" Digital storytelling is exponentially more powerful than other forms of storytelling because the digital format immediately makes a student's knowledge available to a global audience. "
DS Research
A phenomenological evaluation: Using storytelling as a primary teaching method
Michele R. DavidsonYear:
2004
This phenomenological study examines the experiences of students who had been enrolled in an undergraduate women's health issues course where storytelling served as one of the primary teaching and learning tools. Using hermeneutic phenomenology, the investigator explored the perceptions of participants at the conclusion of the course. A purposive sample of 10 students made up the focus group. Themes were explicated and analyzed from interviews until data saturation was reached. Content analysis from focus groups revealed three themes: personalizing learning, participatory learning, and group trust/safe environment. Storytelling provided students with an opportunity to become more actively involved, provided a forum to relate real life examples to concrete didactic data, served as a trigger for information recollection, and made material seem more realistic. The increased discussion and interaction within the classroom setting enabled students to probe alternative views and perspectives in the class room. The use of more diverse teaching tools can enhance the students' experiences in the classroom setting.
Link:
http://www.sciencedirect.com/science/article/pii/S147159530300043X#
Citation:
Michele R. Davidson, A phenomenological evaluation: using storytelling as a primary teaching method, Nurse Education in Practice, Volume 4, Issue 3, September 2004, Pages 184-189, ISSN 1471-5953, http://dx.doi.org/10.1016/S1471-5953(03)00043-X
A Project-based Digital Storytelling Approach for Improving Students Learning Motivation, Problem-Solving Competence and Learning Achievement
Chun-Ming Hung, Gwo-Jen Hwang and Iwen HuangYear:
2011
Although project-based learning is a well-known and widely used instructional strategy, it remains a challenging issue to effectively apply this approach to practical settings for improving the learning performance of students. In this study, a project-based digital storytelling approach is proposed to cope with this problem. With a quasi-experiment, the proposed approach has been applied to a learning activity of a science course in an elementary school. A total of 117 Grade 5 students in an elementary school in southern Taiwan were assigned to an experimental group (N = 60) and a control group (N = 57) to compare the performance of the approach with that of conventional project-based learning. A web-based information-searching system, Meta-Analyzer, was used to enable the students to collect data on the Internet based on the questions raised by the teachers, and Microsoft’s Photo Story was used to help the experimental group develop movies for storytelling based on the collected data. Moreover, several measuring tools, including the science learning motivation scale, the problem-solving competence scale and the science achievement test, were used to collect feedback as well as evaluate the learning performance of the students. The experimental results show that the project-based learning with digital storytelling could effectively enhance the students’ science learning motivation, problem-solving competence, and learning achievement.
Link:
http://www.ifets.info/journals/15_4/31.pdf
Citation:
Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement. Educational Technology & Society,15 (4), 368–379.
Coming Full Circle: Exploring Story Circles, Dialogue, and Story in a Graduate Level Digital Storytelling Curriculum
Anne T. RudnickiYear:
2011
Humans first told stories to each other orally, and then expressed their stories through visual elements such as in the cave paintings in Lascaux, and then later in written texts. We are drawn to story because we live storied lives (Campbell, 1988; Connelly & Clandinin, 1990; Lambert, 2006). In fact, "researchers have found that the human brain has a natural affinity for narrative construction" (Carey, 2007). More and more, educators at all levels are integrating narrative into their curricula (Coles, 1989; Davis, 2004; Robin, 2008). Digital storytelling, in particular, has become more and more popular as a way for students and teachers to learn and teach educational content. The working definition of digital storytelling in this study is storytelling in the form of short multimedia pieces which follow the "The Ten Elements of Digital Storytelling" in education (Robin, 2004).;Meaningful digital stories inspire their audiences to think and reflect upon the story being told. Effective digital stories move audiences to want to understand and learn more about the story and its meaning. Therefore, in this narrative inquiry (Clandinin & Connelly, 2000) I delved deeper into student digital storytelling to gain more knowledge and insight into their experiences (Dewey, 1916) so that digital storytelling curriculum and instruction may be strengthened. I explored the digital story development process of graduate students in a digital storytelling and popular culture course focusing on the dialogical aspects (Buber, 1970; Freire, 1970). I explored dialogue because, according to Freire, dialogue evokes higher consciousness (1970). Therefore, I was curious if dialogue about storytelling evoked students' higher consciousness of the stories they tell, and in turn helped them tell meaningful digital stories.;A few of the topics which emerged in the study are personal narrative versus academic writing, story circles as knowledge communities (Craig, 1995), aesthetic knowing (Eisner, 1998), digital stories as narratives of inquiry, and teachers as curriculum makers (Clandinin & Connelly, 1992). As a result of this exploratory narrative study, I have proposed a "Story Circle Guide" to help teachers and students conduct story circles in their classrooms. Finally, future studies are proposed and discussed.
Link:
Digital Stories as Tools for Change: A Study of the Dynamics of Technology Use in Social Change and Activism
Katherine De TollyYear:
2007
Digital storytelling uses technology in order to capture people’s stories digitally, weaving together images, music and narration to create a vivid, multi-media story in the form of a short movie. Story creators are taken through a workshop in order to equip them with the technical and other skills needed to create the stories themselves. In the case studied, a group of gender and HIV activists participated in intensive four-day workshops sponsored by a South African non-governmental organisation. Seven interviews were conducted with workshop participants to capture their experiences of the workshops. Following a grounded theory approach, the interview transcriptions were analysed using an open coding process, which lead to the emergence of a clear central story line. The conceptual framework or theory emerging from this qualitative case study is that in digital stories as tools for social change and activism, technology’s role can be understood through conceptualising it as a medium and a mediator, with its properties as a medium enabling it to play a mediating role in a number of different types of relationships.
A potential gap in the literature was identified in the process of writing this dissertation, which is that most examinations of the use of technology in social change and activism concentrate on the Internet and email. Hence there is a need for further research into how a range of technologies are currently and can potentially be used in the services of social change. It is hoped that this dissertation will contribute to addressing that gap.
Link:
http://repository.up.ac.za/bitstream/handle/2263/29097/dissertation.pdf?sequence=1
Citation:
De Tolly, K. (2007). Digital Stories as Tools for Change: a Study of the Dynamics of Technology
Use in Social Change and Activism. (Master's dissertation, University of Pretoria, 2007).
Digital Storytelling as a Cultural-Historical Activity: Effects on Information Text Comprehension
Maryann E. TatumYear:
2009
New literacies in reading research demand for the study of comprehension skills using multiple modalities, through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, research suggests that educators need activities to connect students' lack of reading skills with their growing multimodal literacy.
During the post-reading phase of a directed reading activity (DRA), students were engaged in digital storytelling, where they created digital videos and slideshows based on information text read during DRA. Previous studies highlighting the use of digital storytelling have been limited to narrative formats and the influence that participation in this activity has on self-esteem and identity. This activity has been widely recommended for improving writing among teachers and in teaching journals, but it has not been empirically studied in the classroom as a comprehension activity.
The theoretical framework that supported this study was Vygotsky's Cultural Historical Activity Theory (CHAT). The researcher used the CHAT framework and Burke's Pentad of Analysis (1969) to study the nature of student interactions. Research questions for this study were answered through both quantitative and qualitative methods. The questions being asked by the researcher were:
1. What were the effects of participation in directed reading activity (DRA) modified to include digital storytelling in the post-reading phase of DRA on 6th graders' comprehension of information text?
2. Did the interactions observed during participation in directed reading activity modified to include digital storytelling reflect the principles promoted by Cultural-Historical Activity Theory?
Eighty sixth-grade students were randomly assigned to their digital storytelling groups. The subjects participated in whole-class DRA on two information texts, with the treatment group creating digital stories based on the texts. Cloze scores indicated that there was no significant difference in comprehension due to the treatment. However, there was ample evidence to support the claim that participation in digital storytelling instantiates the principles of CHAT. Overall, digital storytelling does show promise as a multimodal instructional activity, and the discussion expands to several implications and recommendations of future research on this instructional activity.
Link:
http://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1221&context=oa_dissertations
Citation:
Tatum, Maryann E., "Digital Storytelling as a Cultural-Historical Activity: Effects on Information Text Comprehension" (2009). Open Access Dissertations. Paper 222.
Digital Storytelling as an Innovative Element in English for Specific Purposes
Ana Gimeno-SanzYear:
2015
This paper discusses the benefits of using Digital Storytelling (DS) as an element of innovation and motivation with learners of English for Specific Purposes enrolled in Aerospace Engineering at the Universitat Politècnica de Valencia, Spain. The paper describes the context and the method, and concludes with a number of findings from a student survey that shed evidence to conclude that DS is a useful and engaging teaching approach with which students improve both non-linguistic skills and competences, as well as productive linguistics skills.
Link:
http://www.sciencedirect.com/science/article/pii/S1877042815019564
Citation:
Ana Gimeno-Sanz, Digital Storytelling as an Innovative Element in English for Specific Purposes, Procedia - Social and Behavioral Sciences, Volume 178, 10 April 2015, Pages 110-116, ISSN 1877-0428, http://dx.doi.org/10.1016/j.sbspro.2015.03.163
Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-long Experimental Study
Ya-Ting C. Yang, Wan-Chi I. WuYear:
2012
The purpose of this study was to explore the impact of digital storytelling on the academic achievement, critical thinking, and learning motivation for high school English language learners. Over the course of one year, a group of 110 participants were recruited for the study. Students were divided into two groups, both used the same course content, instructor, schedule, and examinations, but they differed on instructional strategies. One was taught with information technology-integrated instruction (ITII) and the other was taught via digital storytelling. The study found that the digital storytelling group performed significantly better than the lecture type ITII students in terms of English achievement, critical thinking, and learning motivation. The authors concluded that the use of digital storytelling creates an effective learning environment in which students work together collaboratively. Digital storytelling enables them to personalize their narratives and make deeper connections between their thoughts and translating them into the English language.
Link:
http://www.sciencedirect.com.ezproxy.lib.uh.edu/science/article/pii/S0360131511003289
Citation:
Computers and Education, Volume 59, Issue 2, September 2012, pp. 339-352.
Digital Storytelling in an Elementary Classroom: Going Beyond Entertainment
Terry A. CampbellYear:
2012
The research presented in this paper is motivated by the following action research question: How can digital storytelling in a junior elementary school classroom (Grade 5-6; ages 10-12) enhance engagement in writing as well as the motivation and ability to create higher quality writing? In particular, What happens as students move beyond the novelty or entertainment effect (i.e., their predictable initial excitement) of new technology to adoption in their everyday classroom literacy activities (i.e., reading and writing)? This paper summarizes a two-year study and focuses on the unpredicted findings embedded in the classroom teachers’ instructional approaches.
Link:
http://www.sciencedirect.com/science/article/pii/S1877042812054109
Citation:
Terry A. Campbell, Digital Storytelling in an Elementary Classroom: Going Beyond Entertainment, Procedia - Social and Behavioral Sciences, Volume 69, 24 December 2012, Pages 385-393, ISSN 1877-0428, http://dx.doi.org/10.1016/j.sbspro.2012.11.424
Digital Storytelling in Second Language Learning - A qualitative study on students' reflections on potentials for learning
Anita NormannYear:
2011
This study focuses on the educational use of digital storytelling within second language learning from an emic perspective. Digital storytelling, which can be described as a combination of the old storytelling tradition and new technology, was originally used for other purposes than education and learning. This has however changed over the years. With the advent of new technology in schools, various forms of digital media production have become quite common as approaches to learning in several subjects. This was even further emphasized with the new curriculum from 2006, where digital skills were established as one of five basic skills. I have in my own teaching practice used digital storytelling as a learning activity since 2003.
This study’s main objective has been to explore young learners’ metareflections on potentials for learning when digital storytelling is used as a learner centered second language learning activity in lower secondary school. Data have been collected from questionnaires, semi structured interviews and reflection logs and been analyzed thematically. Three overall themes were established, all with reference to the following main research question outlined for the study: What are the potentials for learning when digital storytelling is used as a second language learning activity in lower secondary school, as perceived by the students and expressed through their reflections?
I found that students understand digital storytelling as an all-embracing activity for learning in the sense that it can be used to obtain other goals, e.g. development of basic oral, written or digital skills, or be the goal in itself, e.g. to develop content understanding. The study also showed that increased motivation for academic work was generally related to variation in working method, more than to digital storytelling. A few differences between boys’ and girls’ reflections on the use of new technology were observed, but a majority of the students in this study related learning to being active in the learning process, e.g. by teaching others. In this respect, they pointed to digital storytelling as a relevant way of documenting and sharing knowledge. The study furthermore showed that scaffolding and contextualization were important premises for learning to take place and that students not only learn from their own digital storytelling productions, but also from those of their peers.
Link:
http://www.diva-portal.org/smash/get/diva2:445952/FULLTEXT01.pdf
Citation:
Master's thesis in didactics for English and foreign languages
Norwegian University of Science and Technology
Faculty of Social Sciences and Technology Management
Programme for Teacher Education
Digital Storytelling Makes Reading Fun and Entertaining
Ariffin Abdul Mutalib, Nurulnadwan Aziz, Zatul Amilah ShaffieiYear:
2011
This study first tells about the reading formats through history from wood and stone to paper and now through digital media. In this study a group 25 eight year olds were observed as they read a digital storytelling (an interactive ebook). Their behaviors were noted as they were engaged in the digital storytelling, and it was concluded that digital storytelling makes reading fun and entertaining.
Link:
http://www.ijcaonline.org/volume18/number1/pxc3872878.pdf
Citation:
Ariffin Abdul Mutalib, Nurulnadwan Aziz, & Zatul Amilah Shaffiei. (2011, ). Digital storytelling makes reading fun and entertaining. International Journal of Computer Applications, pp. 20-26. doi: 10.5120/2248-2878
Digital Storytelling: An Application of Vichian Theory
Karen Edwards PierottiYear:
2006
Storytelling is often looked at as something archaic or something that simpler cultures engage in. However, in our sophisticated and highly technological world storytelling swirls about us though we may not always recognize it. This thesis looks at the phenomenon of digital storytelling that functions to create community on the Internet. In order to ground this phenomenon in theory, I examine the works of Giambattista Vico, the 18th-century Neapolitan philosopher/rhetorician, who lived on the cusp of the Renaissance and the Age of Enlightenment.
Furthermore, as a teacher of rhetoric to youth, Vico admonished young people to study the arts of poetry, painting, and oratory. These three arts are part of digital storytelling with the story line, visuals, and voice over. Digital storytelling, therefore, reaches more people because these arts are easily understood and accepted by people of all ages and education. Marshall McLuhan, the 20th -century Canadian scholar was an eclectic critic of technology and culture who anticipated the Internet. McLuhan used Vichian theory as the basis for some of his writings on technology.
My study synthesizes and makes connections between McLuhan’s writings on technology and the particular technology of digital storytelling. The new technologies bring back a secondary orality as well as more visual communication such as the radio and television in a print saturated culture. Today we are living in a world where writing, the spoken word and music, and visual images blend together in the digital milieu of the Internet. Digital storytelling is just one way that technology is being used to enhance an ancient genre. As one of its goals is to create community, this genre is trying to achieve what McLuhan suggested in the coming together of a global village.
Link:
http://sunhong.wikispaces.com/file/view/08_30_vico_digital_storytelling.pdf
Citation:
Brigham Young University. Department of English, 2006 - 110 pages
Digital Storytelling: Ordinary Voices, Extraordinary Stories
Donna Boston RossYear:
2011
This dissertation investigates the perspectives of women enrolled in a developmental English class at a community college which utilized digital storytelling as a pedagogical tool. Building upon the many years of research of best practices in the field of developmental education, this qualitative narrative inquiry is motivated by three research questions:
1) How do the women use digital storytelling technology to create meaning?
2) What does the experience of the female storytellers reveal about women and the learning experience?
3) How do developmental education research-based best practices intersect with digital storytelling?
The goals of the study are to contribute to the existing body of literature on developmental education best practices and women’s learning, as well as merge the two with the 21st century technology of digital storytelling. Within the contemporary literature on digital storytelling, themes of identity formation, multiple literacies, and empowerment through emancipation are pervasive. This study offers insight into and advances the understanding of digital storytelling by including the field of developmental education with an exclusive focus on women’s ways of learning.
Link:
http://libres.uncg.edu/ir/asu/f/Ross,%20Donna_2011_Dissertation.pdf
Citation:
Ross, D.B. (2011). Digital Storytelling: Ordinary Voices, Extraordinary Stories. Unpublished doctoral dissertation. Appalachian State University, Boone, NC.
Digital Storytelling: Supporting Digital Literacy in Grades 4-12
Year:
2005
Digital storytelling, the practice of combining personal narrative with multimedia to produce a short autobiographical movie, continues to expand its creative uses in classrooms around the world. However, teaching the actual “story process” within digital storytelling presents several challenges for teachers as it demands a combination of creative writing, basic film conventions, visual and media literacy, as well as the technical facility with the technology. Digital storytelling presents a unique opportunity for students to acquire much more than new technology skills. It enables them to represent their voices in a manner rarely addressed by state and district curriculum while practicing the digital literacy skills that will be important to their 21st century futures. Storytelling and multimedia production have rarely been taught, if at all, while the development of students’ narrative skills has rested on the shoulders of English teachers. This pedagogical disconnect between story literacy and technology literacy is at the heart of the “multiliteracies” debate. Elliot W. Eisner writes in The Kind of Schools We Need, “What we ought to be developing in our schools is not simply a narrow array of literacy skills limited to a restrictive range of meaning systems, but a spectrum of literacies...We need a conception of multiple literacies to serve as a vision of what our schools should seek to achieve” (2002). An effective implementation of digital storytelling in schools is a model of the metaliteracy Eisner suggests.
Link:
http://techszewski.blogs.com/techszewski/files/TBanaszewski_DS_thesis.pdf
Citation:
Banaszewski, M. T. (2005). Digital Storytelling: Supporting digital literacy in grades 4-12. Master’s thesis, Georgia Institute of Technology.
English Language Learners' Connection to School and English through the Digital Storytelling Process
Megan J. McElfreshYear:
2011
Thanks to the developing technology of digital storytelling, English Language Learner teachers at Maple Elementary may have a potential answer to help 2nd grade students with their growth in English and connection to school. The questions that guided this inquiry into digital storytelling in the ELL classroom were the following: Are there particular benefits to ELLs in digital storytelling? Do ELL students see connections through the digital storytelling process to their growth as a writer and role in the school community? Research has previously shown the success of ELL students is strongly linked to the instruction they receive and sense of connection they feel in schools with peers and teachers. The art of storytelling and its role in learning is far from new, but digital storytelling with the use of iMovie is a new introduction to instruction in schools. Through creating and sharing digital stories in the ELL classroom at Maple Elementary, themes of joy and humility, originality, vocabulary and fluency, risk taking skills, and motivation and connection to school emerged. Problems and challenges with the digital storytelling process included student attitudes and the unpredictability of technology. Overall, there were multiple linguistic and socio-emotional benefits to digital storytelling in the classroom and its role as a teaching tool in the future looks bright.
Link:
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1119&context=cehsdiss
Citation:
Master's Thesis, University of Nebraska
Enhancing 21st Century Learning Skills Via Digital Storytelling: Voices of Malaysian Teachers and Undergraduates
Siew Ming Thang, Lee Yit Sim, Najihah Mahmud, Luck Kee Lin, Noraza Ahmad Zabidi, Kemboja IsmailYear:
2014
Research studies have discovered that digital storytelling which combines the art of storytelling with a variety of interactive media tools can benefit language learning in a variety of ways. It has been found to encourage and motivate students and at the same time enhance their communication skills and enable them to build conceptual skills and technological skills – all in- line with 21st century skills required by the job market. This paper will describe the use of digital storytelling as an innovation for learning English in an English for Academic Purpose (EAP) course, and the teachers and students’ responses to the innovation. The analysis of preliminary data will be derived from interviews with five teachers, and the students’ questionnaire survey. The discussion of the preliminary findings will explore to what extent the project enhances the promotion of 21st century skills, such as interactive communication skills, interpersonal skills, technology literacy skills as well as language skills.
Link:
http://www.sciencedirect.com/science/article/pii/S1877042814015973
Citation:
Siew Ming Thang, Lee Yit Sim, Najihah Mahmud, Luck Kee Lin, Noraza Ahmad Zabidi, Kemboja Ismail, Enhancing 21st Century Learning Skills Via Digital Storytelling: Voices of Malaysian Teachers and Undergraduates, Procedia - Social and Behavioral Sciences, Volume 118, 19 March 2014, Pages 489-494, ISSN 1877-0428, http://dx.doi.org/10.1016/j.sbspro.2014.02.067
Examining Digital Storytelling In Terms of the 21st Century Skills Development
Ferit Karakoyuna, Abdullah KuzubYear:
2013
The purpose of this study was to determine elementary school sixth-grade students’ views about whether digital storytelling activities develop their 21st century skills. The participants of the study were 45 sixth-grade students attending a private elementary school and a single survey model was used as the research method.
Link:
Citation:
Technology-enhanced Learning (TeL2013), Singapore, October 2013
Implementation of Digital Storytelling in the Classroom by Teachers Trained in a Digital Storytelling Workshop
Bulent DoganYear:
2007
Digital storytelling, one of the new technology applications used in the classroom by teachers, is recognized for its immediate benefits by educators. Certain benefits to students, such as developing 21st century skills, increasing student motivation and engagement, increasing creativity, respecting each others' backgrounds, facilitating discussions in the classroom, helping shy students who are willing to express themselves through stories, and increasing the self-confidence of special needs students are reported in the literature (Banaszewski, 2005; Howell & Howell, 2003; Hull & Nelson 2003; Jakes & Brennan, 2005; Salpeter, 2005; Robin, In press).
Digital storytelling is a relatively new strategy that utilizes multiple technology tools that can be used by teachers and students in K-12 education. The present study lays a foundation for future studies to investigate the implementation of digital storytelling in K-12 classrooms. The study attempted to understand how a group of teachers used digital storytelling in the classroom after they were trained in a workshop at the University of Houston. The following issues were addressed in the study: how digital storytelling was/can be used as a technology tool in the classroom, what effects on students were observed by teachers and possible problems that might arise in the implementation process. The researcher took a case study approach using both qualitative and quantitative data collection methods for the study because the case study approach fit best with the particular characteristics and challenges of this project. Given the conditions of the research study, an opportunity sample was used. The population of interest in the study was participants who attended a digital storytelling workshop organized by the Laboratory for Innovative Technology in Education (LITE) at the University of Houston. Two surveys and three interviews were the backbone of the collected research data.
The results of the study suggested that, even though almost all of the teachers' perceptions about using digital stories in the classroom were very positive immediately after the workshops, in practice, more than half of the teachers in the follow up study didn't use digital storytelling during the implementation period at all. The reasons behind not using digital stories in the classroom were discussed with the barriers that teachers faced in the dissertation. The results also suggests that despite the fact that digital storytelling is a powerful tool to convey desired messages around a topic or a subject area by the teachers; in practice it is also a very powerful tool that has positive impacts on students and their performances. The teachers who used digital storytelling in the classroom with their students reported and all agreed that they observed increases in certain skills such as technical skills, presentation skills, research skills, organizational skills, and writing skills with their students. It is noted in the literature that when students actively participate in the creation process of digital storytelling, they most notably develop certain 21st century skills (Howell & Howell, 2003; Jakes, 2006; Robin, In press). Overall, digital stories were reported by teachers as having positive effects on students' 21st century skills. Another important effect observed by teachers was increased motivation and engagement levels in their students. Teachers believed that creating digital stories increased their students' motivation and engagement levels. The findings from this study supported the idea of the "director's chair effect" as well as "being able to express themselves" and "simply being able to use computers" as to why digital storytelling effectively captivates and motivates students (Banaszewski, 2005; Paull, 2002).
Link:
http://gradworks.umi.com/32/72/3272583.html
Citation:
Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop
by Dogan, Bulent, Ed.D., UNIVERSITY OF HOUSTON, 2007, 173 pages; 3272583
In-service Teachers and Technology Integration: Digital Storytelling Reduces Teachers Management Concerns in the Concerns-Based Adoption Model (CBAM)
Janice W. Butler, University of Texas at Brownsville, United StatesYear:
2010
The purpose of the study was to compare teachers’ concerns toward computer integration before and after completing training in digital storytelling. A pre-experimental pretest-posttest one-group only research design was utilized in this study of twenty-two teachers from a school district in deep South Texas. The self-reported Stages of Concerns Questionnaire (SoCQ) used in this study addresses seven stages of concerns educators experience when asked to implement any innovation: awareness, informational, personal, management, consequence, collaboration, and refocusing. The results obtained from the study suggest that teachers’ concerns toward technology integration were statistically significantly reduced in the Management Stage and in the Refocusing Stage after receiving training in digital storytelling. A discussion of the results of the study and implications are included.
Link:
Citation:
W. Butler, J. (2010). In-service Teachers and Technology Integration: Digital Storytelling Reduces Teachers’ Management Concerns in the Concerns-Based Adoption Model (CBAM). In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1210-1217). Chesapeake, VA: AACE.
Negotiations and Challenges: An Investigation into the Experience of Creating a Digital Story.
Anh T, NguyenYear:
2011
Digital Storytelling has been popular in various educational contexts as a powerful tool for cognitive and literacy development in the digital age. The creation of a digital story is a complex process in which the creator utilizes different skills and literacies in order to produce a meaningful multimedia text. Learning occurs at different levels and dimensions when the digital story creator draws upon social cultural knowledge, relates life experiences, and interacts with peers and instructors to work through this multi-staged project. Thus, creating a digital story is also a process of negotiation. While deciding on the theme, the images, the language and other elements of the digital story, the creator needs to negotiate internal conflicts, relations with the social world and the different modes used to tell the story.
Although the large majority of the scholarship on Digital Storytelling features Digital Storytelling as a deep reflective learning device, an effective means of self-representation and an original media genre, few studies have been dedicated to investigating the challenging aspects in creating a digital story (see Kulla-Abbott & Polman, 2008; Nelson & Hull, 2008). This dissertation research study is a narrative inquiry into the experience of creating a digital story with the concepts of negotiation and challenge at the center. As the digital story creator negotiates to make the choices which are going to be presented in the digital story, they may have to encounter challenges associated with these choices.
This dissertation research attempts to reconstruct the experience of creating a digital story at various levels. The first level is the analysis of the internal structure of the digital story as a multimodal text in order to learn how each narrative line (voice-over, imagery, and music) works, and how the lines work together to create the effects of the story. The second level is the examination of the experience of negotiating for the choices presented in the story and coping with related challenges during the creative process. The third level is the researcher's study of the themes and patterns of negotiations and challenges emerging from the experience of creating a digital story. This is also the reflection upon personal experience in an endeavor to search for the meaning of that experience in more general and profound dimensions. Finally, conclusions from the examination of the experience raise useful implications and propositions for teaching and evaluation when Digital Storytelling is incorporated in the curriculum.
Methodologically, the inquiry for this dissertation closely followed three graduate students in their digital story projects in the setting of two linked courses, one focusing on hands-on multimedia technology and the other centering on the methodology of using popular culture in the classroom. The data collected consist of field notes of class observation, teaching materials on Moodle—the learning management system used for the linked courses, participants' postings on the Moodle discussion forum, personal interviews, and the actual digital stories created by the participants. Among the primary concepts in the theoretical framework of this dissertation are the functions of narrative from sociocultural, constructivist, and narrative theory perspectives; Digital Storytelling as a means for self-representation and identity formation; narrative inquiry; the narrative version of knowledge; and knowledge community.
Link:
http://gradworks.umi.com/34/62/3462838.html
Citation:
Negotiations and challenges in creating a digital story: The experience of graduate students
by Nguyen, Anh T., Ed.D., UNIVERSITY OF HOUSTON, 2011, 211 pages; 3462838
Opportunities and Challenges in Representing Narrative Inquiries Digitally
Cheryl CraigYear:
2013
Within the context of four locally funded research projects, the researcher was asked to disseminate the findings of her narrative inquiries not to the research community, which had previously been the case, but to the practice and philanthropic communities. This, in turn, created a representational crisis because practitioners and philanthropists typically do not read research reports. In this paper, two sources previously cut off from one another—the narrative inquiry research method and the digital storytelling approach—were brought together to inform how the live research projects became represented.
Link:
http://www.tcrecord.org/Content.asp?ContentId=16927
Citation:
Teachers College Record, 115, 040308 (2013)
Shaping our World: Digital Storytelling and the Authoring of Society
Karen Lynn BrzoskaYear:
2009
Globalization, networked societies, and a knowledge-based economy engender increasing reliance on digital communication technologies for the dissemination of information and ideas (Castells, Fernandez-Ardevol, Qiu & Sey, 2006). While the technological revolution has broadened access this digital domain, participants often adopt the passive role of information consumers (Kellner & Share, 2005). If educators are to provide a diverse student population with the skills needed for active engagement as knowledge producers and publishers, new approaches to literacy education must be implement (Myers & Beach, 2004; Peters & Lankshear, 1996; Ware & Warschauer, 2005). This dissertation study focuses on the use of digital storytelling as a strategy for facilitating student acquisition of the new literacy skills needed for active participation in academic, private and public spheres. For this study, the traditional definition of digital storytelling is expanded to include video and web-based stories and the use of web 2.0 technologies such as blogs. Conducted at California State Polytechnic University, Pomona, the study investigates six courses in which higher education faculty engaged students in the authoring of digital stories. Qualitative methods were used to collect and analyze a variety of data sources including interviews with 6 faculty members and 23 students, student-produced digital stories, and notes from 21 class observations. Results show the role digital storytelling can play in fostering higher-order thinking skills, developing student authorial voice, and helping students understand that insofar as knowledge is a social construct, resultant ideologies are negotiable, contestable, and revisable. Although a number of factors that promote student acquisition of new literacy skills were revealed, the investigation also resulted in the identification of a number of hindrances related to the authoring process. This dissertation highlights these factors and provides a list of suggested strategies for the effective implementation of digital storytelling into higher-education curricula.
Link:
http://search.proquest.com/docview/305086175/fulltextPDF?accountid=7107
Citation:
Brzoska, K. L. (2009). Shaping our world: Digital storytelling and the authoring of society. Dissertation (Ed. D.), University of California, Irvine and California State Polytechnic University, Pomona, CA.
Teaching the Writing Process through Digital Storytelling in Pre-Service Education
Martha Robison GreenYear:
2011
This study used a mixed-methods design to determine instructional strategies that best enhance pre-service teachers' valuing of digital storytelling as a method to teach the narrative writing process; to consider how digital storytelling increases pre-service teachers' valuing of the role of reflection in the writing process; and to explore how pre-service teachers become more aware of the relationship between words and images to convey meaning. The study also considered aspects of the project that result in pre-service teachers valuing digital storytelling to teach the writing process and investigated how engaging in a digital storytelling project helps pre-service teachers better understand the connection between the planning process in the text-based environment and the planning process in the digital environment.
Results indicated that constructing digital stories in a supportive learning environment led pre-service teachers to be more aware of the role that reflection plays in the writing process and to value digital storytelling as an effective method to teaching writing and integrate digital technology in the classroom. Participating in the project increased pre-service teachers' understanding of the connection between the planning process in the text-based environment and the planning process in the digital environment. Use of a storyboard served as a reflective planning tool that enabled pre-service teacher to better understand the connection between words and images to convey meaning and extended the planning process into the digital environment. Pre-service teachers valued the digital storytelling project as a model for teaching the writing process in the digital environment, as a method for self expression and for sharing stories within a community of learners, and as a strategy for integrating digital technology in the classroom.
Link:
http://search.proquest.com.ezproxy.lib.uh.edu/docview/885229630?accountid=7107
Citation:
Teaching the writing process through digital storytelling in pre-service education
by Green, Martha Robison, Ph.D., TEXAS A&M UNIVERSITY, 2011, 159 pages; Publicagtion Number: 3471214
Towards a Learning Design for Student-generated Digital Storytelling
Matthew KearneyYear:
2009
The literature on digital video in education often emphasises the use of pre-fabricated, instructional style video assets. Learning designs for supporting the use of these expert-generated video products have been developed (e.g. Burden & Atkinson, 2008). However, there has been a paucity of pedagogical frameworks for facilitating learner-generated video projects. This paper outlines an emerging learning design for a popular genre: learner-generated digital storytelling.
Link:
http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1003&context=fld
Citation:
M. Kearney, "Towards a learning design for student-generated digital storytelling" (December 10, 2009). The Future of Learning Design Conference. Paper 4.
