3. Digital Storytelling

Students want an opportunity to be creative and use the technologies and multimedia tools that they use outside the classroom inside the classroom. Digital storytelling is a way to give them that opportunity. Digital storytelling uses pictures or video, music, voice overs and movie making technology to create a story which can be instructional, personal or a narrative. (Gregory, 2009)

Successful digital storytelling is made up of 7 key elements, which have elements of regular story writing: point of view, dramatic question, emotional content which is usually displayed through voice over content, word choice, pacing, economy and sound track. (Gregory, 2009) As students learn to create digital stories they can develop from simple instructional and group presentations to more in depth and personal narratives. The benefit of using digital storytelling instead of regular storytelling is that there are multiple types of literacy needed to create a digital story these include language literacy, digital literacy, multicultural literacy, technology literacy and information literacy. Students also learn written and oral communication skills as well as critical thinking. (Gregory, 2009)

One of the down sides to using this technology is that the software that is used can greatly influences the success of the story. There is a large number of free digital storytelling software available but all of them have restrictions on what can be achieved. (Gregory, 2009)

Robin (2009) states that currently digital storytelling is being used with a large emphasis on technology skills and is not being used to teach individual subjects. Robin (2009) goes on to state how the Technological Pedagogical Content Knowledge (TPCK) framework can be used to use digital storytelling in the classroom without the emphasis on technology skills. He also suggests that this tool can be used to engage students in a concept throughout the lesson. (Robin, 2009) I believe that most subjects could use at least form of digital storytelling. In chemistry it can be used to show the steps of an experiment, In English it can take the place of regular storytelling, re-tell historic events in history and suddenly all assignments and essays have a multimedia and technology skills underpinning the content.

Gregory (2009) found that a group of developmental students where deeply engaged and had higher confidence levels from the digital storytelling experience. Robin (2009) also suggests that the digital storytelling tool used well (teaching content not skill) and with a software program that allows creativity and freedom, students will be actively engaged and learn new content. I agree with both authors, technology skills required to use digital storytelling software should not be the core goal of a digital storytelling task but should be an acquired skill from a content based activity. If students can see how a tool can be used outside the classroom they are more motivated to use it and are more actively engaged (Robin, 2009)

References

Gregory, K., Steelman, J. & Caverly, D. (2009). Techtalk: Digital Storytelling and Developmental Education. Journal of Developmental Education, 33(2), 42-43. Retrieved from http://search.proquest.com.ezproxy.library.uq.edu.au/docview/846785542/fulltextPDF?accountid=14723

Robin, B. (2009) Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice 47(3), 220-228. Retrieved from http://library.uq.edu.au/search~S7?/reduc1049/reduc1049/1,1,1,B/frameset~3088037&FF=reduc1049&1,1,

micornhusker. (2009, June 11). Digital Storytelling – Student Perspective [Video file]. Retrieved from http://www.youtube.com/watch?v=BU1SkaTsv78