Writing in the 21st Century

Using Technology to Enhance the teaching of student

narratives

Research“The well-chosen points of view, unconventional

content and varied resources indicate that students did not just report facts and concepts connected to the subject, but reflected on their own thoughts and engagement with the subject, visually and aurally” (Sadik, 2006).

Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational technology, research and development, 56(4), 487-506.

What is Digital Storytelling?

• “Just about all digital stories bring together some mixture of digital graphics, text, recorded audio narration, video and music to present information on a specific topic. As in the case with traditional storytelling, digital stories revolve around a chosen theme and often contain a particular viewpoint” (Robin, B., 2008, p. 220).

Robin, B. (2008) Digital Storytelling: A Powerful Technology Tool for the

21st Century Classroom. Theory into Practice, 47, 220–228.

Population

Grades 3-12 Beneficial for English language learners

and students with disabilities

Benefits:When students participate in the steps of creating their

own stories, they increase their own literacy skills: Research skills: Documenting the story, finding and analyzing

pertinent information Writing skills: Formulating a point of view and developing a script Organization skills: Managing the scope of the project, the

materials used and the time it take to complete the task Technology skills: Learning to use a variety of tools, such as

digital cameras, scanners, microphones and multimedia authoring software

Presentation skills: Deciding how to best present the story to an audience

Interview skills: Finding sources to interview and determining questions to ask

Interpersonal skills: Working within a group and determining individual roles from group members

Problem-solving skills: Learning to make decisions and overcome obstacles at all stages of the project, from inception to completion

Assessment skills: Gaining expertise critiquing own and others’ work

Benefits:Students who work with digital stories in the classroom

build “21st century literacies,” including: Digital Literacy: ability to communicate with a large community about issues,

gather information, and seek helpGlobal Literacy: capacity to read, interpret, respond, and contextualize

message from a global perspectiveTechnology Literacy:ability to use computers and other technology to improve learning, productivity, and performance Visual Literacy: ability to understand, produce, and communicate through

visual imagesInformation Literacy: ability to find, evaluate, and synthesize information

(Robin, 2006, p.4).

ApplicationTeachers must decide whether they want students to

create their own digital stories or if they want to create their own stories to share with students.

To engage students, some researchers suggest that teachers use anticipatory sets at the beginning of a lesson.

Teacher-created digital stories can help to enhance students’ learning of topics within a larger unit.

Teachers can model digital storytelling to students and then assign topics to students. Students can then follow the Seven Elements of Digital Storytelling to compose their own digital stories.

Students can publish their stories online to promote writing for a real audience and to practice critiquing each others’ work.

My Life in Seven Stories + Digital StorytellingSeven Elements of Digital Storytelling

1. Point of View2. Dramatic Question - answered by the end of the story3. Emotional Content - personal and powerful4. The Gift of Your Voice – personalizes your story and adds context5. Soundtrack – music that supports the storyline6. Economy – just enough content to entertain and maintain interest7. Pacing – how slowly or quickly the story progreses

ReflectionLiteracy demands that

students communicate and make meaning from a variety of texts, but also that they use that literacy in terms of how they live their lives (Kajder & Swenson, 2004, p. 46).

• Awareness of changing times: visual and technological

• Awareness of teacher needs

• Available technology

Robin, B. (2008) Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory into Practice ,47, 220–228.

Kajder, S. & Swenson, J.A. (2004). Digital Images in the Language Arts Classroom. Learning & Leading with Technology ,31 (8), 18-21, 46.

• 21st Century Literacy:– Digital Literacy – the ability

to communicate with an ever-expanding community to discuss issues, gather information, and seek help;

– Global Literacy - the capacity to read, interpret, respond, and contextualize messages from a global perspective

– Technology Literacy - the ability to use computers and other technology to improve learning, productivity, and performance;

– Visual Literacy - the ability to understand, produce and communicate through visual images;

– Information Literacy - the ability to find, evaluate and synthesize information (Robin, 2006, p.4).

Tips for Creating your Digital StoryAudio: Always start by recording your

audio firstTransitions: “fade in” or “fade out”Effects: Video\sound effects are okay now

and then; don’t overusePictures: Be creative, think

metaphorically, and don’t use too many!Music: This isn’t your high school senior

video so don’t use “time of your life” by green day. Pick music that won’t take away from your own story.

Kajder, S. & Swenson, J.A. (2004). Digital Images in the Language Arts Classroom. Learning & Leading with Technology ,31 (8), 18-21, 46.

Robin, B. (2008) Digital storytelling: A powerful technology tool for the21st century classroom. Theory into practice, 47, 220–228.

Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Educational

technology, research and development, 56(4), 487-506.

References