DS Articles

A Novel Educational Digital Storytelling Tool Focusing on Students Misconceptions

Year:

2015

This paper describes the design and implementation of a new educational digital storytelling tool for the design and creation of multimedia digital stories to support students in reflecting on and overcoming their learning difficulties. In fact, this new digital story tool can assist students in creating digital stories using the ‘Educational W’ (Ed-W) story grammar (Kordaki, 2013). The digital storytelling tool enables the learner to design the storyline for every step of the Ed-W story grammar separately, and to combine the multimedia files he has uploaded to his digital library. Then, the system automatically assembles all the parts to create a single concrete educational digital story. An example of the use of our digital storytelling tool will be also demonstrated.

Link:

http://www.sciencedirect.com/science/article/pii/S1877042815027366

Citation:

Panagiotis Psomos, Maria Kordaki, A Novel Educational Digital Storytelling Tool Focusing on Students Misconceptions, Procedia - Social and Behavioral Sciences, Volume 191, 2 June 2015, Pages 82-86, ISSN 1877-0428, http://dx.doi.org/10.1016/j.sbspro.2015.04.476

Using Digital Storytelling and Weblogs Instruction to Enhance EFL Narrative Writing and Critical Thinking Skills among EFL Majors at Faculty of Education

Year:

2014

The aim of this research is to investigate the effectiveness of using digital storytelling and Weblogs instruction in enhancing EFL narrative writing and critical thinking skills among EFL majors at Faculty of Education. The design of the research is one group pre-posttest. The sample of the research consisted of forty third-year EFL majors, at Faculty of Education, Benha University, Egypt. The research sample was engaged in certain activities such as storytelling, journal writing, personal diaries and reflection Weblogs. The instruments of the research included an EFL narrative writing questionnaire; an EFL narrative writing test; an EFL critical thinking questionnaire; an EFL critical
thinking scale and interview prepared by the researcher. The instruments were applied to the sample of the research before and after implementing the program. Results of the research revealed that there is a statistically significant difference between the mean scores of the study sample in the pre and post assessment of EFL narrative writing and critical thinking skills in favor of the post assessment. Therefore, the EFL narrative writing and critical thinking skills of the sample were developed as a result of teaching through integrating digital storytelling instruction and Weblogs. This confirmed that using digital storytelling and Weblogs instruction is effective in enhancing the EFL narrative writing and critical thinking skills among EFL majors at Faculty of Education.

Link:

http://interesjournals.org/full-articles/using-digital-storytelling-and-weblogs-instruction-to-enhance-efl-narrative-writing-and-critical-thinking-skills-among-efl-majors-at-faculty-of-education.pdf?view=inline

Citation:

Educational Research (ISSN: 2141-5161) Vol. 5(1) pp. 8-41, January, 2014
DOI: http:/dx.doi.org/10.14303/er.2014.011

Digital Storytelling in Kindergarten: An Alternative Tool in Childrens Way of Expression

Year:

2013

This paper refers to Digital Storytelling as an alternative tool enhancing children’s way of expression in kindergarten classroom. Storytelling is a global culture depicting the way people live, feel and interact in life. Especially in early childhood storytelling  springs naturally in children’s play helping them to exercise a great variety of skills. Nowadays, advances in technology offer the opportunity to create a new form of storytelling, namely digital storytelling. The idea of creating a digital story is based on processes similar to those used in traditional stories. On the other hand the story is supplemented with various types of multimedia content. Meaningful integration of technology into kindergarten gives children the opportunity to create their own digital stories and thanks to multimedia technology children are enabled to become co-authors in the story writing process. In this paper a teaching experiment that took place in the kindergarten of an urban area in Greece on February 2012 is described. The teaching experiment lasted three weeks. We present the attempt of creating an educational framework in which the children were given the opportunity to combine various elements and Information Computer Technology tools, in order to express themselves and give birth to a digital story. It was found that children were engaged to the whole process, showed responsibility, self-confidence and they also exercised cooperation skills.
 

Link:

http://www.mcser.org/journal/index.php/mjss/article/viewFile/1313/1342

Citation:

Mediterranean Journal of Social Sciences, Vol 4 No 11, October, 2013

Digital Storytelling and Diasporic Identities in Higher Education

Year:

2012

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.

Link:

http://ojs.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3360/2810

Citation:

CELT (Collected Essays on Learning and Teaching, Vol 5 (2012).

Digital Storytelling as a Genre of Mediatized Self-Representations: An Introduction

Year:

2012

This article provides a critical review of some of the most relevant studies on digital storytelling and proposes a genre typology that allows an initial classification of digital storytelling into two main types: educational and social. Digital storytelling is a multimodal emergent genre characterised by its versatility and flexibility which has resulted in a series of subgenres. However, the main premise here is that differentiating between social and educational– although one does not exclude the other– and bearing in mind that most digital stories may lie at the intersection of both, is the most useful way to start labeling the massive production of digital stories available nowadays on the Internet. The articles included in this number are mostly educational (Ramírez-Verdugo & Sotomayor Grande, and Reyes, Pich & García, Londoño-Monroy) but they all include some traces of the social type. Thus, Bou-Franch is an example of how students interpret certain events that had social impact and that are part of history while Westman’s article involves the creation of communities of practice among those who share the same interests. Finally, Herreros-Navarro, although educational in essence, describes a social act in which students intentionally choose a way to present their own identity to society using digital storytelling.

Link:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCkQFjAB&url=http%3A%2F%2Fwww.raco.cat%2Findex.php%2FDER%2Farticle%2Fdownload%2F260199%2F347382&ei=A1rRVPXANsKbyASbnILACQ&usg=AFQjCNFjq5GbaBKLtnrPhp2mTVMW1dSD2Q&sig2=hGZnmkESjwc9lelUqKgABA&bvm=bv.85076809,d.aWw&cad=rja

Citation:

Digital Education Review - Number 22, December 2012

Enhancing Women's Participation in Turkey through Digital Storytelling

Year:

2012

This paper explores the process of introducing Digital Storytelling (DST) workshop practice to Turkey through a project called “Digital Stories from Amargi Women”, which was part of my Ph.D. research in the Creative Industries Faculty, Queensland University of Technology, Australia. In the resulting dissertation, I examined the potential of Digital Storytelling workshop practice as a means to promote agency and self-expression in a feminist activist organization (such as Amargi Women), focusing in particular on whether or not Digital Storytelling can be used as a change agent – as a tool for challenging the idea of a single public sphere in ways that make it more inclusive of women’s participation. In order to explore the issue in depth, my thesis engaged with feminist scholarship’s critiques of the public/private dichotomy, as well as the concept of gender. The conducted workshops, the resulting digital stories, and in-depth interviews were analyzed to seek connections between these topics and narrative identity. The results indicated that the participating women defined new activist usages for digital stories, as well as their overall activated networking habits in the DST workshop settings. Digital Stories from Amargi Women became the first Digital Storytelling project that aimed to enable women’s participation in Turkey through facilitating a co-creative environment where the participants could share their stories and learn digital skills that they could make use of after the workshops.

Link:

http://ozccm.org/2012/07/09/enhancing-womens-participation-in-turkey-through-digital-storytelling/

Citation:

Cultural Science, 5(2), pp. 28-46

Using TPCK with Digital Storystorytelling to Investigate Contemporary Issues in Educational Technology

Year:

2012

Digital storytelling is recognized as a motivating instructional approach that engages students in critical thinking and reflective learning. Technology tools that support digital storytelling are readily available and much easier to use today than they were in years past. The convergence of these factors has facilitated the inclusion of digital storytelling in pre-service educational technology courses. Some researchers have expressed concern over the tendency to approach technology instruction with an emphasis on learning to use the technology tool itself over careful consideration of the educational value of the tool, speculating that such approaches are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework that examines the complex relationships between content, technology and pedagogy. With emphasis on the development of Technological Pedagogical Content Knowledge (TPCK), the model reframes the approach to educational technology courses for pre-service teachers. This case study illustrates the application of the TPCK conceptual framework to a digital storytelling project in an undergraduate teacher education course.

Link:

http://www.aabri.com/manuscripts/11970.pdf

Citation:

Journal of Instructional Pedagogies, Volume 7 - February, 2012.

A New Approach Toward Digital Storytelling: An Activity Focused on Writing; Self-Efficacy in a Virtual Learning Environment

Year:

2011

Recently, computer technology and multimedia elements have been developed and integrated into teaching and learning. Entertainment-based learning environments can make learning contents more attractive, and thus can lead to learners' active participation and facilitate learning. A significant amount of research examines using video editing software to create video clips for digital storytelling activities. However, in this study, we suggest performing digital storytelling in virtual worlds with open-ended, edutainment elements, and place more stress on the writing process. The purpose of this study is to examine the effects of writing for digital storytelling on writing self-efficacy and on flow in the virtual reality learning environment known as Second Life. The researchers organized an activity for undergraduate students to create digital stories. Participants were divided into two groups. One group created their digital stories in Second Life. The other group created their digital stories off-line. The two groups’ independent sample t-tests were employed to compare writing self-efficacy and flow. The results of the experiment demonstrate that digital storytelling in a virtual learning environment is more effective than digital storytelling off-line. The findings of this study suggest that the technique of digital storytelling can be used effectively in classroom settings to teach writing.

Link:

http://www.ifets.info/journals/14_4/16.pdf

Citation:

Xu, Y., Park, H., & Baek, Y. (2011). A New Approach Toward Digital Storytelling: An Activity Focused on Writing Self-efficacy in a Virtual Learning Environment. Educational Technology & Society, 14 (4), 181–191.

Creative Evaluation of Communicative Competence Through Digital Story

Year:

2011

Assessment of oral skills in language learning has traditionally been carried out by means of an oral interview. In overcrowded courses these sessions become tiresome for evaluators and for students, who are negatively influenced by a stressful environment. This article delves into new teaching and oral assessment alternatives in the context of ECTS and of the European Framework of Reference for Languages, with a strong emphasis on communicative competence and ICT academic integration. We discuss a method of oral testing through Digital Story presentations for a C1-levelled English Course; the assessment approaches therein combining teacher and peer-evaluation, which are supported by an educational online network and by online survey software. In the light of our preliminary results, we can claim that this new assessment method strengthens students'communicative competence, and also their acquisition of further social and digital skills required in the ECTS context.

Link:

http://www.academia.edu/2419794/Creative_Evaluation_of_Communicative_Competence_through_Digital_Story

Citation:

The Grove.Working Papers on English Studies 18 (2011):285-303. ISSN: 1137-005X

Digital Storytelling in the Foreign Language Classroom

Year:

2011

Digital storytelling is a compelling activity for the language classroom. Easy to use for both writing and speaking practice, digital storytelling can be a good way to motivate students to use the language both inside and outside the classroom. Many teachers report high motivation levels, and not only for their students. In this practical article Reinders briefly outlines what digital storytelling is and gives some tips on how to get started.

Link:

http://blog.nus.edu.sg/eltwo/2011/04/12/digital-storytelling-in-the-foreign-language-classroom/

Citation:

Voices from the Classroom, Volume III (2011)

Digital Storytelling in the Foreign Language Classroom

Year:

2011

Digital storytelling is a compelling activity for the language classroom. Easy to use for both writing and speaking practice, digital storytelling can be a good way to motivate students to use the language both inside and outside the classroom. Many teachers report high motivation levels, and not only for their students! In this practical article I will briefly outline what digital storytelling is and give some tips on how to get started.

Link:

http://files.campus.edublogs.org/blog.nus.edu.sg/dist/7/112/files/2012/07/Digital-Storytelling-in-the-Foreign-Language-Classroom_editforpdf-2jxajft.pdf

Citation:

ELTWorldOnline.com
http://blog.nus.edu.sg/eltwo/2011/04/12/digital-storytelling-in-the-foreign-language-classroom/
April 2011, Volume 3

Digital Storytelling to Facilitate Reflective Learning in Medical Students

Year:

2011

Letter to the Editor

Link:

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.03991.x/pdf

Citation:

Medical Education
Volume 45, Issue 6, Article first published online: 12 MAY 2011

Digital Storytelling, Visual Literacy and 21st Century Skills

Year:

2011

Citation:

Alternate URL: https://docs.google.com/document/preview?hgd=1&id=1gFYhgnmF6G0ZC2zJWUqJugOoIkR10Z694ijt-Wfz11A

Digital Storytelling: A Tool for Teaching and Learning in the YouTube Generation

Year:

2011

Say the phrase "Charlie bit my finger," and just about every human being with Internet access visualizes the viral video clip of baby Charlie precociously biting the finger of his brother. With almost 200 million views, this video represents just one of thousands of viral videos that form a core component of modern entertainment, news, and advertising. These snippets that people e-mail, post, and pass on to one another faster than the common cold have rapidly moved from the fringe of youth culture to the mainstream. What if teachers could capitalize on student interest in these quick and quirky video clips as a way to help students connect with curriculum? That is exactly what Tyler Binkley, a first-year teacher and member of the YouTube generation, has set out to do in his middle school math class. Binkley creates online math video vignettes that teach critical math skills, and his unique approach has been featured on television and in other news outlets. His students report going to Binkley's YouTube channel whenever they struggle with a current math task; and with thousands of views, Binkley's videos are a viral hit in Palmyra (Pennsylvania) Middle School. In this article, Oliver Dreon and Jon Landis, educational technology professors, and Richard Kerper, a children's and young adolescent literature professor, explain the emergence of Binkley's use of digital storytelling in his middle school classroom. The article outlines how instructional technology and content-specific courses in the teacher education program work in tandem to develop beginning teachers' understanding of digital storytelling as an educational tool. This coordination of efforts offers a framework for incorporating digital storytelling in the middle grades classroom and can also help practicing teachers understand the educational importance and cultural value of the digital storytelling medium. 

Link:

http://www.amle.org/Publications/MiddleSchoolJournal/Articles/May2011/Article3/tabid/2409/Default.aspx

Citation:

Middle School Journal, v42 n5 p4-9 May 2011

Getting Started with Digital Storytelling in Your Classroom - Why and How

Year:

2011

The process of creating a digital story in the classroom follows steps similar to creating any large-scale technology project. The powerful combination of student voice and technology-rich product motivates students to perform high-level work and engages them in a process that helps make learning in the classroom relevant and exciting.

Link:

http://creativeeducator.tech4learning.com/2012/articles/Getting_Started_with_Digital_Storytelling

Citation:

Creative Educator, August 2011
http://creativeeducator.tech4learning.com/

Developing A Framework for Advancing E-Learning through Digital Storytelling

Year:

2010

Digital Storytelling is an innovative pedagogical approach that has the potential to engage learners in student-centered learning, and enhance learning outcomes across the curriculum. This paper describes how to develop a framework for advancing e-Learning systems through digital storytelling. It starts with an overview of digital storytelling and the learning environments, also describes some current models of digital storytelling. Furthermore, the paper discusses the benefits of digital storytelling in the classroom, and concludes with an overview of the research that needs to be conducted to test the efficacy of the proposed e-Learning Digital Storytelling framework on several dimensions.

Link:

http://vu.academia.edu/NalinSharda/Papers/625888/Developing_a_framework_for_advancing_e-learning_through_digital_storytelling

Citation:

Najat Smeda, Eva Dakich and Nalin Sharda (2010).
Developing a framework for advancing e-learning through digital storytelling, in IADIS International Conference e-learning 2010, Ed. Miguel Baptista Nunes and Maggie McPherson. IADIS International Conference, e-Learning 2010 Freiburg, Germany, 26 - 29 July 2010, 169-176

Digital Stories and Emerging Citizens Media Practices by Migrant Youth in Western Sydney, Australia

Year:

2010

This article provides a critical examination of community media practices by young recently arrived African refugees and Cambodian young migrants in Western Sydney, Australia.  Against the backdrop of contemporary cultural politics of migration in Australia the article is grounded on a recent participatory community media research project conducted in 2008, which aimed to conceptualise the emerging spaces for claiming new forms of citizen agency and contest the general representations of newly arrived migrants in the mainstream media. The paper argues that community media is better positioned to recognize changing attitudes towards migrants and refugees, and that these changes must also take place from the bottom up. Extending existing notions of citizens’ media the paper articulates a view that young media practitioners become active citizens in the exercise of their civil and communication rights and their self-representation, by owning the process of content creation and communication, thus redefining the content (rather than the form) of what citizenship means in different social contexts

Link:

http://uws.academia.edu/JuanFranciscoSalazar/Papers/802406/Digital_stories_and_emerging_citizens_media_practices_by_migrant_youth_in_Western_Sydney_Australia

Citation:

Salazar, J. F. 2010, ‘Digital stories and emerging citizens’ media practices by migrant youth in Western Sydney’, 3CMedia Journal of Citizen’s, Community and Third Sector Media. Brisbane: Community Broadcasting Foundation.

Digital Storytelling as Web Passport to Success in the 21st Century

Year:

2010

Through digital storytelling (DST) students develop a plethora of skills, necessary to be effective in the 21st century. DST can successfully be used also by students during the difficult period of job search. Even we consider social networking as DST, resumes, cover letters; ePorfolios etc., DST are considerate Web Passport to Success in the third millennium and an effective way to engage students in their learning. As DST networking and ePortfolios became the new literacy of this era, this paper will focus on how students could use them in order to successfully and properly access the job market.

Link:

http://ictandenglish.webs.com/documents/Digital%20storytelling.pdf

Citation:

Laura Malita 
West University from Timisoara, Romanian Institute for Adult Education, Timioara, Calea Bogdanestilor nr. 32A, 300389, Romania

and Catalin Martin
Romanian Institute for Adult Education, Timioara, Calea Bogdanestilor nr. 32A, 300389, Romania

1877-0428 © 2010 Published by Elsevier Ltd.
doi:10.1016/j.sbspro.2010.03.465

Digital Storytelling: Never Has Storytelling Been So Easy or So Powerful

Year:

2010

Link:

http://aasl.metapress.com/content/wg2653601q156x4h/fulltext.pdf

Educational Uses of Digital Storytelling: Research Results of an Online Digital Storytelling Contest

Year:

2010

This paper describes the results of a research study about DISTCO 2009, the second in a series of Digital Storytelling Contests. The DISTCO 2009 was open to all K-12 students and teachers on both national and international levels. The project was designed so students and teachers from different schools may submit original digital stories within a specified time frame and in a certain manner for the contest. The competition was held solely online, and original digital stories were required to be submitted using an official contest website (http://www.distco.org). This article will outline and describe the research results of DISTCO 2009. Specifically, this paper analyzes students’ perspectives on using digital stories in the classroom, the motivating factors using digital stories, and preferred content areas for digital story use. How teachers incorporated digital storytelling in the classroom, what they hoped to gain by using digital stories in the classroom, what challenges and successes they faced in the implementation process, and whether digital stories helped prepare students for the standardized state assessment test (Texas Assessment of Knowledge and Skills- TAKS in this case) will be discussed as well.

Link:

http://www.researchgate.net/publication/233897528_Educational_Use_of_Digital_Storytelling_Research_Results_of_an_Online_Digital_Storytelling_Contest

Using Digital Storytelling for Creative and Innovative e-Learning

Year:

2010

This article discusses how creativity and innovation can be enhanced with e-learning systems based on digital storytelling. A story creation model called movement-oriented design (MOD) is introduced for systematically developing effective digital stories, in conjunction with story creation principles articulated by Robert McKee, a Hollywood guru of script writing.

Link:

http://elearnmag.acm.org/archive.cfm?aid=1773975

Where's the Beef? - Adding Rigor to Student Digital Projects

Year:

2010

Link:

http://digitales.us/sites/default/files/Wheres-the-Beef-ISTE.pdf

Co-Creative Media: Theorising Digital Storytelling as a Platform for Researching and Developing Participatory Culture

Year:

2009

This paper considers the question, “what is co-creative media, and why is it a useful idea in social media research”? The term “co-creative media” is now used by Creative Industries researchers at QUT to theoretically frame their use of digital storytelling as an action research platform for investigating participatory new media culture. Digital storytelling is a set of collaborative digital media production techniques that have been used to facilitate social participation in numerous Australian and international contexts. Digital storytelling has been adapted by Creative Industries researchers at QUT as a platform for researching the potential of vernacular creativity in a variety of contexts, including social inclusion of marginalized and disadvantaged groups; inclusion in public histories of narratives that might be overlooked; and articulation of voices that otherwise remain silent in the formulation of social and economic development strategies. The adaption of digital storytelling to different contexts has been shaped by the reflexive, recursive, and pragmatic requirements of action research. Amongst other things, this activity draws attention to the agency of researchers in facilitating these kinds of participatory media processes and outcomes. This discussion serves to problematise concepts of participatory media by introducing the term “co-creative media” and differentiating these from other social media production practices.

Link:

http://eprints.qut.edu.au/25811/2/25811.pdf

Citation:

ANZCA09 Communication, Creativity and Global Citizenship: Refereed Proceedings: http://anzca09.org
Brisbane, July 2009

Digital Storytelling - A Shareable Media in Education

Year:

2009

As you read the following case, keep these questions in mind: (1) What skills could students gain from creating digital stories that would be useful for them beyond the classroom? (2) How much preparation and training is needed for a teacher to properly implement the use of digital storytelling in his/her classroom? (3) How might digital storytelling be beneficial to shy, quiet students? to outspoken students?

Link:

http://www.bamaed.ua.edu/edtechcases/Case%20Numbers/digital%20storytelling_Case%2010.pdf

Citation:

Technology Education: A series of Case Studies. Available at http://www.bamaed.ua.edu/edtechcases/

Digital Storytelling for Reflection in Undergraduate Medical Education: A Pilot Study

Year:

2009

WHAT IS ALREADY KNOWN IN THIS AREA

• Reflection is essential for lifelong learning and professional practice but often there is low engagement by undergraduate medical students.
• Digital storytelling has been used to engage and stimulate reflection for reflective learning in a variety of contexts but there is little research in undergraduate medical education.

WHAT THIS WORK ADDS

• Digital storytelling can effectively engage undergraduate medical students in reflection.
• The process of creating a digital story can stimulate students to carefully consider and reflect upon why they collect, select and present the various photographs.

SUGGESTIONS FOR FUTURE RESEARCH

• An evaluation of the use of digital storytelling for reflection is recommended in a larger sample of learners in different contexts, including undergraduate and postgraduate.
• Comparison of reflective learning between digital storytelling and text-based reflective writing is recommended.

Link:

http://www.cehd.umn.edu/PSTL/Water/Resources/Documents/SandarsMurray2009.pdf

Citation:

Education for Primary Care (2009) 20: 441–44

Digital Storytelling: An Emerging Institutional Technology?

Year:

2009

Link:

http://www.patricklowenthal.com/publications/DigitalStorytelling_%20preprint.pdf

Citation:

Preprint. To appear in Story Circle: Digital Storytelling around the World, ny John Harley (Ed.).

Digital Storytelling: Extending the Potential for Struggling Writers

Year:

2009

Digital storytelling is a viable tool to help struggling writers resist the social position of struggling writer that is often exacerbated by state-mandated writing assessments. While some writers may struggle with traditional literacy, tapping into new literacies may boost their motivation and scaffold their understanding of traditional literacies. Three types of struggling writers are introduced followed by descriptions of ways digital storytelling can support them as writers. Three tables include the following resources: (1) examples of digital stories, (2) tutorials and web resources for music, sound effects, graphics, and copyright information, and (3) suggested hardware and software for creating digital stories.

Link:

http://mgicollaboration.pbworks.com/f/sylvester-greenidge-digital-storytelling-and-struggling-writers.pdf

Citation:

Sylvester, R. & Greenidge, W. (2009). Digital storytelling: Extending the potential for struggling writers. The Reading Teacher, Vol. 63(4), pps. 284-295.

Digital Storytelling and Digital Literacy Learning

Year:

2008

This paper describes key concepts from an on-going study that examines the use of digital storytelling for development of digital literacy in an English language classroom. Overall, this study explores how upper primary school students may be engaged in digital storytelling with the goal of increasing digital literacy necessary for meaning making and representing through electronic multimodal texts. Data is collected through classroom application of digital storytelling and involvement with a class in a naturalistic setting. The study aims to develop a set of recommendations for pedagogically sound applications of digital storytelling for development of digital literacy in primary school English language classrooms. The study also aims to contribute to theoretical debate in relation to literacy learning and learning with technology, and develop recommendations for further research. Key concepts and some preliminary results and examples of digital stories developed by students will be discussed and showcased.

Link:

http://www.icicte.org/ICICTE2008Proceedings/churchill043.pdf

Citation:

Readings in Education and Technology: Proceedings of ICICTE 2008

Digital Storytelling for Language and Culture Learning

Year:

2008

Digital stories are most effective for language learning when they are embedded in a language-rich curriculum that provides varied and abundant opportunities for learners to acquire new vocabulary and structures. Indeed, there is a danger in the use of this fascinating technology: Teachers must remember that the production of a digital story itself is not the goal but only one of several vehicles through which students can practice language and showcase what they can do with it.

However, embedded in the DS process is deep language acquisition and meaningful practice. During the production of the story, learners must write a complete narrative, rewrite/reform the message of the narrative into a short script, speak (record) the script using accurate English, listen to the recording, judge whether or not it can be understood, and re-record the script to perfect it. Later, they choose images or video clips that are understood across cultures and audiences. The essence of the digital story is, of course, the quality of the storytelling itself. Students need to learn the form of the narrative and how to tell a good story that engages the audience.

Link:

http://www.nwp.org/cs/public/download/nwp_file/12189/Judith_Rance-Roney_Digital_Storytelling.pdf?x-r=pcfile_d

Citation:

Essential Teacher, 2008, 5 (1): 29–31.

Digital Storytelling for Reflection and Engagement: A Study of the Uses and Potential of Digital Storytelling

Year:

2008

This review investigates the pedagogic potential of digital storytelling by reviewing how the technique and the technology involved are being used in different contexts.  Digital storytelling can be remarkably effective both for the story maker and the viewer, with potential for learning, reflection and self-discovery.  As such, it can be a potent weapon in the pedagogic arsenal, particularly in respect of active learning.

Link:

http://gjamissen.files.wordpress.com/2013/05/boase_assessment.pdf

Citation:

Boase, C. (2008) Digital storytelling for reflection and engagement, a review of the potential for digital storytelling.  Report produced as part of the Phase 1 of The Higher Education Academy / JISC Higher Education e-Learning Pathfinder Programme.

Digital Storytelling in the English as a Foreign Language (EFL) Language Classroom

Year:

2008

In this article, Carmen Gregori-Signes discusses her work using digital storytelling as a language teaching and learning tool in different subject areas. She also presents activities designed specifically for use in the field of English Studies.

Link:

http://www.academia.edu/360868/Integrating_the_old_and_the_new_digital_storytelling_in_the_EFL_classroom

Digital Storytelling: A Meaningful Technology-Integrated Approach for Engaged Student Learning

Year:

2008

Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students’
understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.

Link:

https://educatorsweb2-0.wikispaces.com/file/view/meaningful+tech.pdf

Citation:

Education Tech Research Dev (2008) 56:487–506
DOI 10.1007/s11423-008-9091-8

A. Sadik 
Department of Instructional & Learning Technologies, College of Education,
Sultan Qaboos University, Muscat, Sultanate of Oman
e-mail: alaasadik@squ.edu.om; alaasadik@hotmail.com

Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom

Year:

2008

Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

Link:

http://digitalstorytellingclass.pbworks.com/f/Digital+Storytelling+A+Powerful.pdf

Citation:

Theory into Practice, themed issue on New Media and Education in the 21st Century, 47(3) (pp220-228). Lawrence Erlbaum Associates.

Engaging Student Voice and Fulfilling Curriculum Goals with Digital Stories

Year:

2008

Digital storytelling is a recent achievement that utilizes the latest developments in digital video cameras, scanners, personal computers and software. In digital storytelling projects, learners collaboratively videotape, edit, and create digital stories, which incorporate multiple media, and deal with issues of point-of-view, context, and communication of ideas. Such projects implemented in out-of-school time have generally been successful at fostering literacy skills while positively influencing youth identity development (Atchley, 2000; Davis, 2004; Hull & Greeno, 2006; Lambert, 2002). Unlike many of the other implementations of digital storytelling, this study was conducted within a formal school, in a context where digital storytelling was used in part to fulfill curriculum goals. This research project was integrated into the classroom curriculum and took place throughout the 2005-2006 school year. Students created a series of three digital stories over the course of several months implementing creative, narrative and persuasive writing. These digital stories utilized the grade level curriculum, integrating communication arts, social studies, science, and technology. The purpose of this paper is to better understand the tensions between students developing and engaging their personal voice in digital storytelling, and achieving school-based curricular goals.

Link:

http://thenjournal.org/index.php/then/article/view/22

Citation:

Kulla-Abbott, T., and Polman, J. (2008). Engaging student voice and fulfilling curriculum goals with digital stories. THEN Journal: Technology Humanities Education and Narrative, 5 (Spring).

Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning

Year:

2008

In this fascinating article, Barrett and Garrett discuss "a vision for for digital stories of development, or Online Personal Learning Environments which may eventually replace what we currently call 'electronic portfolios' in education." The authors describe a concept in which everyone has what Cohn & Hibbits called a “lifetime personal web space.” In this scenario, an online archive that includes digital stories, is used across a lifetime from schools to the workplace, and finally as a way to preserve stories for future generations.

Link:

http://docs.google.com/View?docid=dd76m5s2_39fsmjdk

Practical Uses of Digital Storytelling

Year:

2008

Digital storytelling is a good way to engage students in both traditional and innovative ways of telling a story. The students learn how to combine some basic multimedia tools such as graphics, animation, with skills such as research, writing, presentation, technology, interview, interpersonal, problem-solving, and assessment skills (Robin 2005, Barrett 2005). The purpose of this talk is threefold: first, I will briefly describe some of the educational uses of digital storytelling and its applicability in the new context of the Bologna Accord. Secondly, I will be showing some examples of specific instructions as to how to use Digital Storytelling in the classroom. Thirdly, I will talk about the outcomes of my own experience with digital storytelling with students from the Universitat de València.

Link:

http://www.uv.es/gregoric/DIGITALSTORYTELLING/DS_files/DST_15_ene_08_final.pdf

Reflective Learning for the Net Generation Student

Year:

2008

Reflective learning is essential for lifelong learning and many net generation students do not engage in the process since it does not align with their preferred learning style (Grant, Kinnersley, Metcalf, Pill, Houston, 2006).The combination of multimedia and technology motivates students to creatively produce digital stories that stimulate reflective learning. Digital stories present a personal and reflective narrative using a range of media, especially photographs and video. In addition, students can feel empowered and develop multiple literacies that are essential for lifelong learning.

Link:

http://www.elp.ac.uk/downloads/learning.pdf

Citation:

Dr Christopher Murray, Medical Education University of Leeds; Dr John Sanders, Medical Education University of Leeds

The Art of Digital Storytelling, Part 1: Becoming 21st Century StoryKeepers

Year:

2008

In this article, Bernajean Porter begins with why it is important to pass on the ancient art of storytelling and then explains that the story should be a "living story" with some form of personal connection. As such the narrator and the audience can appreciate the story and its personal meaning

Link:

http://www.digitales.us/files/ArtOfStorytelling.pdf

The Art of Digital Storytelling, Part 2: Digital Storytelling Across the Curriculum!

Year:

2008

Porter discusses how student digital storytellers must become "meaning makers" by researching a topic, selecting appropriate topics, and ultimatley, writing a script that reflects understanding of the content.

Link:

http://www.thecreativeeducator.com/v05/stories/Digital_Storytelling_Across_the_Curriculum

The Metamorphosis of an Oral Tradition: Dissonance in the Digital Stories of Aboriginal Peoples in Canada

Year:

2008

Link:

http://journal.oraltradition.org/files/articles/23ii/08_23.2.pdf

Citation:

Oral Tradition, 23/2 (2008): 297-314

Digital Storytelling in Integrated Arts Education b Sheng-Kuan Chung

Year:

2007

Computer technology has progressively transformed modern societies into a virtual space where digital devices are now indispensable. Over
the past decade, arts educators have begun to adopt appropriate computer technology in the search for meaningful and relevant classroom practices. The application of digital storytelling to arts education offers tremendous potential for promoting multiliteracy, aesthetic sensitivity, critical faculty, and integrated arts pedagogy. This paper thus reports on the development and implementation of an innovative university course through which pre- and in-service art teachers at the University of Houston learned about and experienced the application of digital storytelling to integrated arts education. The author proposes that digital storytelling is a powerful and relevant way to teach integrated arts in the age of digital technology.

Link:

http://ed.arte.gov.tw/uploadfile/Periodical/1320_arts_education41_033050.pdf

Citation:

Chung, S. K. (March 2007). Art Education Technology: Digital Storytelling [Electronic version]. Art Education, 60(2), 17-22.

Eight Tips for Telling Your Story Digitally

Year:

2007

This article originally appeared on Techsoup.org, a “technology place for Nonprofits.” It is aimed at those who want to tell a story using little to no money (also great for educators). The article offers helpful tips and tools on how to get started making and sharing digital stories.

Link:

http://ayea.org/WordPress/wp-content/uploads/2008/09/digitalstorytelling_tipsandresources.pdf

Citation:

Satterfield, B. (2007)

Evaluating the Effectiveness of Digital Storytelling for Student Reflection

Year:

2007

This paper reports on the use of digital storytelling as a means of encouraging student engagement and reflection; consideration is also given to developing an appropriate mechanism to measure student reflection using this medium. Digital storytelling, the combination of still images with an audio track, was piloted in different learning contexts at the University of Gloucestershire, including: a students’ transition into higher education program; student presentations; and capturing reflections on personal development. Evaluations show that staff and students have found this approach to be a positive experience for encouraging student creativity; however, the very personal reflective nature of the stories created has raised issues about how student reflection and progression is adequately captured using this approach. The paper will report on the use of different models to assess this progression and the issues raised.

Link:

http://www.ascilite.org.au/conferences/singapore07/procs/jenkins.pdf

Citation:

Proceedings ascilite Singapore 2007: Concise paper: Jenkins and Lonsdale

Literacy Through Technology: The Power of Digital Storytelling

Year:

2007

Link:

http://www.nwp.org/cs/public/print/resource/2410

Once Upon a Time...… Digital Storytelling Brings New Dimensions to Reading, Writing and More

Year:

2007

This article tells how digital storytelling was incorporated in classes of different age groups disciplines and the benefits of using DS to improve reading comprehension, writing skills, and media literacy.

Link:

http://www.nwp.org/cs/public/download/nwp_file/10355/Once_Upon_a_Time.pdf?x-r=pcfile_d

Citation:

Feldman, K. (2007).

Beyond Words: The Craftsmanship of Digital Products

Year:

2006

In this article, Bernajean Porter provides strategies for digital storytelling that allow students to use multimedia tools to create and share their stories. The goal for teachers is to guide their students to learn the ability of effective communication.

Link:

http://www.digitales.us/files/BeyondWordsISTE.pdf

Citation:

Porter, B. (May, 2006). Learning & Leading with Technology

Crafting an Agentive Self: Case Studies of Digital Storytelling

Year:

2006

Drawing on data from a multi-year digital storytelling project, this comparative case study offers portraits of two emerging authors—one a child and the other a young adult—who used multiple media and modes to articulate pivotal moments in their lives and reflect on life trajectories. The conceptual framework blends recent scholarship on narrative, identity, and performance, with an eye towards fostering agency. These cases demonstrate how digital storytelling, in combination with supportive social relationships and opportunities for participation in a communitybased organization, provided powerful means and motivation for forming and giving voice to agentive selves.

Link:

http://www.udel.edu/present/aaron/digitalstory/Readings/Case%20Studies%20on%20Digital%20Storytelling.pdf

Citation:

Research in the Teaching of English Volume 41, Number 1, August 2006

Digital Storytelling: Moving from Promise to Practice

Year:

2006

Student-created digital storytelling projects provide a number of promising opportunities in the classroom. Along with this promise come many challenges with both pedagogy and the technology. This paper provides an overview of several different digital storytelling projects in K-12 and teacher preparation classrooms, observations on issues arising in the implementation, and future directions to assist educators in moving from promise to practice with digital storytelling in the classroom.

Link:

http://www.umbc.edu/oit/newmedia/studio/digitalstories/documents/Dig_Story_Promise_to_Practice.pdf

Citation:

Hofer, M. & Owings Swan, K. (2006). Digital Storytelling: Moving from Promise to Practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 679-684). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Facing Versions of the Self: The Effects of Digital Storytelling on English Education

Year:

2006

This teacher-researcher case study examines the use of digital storytelling in a teacher assisting seminar. During the field placement, students composed a digital story of a teaching hour.  Combining reflection with classroom footage, students exhibited their work for their colleagues. Digital stories added to the written narratives from the field. This technological opportunity provided teacher assistants with multiple views of themselves as teachers.  Implications for future teaching and research include ongoing digital storytelling, mentoring, and the maintenance of the complexity of classroom teaching.

Link:

http://www.citejournal.org/vol6/iss2/languagearts/article2.cfm

Citation:

Tendero, A. (2006). Facing versions of the self: The effects of digital storytelling on English education. Contemporary Issues in Technology and Teacher Education [Online serial], 6(2). Available: http://www.citejournal.org/vol6/iss2/languagearts/article2.cfm

Hearing Ordinary Voices: Cultural Studies, Vernacular Creativity and Digital Storytelling

Year:

2006

Everyday or amateur cultural and media production has long been a site of both optimism and contestation for cultural studies, but there is now more justification than ever to focus on it. On the one hand, the figure of the ‘creative consumer’ is seen as both a key to the new economy and a major potential disruption to the dominance of commercial media (Lessig, 2004). On the other, the notion of a ‘digital divide’ based
on hard access to information and communication technologies (ICTs) has shifted to concerns around social inclusion and the unevenness of access to ‘voice’ in the global mediascape (Warschauer, 2003). Indeed, Sonia Livingstone has recently argued that attention to content creation as a key area of literacy is ‘crucial to the democratic agenda’, positioning new media users ‘not merely as consumers but also as citizens’ (2004, p. 11). In this article, I argue that recent developments in the uses of new media have ethical and methodological implications for cultural studies, highlighting some of the discipline’s persistent and unresolved tensions around popular culture, cultural agency and cultural value. I then use the example of digital storytelling to speculate about the democratic potential of a participatory cultural studies approach to what I call ‘vernacular creativity’.

Link:

http://eprints.qut.edu.au/6243/1/6243.pdf

Citation:

Burgess, Jean (2006) Hearing Ordinary Voices: Cultural Studies, Vernacular Creativity and Digital Storytelling. Continuum: Journal of  Media & Cultural Studies 20(2):pp. 201-214.

The Power of Digital Storytelling in the Classroom: Telling Tales with Technology

Year:

2006

Link:

http://www.edutopia.org/power-digital-storytelling-classroom

The World of Digital Storytelling by Jason Ohler

Year:

2006

Ohler describes the practice of making a digital story, which he defines as a brief narrative usually told in first person, combining writing with digital images and sound, and presented as a short movie. The art of digital storytelling, he asserts, enhances the teaching power of storytelling by teaching students valuable technical skills, engaging student interest, expanding the audience for student stories, and sharpening skills of critical thinking, expository writing, and media literacy. He emphasizes that to make quality digital stories, teachers must focus on story before technology. He suggests ways to guide students in planning, writing, and orally telling their story before they begin creating the digital presentation. The article provides examples of well-crafted digital stories, some of which tie into academic content in math and science.

Link:

http://www.jasonohler.com/pdfs/digitalStorytellingArticle1-2006.pdf

Citation:

Educational Leadership December 2005/January 2006

Constructing Digital Stories

Year:

2005

This follow-up article to an earlier one by Bull and Kajder, provides seven steps to creating a digital story. It also recognizes the importance of careful planning when using digital storytelling in the classroom and discusses how students' learning skills are enhanced by using digital stories.

Link:

http://www.eric.ed.gov/PDFS/EJ697311.pdf

Citation:

Bull, G., Kajder, S., & Albaugh, S. (2005). Learning & Leading with Technology, Volume 32 Number 5, pages 40-42.

Digital Storytelling Research Design

Year:

2005

If Digital Storytelling is to become accepted in today’s schools, it will be important to collect data to be able to draw conclusions about the impact that the process has on student learning, motivation and engagement and how teaching practices and strategies change with technology integration through digital storytelling. This document outlines a potential study of the issues related to learning and reflection through digital storytelling. The data collected will provide research-based evidence on the effect digital storytelling has on student learning, motivation, and engagement.

Link:

http://electronicportfolios.com/digistory/ResearchDesign.pdf

How To: Use Digital Storytelling in Your Classroom

Year:

2005

Link:

http://www.edutopia.org/digital-storytelling-classroom

Telling Tales with Technology

Year:

2005

In this article, Judy Salpeter discusses how educators have used the Center for Digital Storytelling's model to train teachers and students to create digital stories that support instructional activities inside the classroom as well as in the community. The article also includes links to a number of digital storytelling websites that will be of interest to educators.

Link:

http://litr630.weebly.com/uploads/6/4/7/9/6479633/salpeter_digital_storytelling.pdf

Citation:

Salpeter, J. (2005). Technology and Learning (25)7, pages 18, 20, 22, 24.

Co-Authoring Identity: Digital Storytelling in an Urban Middle School

Year:

2004

Link:

http://thenjournal.org/feature/61/

Digital Storytelling in the Language Arts Classroom

Year:

2004

Link:

http://www.digitalstoryteller.org/docs/DigitalStorytelling.pdf

Enter Here: Personal Narrative and Digital Storytelling

Year:

2004

Through the creation of a digital story, urban high school students gain confidence and a new understanding of literacy. Sara B. Kajder offers a step-by-step plan for replicating this project, grounded in sound theory and research about how adolescents expand their literacies.

Link:

http://hhh.k12.ny.us/uploaded/PDFs/DI_Pdfs/Day_1/kajderarticle.pdf

Citation:

Enter Here: Personal Narrative and Digital Storytelling
English Journal Vol. 93, No. 3 January 2004

Digital Storytelling: Research-Based Practice in New Media

Year:

2003

Link:

http://wiki.commres.org/pds/%20Research-based%20practice%20in%20new%20media.pdf

Citation:

Visual Communication June 2003 2: 189-193
DOI: 10.1177/1470357203002002004

Backpack Journalism Is Here to Stay

Year:

2002

Link:

http://www.ojr.org/ojr/workplace/1017771575.php

Citation:

Online Journalism Review

Digital Storytelling Finds Its Place in the Classroom

Year:

2002

Link:

http://www.infotoday.com/MMSchools/jan02/banaszewski.htm

Digital Storytelling for Reflective Practice in Communities of Learners

Year:

2002

This paper will present the use of digital storytelling* in community development settings to promote reflective practice and foster connections in communities of learners. Through digital storytelling, individuals learn to tell a story, and in doing so, become more effective actors in
collaborative work environments. This particular form of digital storytelling encourages participants to communicate meaning on multiple levels (voice, point, emotional content, tension, story arc), and it allows storytellers to take fresh perspective on their work. Participants abstract meaning, but also give it a concrete form, as story, which can then be shared. We consider the benefits of this approach as a way to strengthen ties among participants in the creative and social outreach work in which they engage.

Link:

https://sunhong.wikispaces.com/file/view/04_16_freidus_hlubinka.pdf

Citation:

ACM SIGGROUP Bulletin
Volume 23 Issue 2, August 2002
Pages 24 - 26

Digital Tools Easier to Grasp

Year:

2002

Link:

http://www.ojr.org/ojr/lasica/1034121182.php

The Process of Remembering with the Forgotten Australians: Digital Storytelling and Marginalized Groups

Year:

Digital storytelling projects have proliferated in Australia since the early 2000s, and have been theorized as a means to disseminate the stories and voices of “ordinary” people. In this paper I examine through the case study of a 2009 digital storytelling project between the Australasian Centre for Interactive Design and a group identifying as Forgotten Australian whether digital storytelling in its predominant workshop-based format is able to meet the needs of profoundly marginalized and traumatized individuals and groups. For digital storytelling to be of use to marginalized groups as a means of communication or reflection a significant re-examination of the current approaches to its format, and its function needs to undertaken. This paper posits new ways of utilizing digital storytelling when dealing with trauma narratives.

Link:

http://www.humantechnology.jyu.fi/articles/volume8/2012/Hancox.pdf

Citation:

Human Technology, 8(1), May 2012, 65–76.