. It is also adaptable to all educational levels. Although at times students may be reluctant to contribute to class discussions, with the use of cartoon in class, students are stimulated to\u00a0participate in class discussions. The use of cartoons in a lesson undoubtedly promotes a high level of involvement among students who are normally disinclined to get involved in class discussion. According Woodnough (1994) if students are motivated and are given the freedom, they will creatively find ways of learning concepts. Through the use of cartoons, students achieve a high level of understanding of difficult Physics concepts if properly orchestrated by the teacher.<\/p>\n

As teachers especially in areas of mathematics, physics, chemistry and biology, we are frequently investigating new methods and tools to enable our students to become actively involved in their own learning. In light of this, cartoons can certainly assist in the constructivism approach to teaching. Cartoon not only provide visual impact but promotes interaction between students and teacher irrespective of their background and age. I found that students\u2019 feedbacks of the use cartoon in a lesson are normally great. Students tend to favour the use of technology in class.<\/p>\n

References:<\/p>\n

Kroehnert, G. (1999). 101 Training Games. Sydney: McGraw-Hill Company.<\/p>\n

Lochrie, K. (1992). Using Cartoons as an Effective Learning and Teaching Strategy. Research in Education, 5<\/p>\n

Woolnough, B. (1994). Effective Science Teaching. Milton Keynes: Open University Press. ents can be achieved<\/p>\n","protected":false},"excerpt":{"rendered":"

You can view by my digital story at \u00a0http:\/\/www.toondoo.com\/cartoon\/3579517 (part 1)\u00a0and\u00a0http:\/\/www.toondoo.com\/cartoon\/3579515 (part 2). This digital story can be as an icebreaker or an introduction to a mechanics or physics lesson\u00a0on projectile motion. From my experience I found out that students often clearly understand the topic matter whenever appropriate icebreakers are used to introduce a lesson. […]<\/p>\n","protected":false},"author":7259,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-68","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/pages\/68","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/users\/7259"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/comments?post=68"}],"version-history":[{"count":22,"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/pages\/68\/revisions"}],"predecessor-version":[{"id":83,"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/pages\/68\/revisions\/83"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/conroy\/wp-json\/wp\/v2\/media?parent=68"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}