Video Script for Teaching Digital Literacies to Grades 4K-1st Grade

by | Aug 7, 2024 | EDUCATION

 

Create a 3-5 minute video targeted toward teachers in grades 4K-1st grade which I am interested in working with. Remember that video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and that the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

Refer to “Recording, Editing, and Uploading a Video or Podcast” and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the unlisted option. Ensure that others can access and view your linked video prior to submission.

Show professionalism in your speech and appearance.

In a 3-5 minute video,

Explain your personal philosophy of digital literacies, including what you believe digital literacies to be and their purpose in creating effective and engaging learning environments. Reference and cite at least one of the theories you researched for Discussion Question 1. (Digital literacies refer to the skills and knowledge required to effectively navigate, evaluate, and create information using digital technologies. This includes the ability to use digital tools, understand and interpret digital content, and engage in online communication and collaboration. Digital literacies encompass a wide range of competencies, from basic computer skills to critical thinking and ethical understanding of digital environments. Virtual tools are digital applications and platforms that facilitate various tasks and activities in a virtual environment. These tools can include software for communication (e.g., video conferencing apps), collaboration (e.g., shared documents), education (e.g., learning management systems), and many other purposes. Virtual tools enable users to work, learn, and interact without the constraints of physical location. New media refers to digital forms of communication that emerged with the advent of the internet and digital technology. Unlike traditional media (such as print newspapers, radio, and television), new media include interactive and user-generated content, such as social media platforms, blogs, wikis, and multimedia content. New media are characterized by their digital nature, interactivity, and the ability for users to create and share content widely. Related to these concepts is media literacy, which is the ability to access, analyze, evaluate, and create media in various forms. It involves understanding the role of media in society, recognizing different types of media messages, and critically assessing the influence of media on beliefs, attitudes, and behaviors. Media literacy aims to empower individuals to become informed and responsible consumers and producers of media content. A key question arising from these definitions is how educators can balance the teaching of traditional literacies with the growing importance of digital literacies and new media to ensure students are prepared for both the current digital age and future technological advancements (Hobbs).Resource: Hobbs, Renee. Digital and Media Literacy: Connecting Culture and Classroom. Corwin, 2011.)
Describe two instructional methods or strategies a teacher might employ to develop digital literacies in a classroom setting.
Describe one grade-appropriate activity that focuses on digital literacies that would enhance instruction in a classroom setting.
Explain the importance of teaching digital citizenship in the 21st century, specifically as it relates to digital literacies.

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Sample Answer

Sample Answer

 

Video Script for Teaching Digital Literacies to Grades 4K-1st Grade

[Opening Shot: Welcoming Smile]

[Background: Bright classroom setting with educational posters. Good lighting, professionally dressed.]

[Greeting]
“Hello, teachers! My name is [Your Name], and today I’m excited to talk to you about digital literacies and how they can create effective and engaging learning environments for our youngest learners—children in grades 4K through 1st grade.”

[Transition: Define Digital Literacies]

[Visual Aid: Animated text on screen]
“First, let’s define what I believe digital literacies to be. Digital literacies encompass the skills and knowledge required to effectively navigate, evaluate, and create information using digital technologies.”

[Speaking with Intonation]
“They include everything from basic computer skills to critical thinking and ethical understanding of digital environments. In the words of media literacy expert Renee Hobbs, digital literacy is about empowering students to engage with media and technology in a way that is both responsible and informed.”

[Transition: Instructional Strategies]

[Visual Aid: Bullet points appear on screen]
“Now, let’s discuss two instructional methods that can nurture digital literacies in your classrooms.”

1. Project-Based Learning (PBL)

[Speaking with Enthusiasm]
“First up is Project-Based Learning. PBL allows students to engage with real-world problems using digital tools. For example, students could work on a class project that involves researching animals. They could use the internet to find information, create a presentation, and share it with their classmates.”

2. Interactive Storytelling

[Visual Aid: Picture of children engaging with tablets]
“Another effective strategy is Interactive Storytelling. Students can use apps to create their own digital stories. This not only develops their creativity but also teaches them how to use digital tools for communication and expression.”

[Transition: Grade-Appropriate Activity]

[Visual Aid: Image of a classroom activity]
“Now, let’s look at a grade-appropriate activity that focuses on digital literacies.”

Digital Scavenger Hunt

[Speaking Clearly]
“Consider organizing a Digital Scavenger Hunt. Students can be given a list of items or facts to find online. They could use classroom tablets or computers to search for these items, fostering their research skills while making learning fun and interactive!”

[Transition: Importance of Digital Citizenship]

[Visual Aid: Infographic on Digital Citizenship]
“Finally, let’s discuss the importance of teaching digital citizenship in the 21st century.”

[Serious Tone]
“As educators, we have the responsibility to teach our students how to navigate the digital world safely and ethically. Digital citizenship includes understanding online etiquette, recognizing credible sources, and knowing how to protect personal information.”

[Concluding Thoughts]
“In today’s world, where technology is deeply integrated into our lives, teaching students these skills is crucial. By doing so, we prepare them not only to be competent users of technology but also responsible and informed digital citizens.”

[Closing Shot: Call to Action]

[Visual Aid: Encouraging message on screen]
“Thank you for joining me today! Let’s work together to integrate digital literacies into our classrooms and equip our students with the skills they need for the future.”

[Smile and Wave]
“Have a wonderful day!”

[End Screen]

– [Text]: “For more resources, visit [Your Website/Resource Link].”
– [Background Music Fades Out]

Tips for Recording:

– Equipment: Use a high-quality camera or smartphone for video recording.
– Audio: Ensure you have a good microphone or use an external one for clear sound.
– Lighting: Use natural light or soft artificial lights to make sure your face is well-lit.
– Editing: Use simple editing software (like iMovie or Windows Movie Maker) to cut any unnecessary parts and add visuals.
– Platform: Upload your video to YouTube as an unlisted video for easy sharing.

Final Steps:

– Test the video link to ensure others can access it.
– Review the video for quality, clarity, and professionalism before submission.

By following this script and video production tips, you will create an engaging resource for teachers that emphasizes the significance of digital literacies in early education.

 

 

 

 

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