A Multilevel Approach to Using Digital Storytelling in the Classroom (original) (raw)
Related papers
Bringing Technology into the Classroom through Digital Storytelling
Maximizing students’ ability and potential in the teaching learning process will likely be the goal of a teacher. This will give the chance for the students to employ all the skills and knowledge they have obtained throughout the learning process. One-way for utilizing this idea is by implementing a particular method called digital storytelling. This paper tries to investigate the impact of integrating technology in students’ learning process - especially English - using existing technology. It also investigates what the students get from the implementation of digital storytelling in their learning. This employs a survey method to gather the information from students before the implementation of digital storytelling. It involves 15 students taking English for Specific Purposes at the Faculty of Information Technology, Satya Wacana Christian University Salatiga. It employs practical implementation of digital storytelling to answer the two objectives set previously. The students involved in the study reported that it was a good way of implementing all the skills they had learned during the class. They needed to employ their reading, speaking, and writing skills to carry out their project. They mentioned that it improved their productive skills in English and gave them opportunities to explore and try new applications in producing the intended video. This method is a simple way of integrating technology into classroom activity that can maximize students’ possible potential to develop. This also gives them a sense of enjoyment and satisfaction as they have their end product that they can refer to at any time
The Educational Uses of Digital Storytelling
Digital Storytelling has become a powerful instructional tool for both students and educators. This article presents an overview of Digital Storytelling and describes where it came from, how it can be used to support instruction and how students who learn to create their own digital stories improve multiple literacy skills. In addition, information is presented about the tools that can be used to support the educational use of Digital Storytelling. The article also includes a discussion of challenges and other important considerations that students and educators should be aware of before implementing the use of Digital Storytelling in the classroom, and concludes with an overview of the research that has been and needs to be conducted on the effectiveness of Digital Storytelling as a teaching and learning tool.
Digital Education Review, 2012
In this paper, the authors present some of the most important lessons they have learned from teaching courses, conducting workshops, writing articles, and supervising graduate student research on the educational uses of digital storytelling. The guidelines described here are categorized within the ADDIE instructional design framework and are presented as starting points that educators should consider when they begin to integrate digital storytelling in their classrooms. The guidelines provide useful information that will help educators teach students all phases of the digital storytelling process, including analysis, design, development, implementation and evaluation of digital storytelling projects that focus on educationally meaningful topics.
Integrate Digital Storytelling in Education
Journal of Education and Practice, 2015
In the 21st century, educators believe using technology can be an effective factor in education for the new generation, making educational goals easier to achieve. In fact, technology is being studied by teachers and implemented into classrooms for a positive effect on student learning. Many teachers are integrating multimedia tools in teaching students different skills including synthesizing, analyzing, evaluating, and presenting information. When students use technology, they learn to convert data into information and transform information into knowledge. Also, using multimedia tools gives students the opportunity to participate and interact in the classroom. Consequently, the trend for integrating technology into education has become more widespread in most schools today. Digital storytelling is one of the multimedia tools that can support teaching and learning as well as students' motivation. This research explores how digital storytelling can be an effective tool for both teachers and students in order to support learning and skills.
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.
Powerful Tools for Teaching and Learning: Digital Storytelling
ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH, 2016
Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1. Determine Topic and Write a Script, 2. Collect Digital Resources, 3. Select Content and Develop a Storyboard, 4. Import, Record, Finalize, and 5. Share, Teach, Improve. It is expected that after having completed reading this article, the readers can create their own digital storytelling for educational use. Key Words: Digital Storytelling, Computer Based Tools
Digital Storyitelling as a Cross-curricular activity
IVLA Selected Readings, 2006
The purpose of this paper is to give K-12 educators an idea of how to incorporate digital stories into the classroom and to provide resources for further exploration. Digital Storytelling, combining storytelling and multimedia techniques, lends itself to many subject areas and can be used to enhance learning.
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