Digital Storytelling: Using Producer’s Commentary in the Classroom (2016) (original) (raw)

Reimagining a Writer’s Process Through Digital Storytelling

LEARNing Landscapes, 2013

Building on Hillocks’ (1995) concepts of the declarative and procedural knowledge that writers need in order to craft effective writing, this article explores the writing process of one pre-service teacher as she moved from a personal narrative to an essay to a digital story. The authors argue that digital writers—in addition to needing declarative and procedural knowledge—must also understand knowledge of technology in order to more fully realize the potential of digital storytelling. Implications for teachers and teacher educators are discussed in relation to Mishra and Koehler’s (2008) "technological pedagogical content knowledge,” or TPACK.

Digital storytelling: a classroom experiment

2018

Storytelling is a powerful way to express ideas and communicate experiences. It takes place both through the spoken form and in writing. Storytelling has a been part of teaching since the definition of subjects, as far back as Aristotle (Alexander, 2011). According to Sharda (2007a), storytelling, in general is a powerful pedagogical paradigm that can be used to enhance learning outcomes for general, scientific and technical education. With the rapid development of information technology, "students live in a world that has been transformed by technology, and they are often referred to as 'digital natives' because their exposure to digital resources begins at birth" (Morgan, 2014, p.20).Thus, there is always an inertia in education for these two strands-that of storytelling and technology to converge, one such attempt is being made in this paper

Digital storytelling for developing students' agency through the process of design: a case study

Elyse Petit, 2020

In Chapter 5, Elyse Petit compares two case studies that illustrate the potential of using a multimodal project (i.e. digital storytelling) in the FL classroom to enhance students’ 21st-century skills and support their understanding of how their selection and orchestration of semiotic resources construct layers of meaning, promote multiliteracies, and foster language use and appropriateness. Findings suggest that students’ selection of semiotic resources and the ways in which they arrange them reveal their ability to face and find solutions to circumvent challenges brought on by language and culture to convey their stories.

Pedagogies of Production: Reimagining Literacies for the Digital Age

The Palgrave Handbook of Children's Film and Television, 2019

This chapter reflects on the relationships between film, digital media, and new literacy and learning practices and explores the ways in which the study and production of audiovisual texts can be integrated into school settings. The chapter also considers the attendant new pedagogies to which film and media-making give rise, including the development of fluid and less hierarchical teaching practices that speak better to the everyday digital lives of children and young people in relation to the sociopolitical barriers to progressive education. Arguing in favor of more collaborative, social, and dynamic literacies inclusive of the moving image, the authors support the view that film is one of the foremost art forms of the last and the current century.

A Place for Digital Storytelling in Teacher Pedagogy

Universal Journal of Educational Research , 2017

Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialised into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively introduce a new and useful technology known as Instructional Digital Storytelling (IDS), guided by the Technological, Pedagogi-cal and Content framework (TPACK) developed by Mishra and Koehler [1]. It illustrates how, through narrative inquiry , teacher experience of both the creation and use of Digital Storytelling for instructional purpose in a Secondary School setting, highlighted challenges, rewards, accelerated learning and developed a community of practice across subject disciplines. The focus is on the reconstruction of the experience of creating a Digital Story on four levels: a) Internal structures of blending voice over, imagery and sound to create a successful IDS; b) Experience of challenges and negotiations in crafting the story; c) Experience of sharing with students; d) Recognition of themes and patterns which may have emerged among the participants.