Digital Storytelling

2017 ◽  
Vol 13 (1) ◽  
pp. 72-82 ◽  
Author(s):  
Taralynn Hartsell
Keyword(s):  
Teaching And Learning ◽  
Digital Storytelling ◽  
Use Of Technology ◽  
Digital Stories ◽  
The Creation

Digital storytelling has many implications in teaching and learning. As a way to communicate ideas, experiences, beliefs, and topics to an audience through the use of technology and multimedia, digital stories help storytellers acquire many different skills and literacies. The most important aspect is that the storyteller learns to create stories using their personal voice and interpretation to be shared with a larger community. Self-expression is encouraged and confidence can be developed through the creation of digital stories. This paper examines digital storytelling from an instructional and learning perspective. Areas such as the implications of digital storytelling in education, the process of planning and developing stories, and a discussion of various tools to create digital stories are included. Digital storytelling can provide storytellers with an avenue for conveying ideas and information that are personal in nature or more informational.

scholarly journals 26. Digital Storytelling and Diasporic Identities in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 147 ◽  
Author(s):  
Gail Benick
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Multiple Perspectives ◽  
Secondary Educators ◽  
Post Secondary ◽  
Global Migration ◽  
Canadian Higher Education ◽  
Digital Stories ◽  
Diasporic Identities

The increase in global migration to Canada has changed the demographic profile of students in Canadian higher education.  Colleges and universities are becoming increasingly diverse by race, ethnicity, and culture.  At the same time, the process of teaching and learning is on the cusp of transformation with technology providing the tools to alter the way post-secondary educators teach and how students learn.  What pedagogical approaches have emerged to maximize educational benefit from these twin forces of migration and technology?  This paper explores the use of one method that has attracted global interest: digital storytelling.   Specifically, the article considers student-generated digital stories as a means to authenticate the multiple perspectives of learners and create space for their diverse voices in post-secondary education.

scholarly journals Editors’ Introduction: Cultural Studies and Intersectionality as Intellectual Practice

Lateral ◽  
2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Tania Lizarazo ◽  
Elisa Oceguera ◽  
David Tenorio ◽  
Diana Pardo Pedraza ◽  
Robert McKee Irwin
Keyword(s):  
Cultural Studies ◽  
Production Process ◽  
Critical Analysis ◽  
Digital Storytelling ◽  
Community Based ◽  
Research Project ◽  
Community Based Research ◽  
Digital Stories ◽  
Unique Experience ◽  
The Creation

This article outlines the digital storytelling methods used for a community based research project focused on issues of sexuality among California farmworkers: Sexualidades Campesinas (http://sexualidadescampesinas.ucdavis.edu/). We note how our process of collaboration in the creation and production of digital stories was shaped by the context and our envisioned storytellers. We then offer a critical analysis of our own unique experience with digital storytelling in this project, focusing on a handful of concepts key to understanding the nature of our collaborative production process: community, affect and collaboration, storytelling, performance, and mediation, with an eye to the problem of ethics.

scholarly journals Indian education: Opening a space for digital storytelling

2021 ◽  
Author(s):  
Tiffany Locklear ◽  
Frances Hunt
Keyword(s):  
Teaching And Learning ◽  
Critical Consciousness ◽  
Digital Storytelling ◽  
Indigenous Community ◽  
Indian Education ◽  
Educational Design ◽  
Interpretive Analysis ◽  
Digital Stories ◽  
Emerging Themes ◽  
Traditional Pedagogy

Using an interpretive analysis of digital storytelling, we advance the conversation on ways Indian communities can rethink educational design. From an ethnohistorical context, we interrupt traditional pedagogy to grant voice and perspective to the Indigenous community. In this paper, we blend constructivism and personal digital stories to bring forth critical consciousness concerning mainstream educational practices. As an alternate, yet, innovative approach, we employ Unlocking Silent Histories, an educational design that aims to couple culture and learning. It does so by opening a space for teaching and learning that illuminates the Indigenous way. Our analysis reveals emerging themes of the Lumber River, community, and resilience.

Using Digital Stories in a College Level Course on Rocks and Minerals

2012 ◽  
pp. 418-437 ◽  
Author(s):  
Prajukti Bhattacharyya
Keyword(s):  
Teaching And Learning ◽  
Digital Storytelling ◽  
Course Design ◽  
College Level ◽  
Educational Benefits ◽  
Science Courses ◽  
University Of Wisconsin ◽  
Digital Stories ◽  
Upper Level ◽  
The University

Digital storytelling juxtaposes the time-honored teaching and learning achievements of storytelling with the modern student’s affinity for technology. Although not commonly used in college science classes, the author incorporated digital storytelling in an upper level undergraduate geology course for majors at the University of Wisconsin, Whitewater. The overarching purpose of this exercise was to integrate the affective domain of learning within the course context. Informal comments from students indicated that this goal was indeed achieved by this exercise. Students identified technological difficulties and the time commitment necessary to create digital stories as the major hurdles they faced during the exercise. In this chapter, the author describes the course design, learning objectives, educational benefits, and strategies to overcome potential challenges of incorporating digital storytelling in college level science courses.

scholarly journals Exploring Rural Contexts with Digital Storytelling

2018 ◽  
Vol 33 (3) ◽  
Author(s):  
Donna G. Wake
Keyword(s):  
Identity Formation ◽  
Digital Storytelling ◽  
Writing Groups ◽  
School Students ◽  
Southeast United States ◽  
9Th Grade ◽  
Rural Town ◽  
Use Of Technology ◽  
Developmental Age ◽  
Digital Stories

This article describes rural middle school students’ exploration of their identity and their rural contexts through the vehicle of digital storytelling. Participants included 40 7th and 40 9th grade students at two rural schools in the Southeast United States. Students worked in shared writing groups to create digital stories expressing their views on teen life in a small, rural town. The resultant stories were analyzed using comparative grounded theory yielding some themes which may be posited as unique to a rural population while other themes were typical of the developmental age regardless of geographical context. Study findings indicate that the rural nature of the participants’ communities had a significant impact on their identity formation and understanding of community. This study supports students’ use of technology to promote exploration of identity within geographic and sociological settings.

scholarly journals Authentic learning for teaching reading: Foundation phase pre-service student teachers’ learning experiences of creating and using digital stories in real classrooms

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Trevor Moodley ◽  
Shelley Aronstam
Keyword(s):  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teachers Perceptions ◽  
Digital Stories ◽  
The Creation ◽  
Group Interviews

Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs) in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP) reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use of DS in advancing reading and literacy holds much pedagogical promise, because it resonates with the this generation of digital natives, the present generation of learners who have been born into a world where they interact with digital technology from an early age.

scholarly journals Storytelling in early childhood education: Time to go digital

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Maila D. H. Rahiem
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Teaching Method ◽  
Childhood Education ◽  
Use Of Technology ◽  
Learning Programs ◽  
The Government

AbstractDigital storytelling blends the ancient art of storytelling with a range of contemporary tools to weave stories together with the author's narrative voice, including digital images, graphics, music and sound. Digital storytelling, as both a teaching method and a learning resource, has been applied in many innovative ways at all levels of education. Digital storytelling supports student learning and allows teachers to adopt innovative and improved teaching methods. Storytelling is a proven and popular pedagogy, while digital storytelling is relatively recent and still seldom used in the setting of early childhood education. Using a case study of a storytelling–art–science club in Jakarta, Indonesia, the researcher explored how and why digital storytelling is used in early childhood education. This club is one of the few organizations that use digital storytelling for teaching and learning programs in early childhood. Data were collected qualitatively using in-depth interviews with four teachers, document analysis, and twice-observations of storytelling activities in each session with 35 and 37 children. The collected data were analyzed using analytical memoing methods. The results indicate that teachers in this club used digital storytelling for several important reasons. They claimed that simple digital technology made storytelling more entertaining, captivating, engaging, communicative and theatrical. This study suggests that the ability of teachers to use digital technology should be enhanced; schools' information and communication technology (ICT) devices should be equipped; some funding should also be allocated by the government to modernize school equipment; while the curriculum should be tailored to meet technological developments, and provide opportunities for children to learn how to make good use of technology.

scholarly journals A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 169-182
Author(s):  
Elma Marais
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Learning Experience ◽  
Teacher Educator ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Digital Learning ◽  
Digital Stories ◽  
Learning Competencies

The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience.   This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.

scholarly journals The Use of Digital Storytelling for ESP in a Technical English Course for Aerospace Engineers

2012 ◽  
Vol 20 (2) ◽  
pp. 68
Author(s):  
Ana Sevilla-Pavón ◽  
Belén Serra-Cámara ◽  
Ana Gimeno-Sanz
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Writing ◽  
Pedagogical Tool ◽  
Digital Stories ◽  
Interpersonal Problem Solving ◽  
Oral Presentations

<p>Digital Storytelling is a powerful pedagogical tool for both students and educators, which started to be used for teaching and learning purposes a few years ago, becoming more and more popular over time. The use of digital storytelling in non-specific language learning contexts has been widely explored, as shown in the literature. However, its use in technical-scientific contexts of English for Specific Purposes (ESP) has not been so widely studied. This paper explores a project of digital storytelling for ESP carried out at the Universitat Politècnica de València, in Spain. The methodology was divided into several stages: completing a pre- and a post-survey, learning about digital storytelling by doing a WebQuest, making decisions about their digital stories (topic, plot, software and media), sharing their stories with their classmates through the PoliformaT LMS, watching their classmates' digital stories, using the forum to write their comments about their digital stories and their classmates', keeping a log and preparing and presenting their “making of” in front of the class, and assessing both their peers’ digital stories and their oral presentations. The overall results were very positive, as students were highly satisfied with their progress in learning and developing different skills, these being mainly linguistic, research, writing, organisation, digital, presentation, interpersonal, problem-solving and critical-thinking skills.</p>

scholarly journals Digital Storytelling

2018 ◽  
Vol 1 (1) ◽  
pp. 27-39
Author(s):  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Personal Narratives ◽  
Video Production ◽  
Data Display ◽  
English Classes ◽  
Use Of Technology ◽  
The Media ◽  
Field Notes

In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after implementing the media in the teaching and learning process. The design of this research was a descriptive qualitative. The researcher used Field notes, students’ digital storytelling, and interview as instruments of collecting data. The researcher used data condensation, data display, and drawing conclusion to analyze the data. From Some findings of this study, the media can be considered as very attractive. They are eager to speak English during the process of video production. The media has significant role to decrease the students’ anxiety in speaking. It has empowered them to make the digital storytelling video either inside or outside the classroom. At last, the students’ ability is varied. The speaking criteria from O’Malley and Pierce’s scoring rubric is not reached by all students.

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