EDUC 5333 Week 1 Blog

 Provide a brief biography. What do you teach or what role do you play in your organization?

My name is Bradley Barker, and this marks my 17th year teaching K-5 elementary art. I started my teaching journey with Lincoln Public Schools, spending 12 years there before relocating to Camp Humphreys in South Korea to join the DoDEA Pacific West district. It is a role I continue to find deeply rewarding.

My work goes beyond teaching art. I deeply value collaboration with colleagues, which helps empower all learners and supports ongoing growth across our school community. I strive to be an asset to my school by bringing a wealth of experience, creativity, and passion to my classroom and beyond.

I come from a family of educators, including two who currently serve in DoDEA’s Pacific West District. I first learned about the DoDEA organization when I moved to South Korea in the 1980s, where I was a DoDEA student myself.

Having experienced it firsthand, I consider it an honor to now serve military-connected students and their families. I’m proud to uphold the core values of DoDEA’s mission and vision by helping to create a positive, welcoming, and enriching environment — for every student, every day, and everywhere.

What ideas do you have about a story you might develop during this course? Do you have an upcoming project or topic that you think might be an opportunity for digital storytelling (DST)?

I'm using my digital storytelling project to open up about a life-altering experience: a motorcycle accident that nearly killed me. Before that, riding fast superbikes was my ultimate escape, pure exhilaration. But one spring break day, while I was still a teacher at Lincoln Public Schools, my world got flipped upside down, literally.

I was just heading to the DMV when a distracted driver pulled out right in front of me, and swiped me, super hard. The next thing I knew, days had passed, and I was waking up in the ICU. I had so many injuries, including a traumatic brain injury, and a really long road to recovery stretched out before me.

Getting back on my feet meant countless surgeries, intense rehab, and essentially rebuilding my life from scratch. Madonna Rehabilitation Hospital, and Bryan West Trauma Hospital, both in Lincoln, became my homes. They were amazing at helping me get back basic skills and my confidence to be a functional adult in society again. 

Now, when I see motorcycles, they're not just about freedom anymore; they represent survival and the incredible gift of a second chance. I honestly believe my grandmother was looking out for me that day, with another higher power in heaven on my side. 

Digital storytelling is the ideal way to convey this. As Davis & Foley (2016) and Lambert (2010) explain, it's about combining voice, visuals, and emotions to tell stories that resonate deeply. My goal isn't just for people to hear my story, but to truly experience it and perhaps find a connection to their own inner strength and resilience.

How might the readings for the week inform your decision?  What resonates with you?  How might DST practices impact your students or colleagues?

The readings this week really opened my eyes to digital storytelling (DST). It's so much more than just a creative project; it's a powerful way to share personal experiences. Davis and Foley (2016) described digital storytelling as a personal and emotional process, and that really hit home for me as someone who’s been through trauma.

Lambert's (2010) emphasis on reflection and authenticity got me thinking about my own experiences. I think digital storytelling is the best way for me to share what I went through, surviving a near-fatal motorcycle accident and the long, difficult recovery that followed.

I also think digital storytelling could be really helpful for my students and coworkers by building deeper connections. For teachers, it can bring us closer and help us better understand each other’s experiences.

Shelby-Caffey, Ubeda, and Jenkins (2018) also showed how DST can give students a voice and even help them with their literacy skills in class. Their research really highlighted how much storytelling can boost student engagement and learning.

Reference:

Davis, A., & Foley, L. (2016). Digital storytelling. In B. Guzzetti & M. Lesley (Eds.), Handbook of Research on the Societal Impact of Digital Media (pp. 317–342). 

Lambert, J. (2010) Digital Storytelling Cookbook. Center for Digital Story Telling. Open Education Resource. (Chapter 1 - 8 pages)

Shelby-Caffey, C., Ubeda, E., and Jenkins, B. (2018). Digital storytelling revisited: An educator's use of an innovative literacy practice. The Reading Teacher, 68(3), 191-199.  (9 pages)