Blog 1
My name is Monica Christmas-Simmons. I am in my 27th year in education. I started out teaching high school English and American Sign Language as a foreign language. At about year 13, I decided to go back and get my Masters in Instructional Media (Library Science). I then became the Director for Curriculum and Instruction for three vocational colleges in the Tulsa area. After five years in this role, I decided that I missed kids and went back into the classroom for two years teaching 6th and 7th grade ELA. After that, I became the lower elementary librarian for the same school district. I am a widow with two adult children so I decided that this would be a good time for me to further pursue my education and get a second Masters. In my spare time, I enjoy being with my family, traveling to Disney, and studying sharks.
I have been toying around with an idea for a story for a while. In 2022-2023, I lost 100 pounds, my Mom and my long-term boyfriend. My Dad also became deathly ill and we spent over a month in the hospital with him fighting Covid and many other things. With these losses and close calls, came the fear that everything I had known was going to be gone in an instant. If this could happen, then what else could be taken away? Everything I knew was changing and some things were gone in an instant. The one constant was my students and how I had to show up for them. everyday. This was a challenge. I was deflated and my tank was absolutely empty but I had treated this as a learning experience and truck on...even on the days where I wasn't myself. I started journaling, going to therapy, working out and really tried to find the things that made me happy. Eventually, the answer was clear; teaching and working with students was what made me fill the gap and emptiness that I was feeling. My Mom was a teacher for over 35 years, so I guess it came natural to me that the one thing that could fulfill me, was something that my Mom had gifted me…the love of teaching and the joy of being around students.
I resonated with Staley and Freeman’s take on Digital Storytelling. I particularly liked their questions that they asked the students. I would have loved to have added this to one of my projects that I did with my English IV senior students. Their perspective would have been eye-opening and their transparency and honesty could have not only helped me as a teacher, but also the high school administrators, teachers, and policy makers help establish a better high school environment. I feel that by making a digital story, my students can better associate with me and realize that everyone is dealing with a battle and most of us have no clue what our classmates, students, family, etc. are going through.
My name is Monica Christmas-Simmons. I am in my 27th year in education. I started out teaching high school English and American Sign Language as a foreign language. At about year 13, I decided to go back and get my Masters in Instructional Media (Library Science). I then became the Director for Curriculum and Instruction for three vocational colleges in the Tulsa area. After five years in this role, I decided that I missed kids and went back into the classroom for two years teaching 6th and 7th grade ELA. After that, I became the lower elementary librarian for the same school district. I am a widow with two adult children so I decided that this would be a good time for me to further pursue my education and get a second Masters. In my spare time, I enjoy being with my family, traveling to Disney, and studying sharks.
I have been toying around with an idea for a story for a while. In 2022-2023, I lost 100 pounds, my Mom and my long-term boyfriend. My Dad also became deathly ill and we spent over a month in the hospital with him fighting Covid and many other things. With these losses and close calls, came the fear that everything I had known was going to be gone in an instant. If this could happen, then what else could be taken away? Everything I knew was changing and some things were gone in an instant. The one constant was my students and how I had to show up for them. everyday. This was a challenge. I was deflated and my tank was absolutely empty but I had treated this as a learning experience and truck on...even on the days where I wasn't myself. I started journaling, going to therapy, working out and really tried to find the things that made me happy. Eventually, the answer was clear; teaching and working with students was what made me fill the gap and emptiness that I was feeling. My Mom was a teacher for over 35 years, so I guess it came natural to me that the one thing that could fulfill me, was something that my Mom had gifted me…the love of teaching and the joy of being around students.
I resonated with Staley and Freeman’s take on Digital Storytelling. I particularly liked their questions that they asked the students. I would have loved to have added this to one of my projects that I did with my English IV senior students. Their perspective would have been eye-opening and their transparency and honesty could have not only helped me as a teacher, but also the high school administrators, teachers, and policy makers help establish a better high school environment. I feel that by making a digital story, my students can better associate with me and realize that everyone is dealing with a battle and most of us have no clue what our classmates, students, family, etc. are going through.
Blog 2
Part 1- For this blog, the digital story that I chose was The Story of StuffHow do the choices made by the author engage audience members? I feel that the author made several deliberate choices to engage her audience and help them understand complex environmental and economic issues in a clear, relatable way. Leonard engages her audience by making a complex issue personal, visual, emotional, and easy to understand making what could be a dry economic topic into a relatable and inspiring story about our roles in creating a sustainable future.
Conversational Tone and Simple Language- Leonard speaks directly to the audience in a friendly, conversational style rather than using technical or academic language. This makes the topic of consumerism and environmental impact accessible to a wide range of people, not just experts.
Visuals and Animations- The use of clear, simple animations helps illustrate abstract concepts like the production cycle, pollution, and waste. Visual storytelling keeps the audience interested and helps them remember key points.
Relatable examples- Leonard uses everyday products and situations to show how individual choices connect to global issues. This helps the audience see themselves in the story and reflect on their own habits.
Emotional appeal- Leonard evokes both concern and hope. This emotional balance motivates viewers to care about the problem and feel empowered to act.
Logical Organization and Clare Message- The story is structured around the "materials economy"- extraction, production, distribution, consumption, and disposal, making the flow easy to follow. Each step builds on the previous one, reinforcing the idea that the system is interconnected.
Call to action- Instead of leaving the audience feeling helpless, Leonard ends by encouraging people to rethink consumption, get involved in advocacy, and push for change. This direct engagement inspires participation and reflection.
Music was only used in the intro of the video. The music was upbeat and positive, giving light to a dim subject of consumerism. Visuals and Animations- The use of clear, simple animations helps illustrate abstract concepts like the production cycle, pollution, and waste. Visual storytelling keeps the audience interested and helps them remember key points.
PART 2: The Story of Stuff has strong educational value because it teaches viewers to think critically about consumerism, sustainability, and global responsibility. Leonard breaks down the hidden processes behind the items that we buy- extraction, production, distribution, consumption, and disposal. This helps the viewer see the connections between their everyday choices and larger environmental and social issues. It educates not only by informing but by empowering the audience to think, question, and act - which makes it a powerful tool for classrooms.
What content and ISTE standards are addressed by the creation of the story? What age group is the target audience? What connections do you see to your content area or grade-level instruction?
I could easily see this story working in a middle school or high school. The content standards could work for:
Science/Environmental Education- Explore ecosystems, natural resources, pollution, and sustainability.
Social Studies/Economics-Examine production, consumption, and global trade. Encourages understanding of how economic systems affect people and the environment worldwide.
Civics/Citizenship- Promotes responsible citizenship by encouraging individuals to take action towards environmental and social change.
ISTE Standards:
Standard 3-Knowledge Constructor- Students gather and evaluate information to understand how systems of production and consumption impact the planet.
Standard 4- Innovative Designer- Encourages students to brainstorm sustainable solutions or redesign everyday systems for less waste.
Standard 6: Creative Communicator- Students can create their on digital projects to share what they learned about sustainability.
Standard 7: Global Collaborator- Promotes collaboration and awareness of global interdependence by showing how choices in one part of the world affects others.
PART 3: Leonard's aligns closely with Ohler's and Lambert's storytelling principles through it's clear message, emotional connection, strong structure, effective use of multimedia, and inspiring call to action-all of which make it a powerful example of an informative and persuasive digital story.
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