Toni Duke, M. Ed. Presents… A Technology for Education:

Toni Duke, M. Ed. Presents…

A Technology for Education:DIGITAL STORYTELLING

Digital Storytelling Innovation, T. Duke


Joe Lambert’s “Seven Elements of

Effective Digital Stories”1. a point of view 2. a dramatic question 3. emotional content 4. economy 5. pacing 6. the gift of your voice 7. an accompany-ing soundtrack


Sequence of steps to develop a Digital Story (Bull, G. and Kajder, S., 2004) :

1. Write an initial script.

2. Plan an accompanying storyboard.

3. Discuss and revise the script.

4. Sequence the images in the video editor.

5. Add the narrative track.

6. Add special effects and transitions.

7. Add a soundtrack if time permits.


The driving aim behind the Center for Digital Storytelling (CDS) is to reach so-called “ordinary people” and encourage them to tell stories through the agency of digital media.

“Technology offers a number of opportunities for connecting classrooms with the world. The advent of the Internet has offered unprecedented prospects for classroom connections, but the recent diffusion of digital cameras throughout society offers instructional possibilities as well” (Bull, G. and Kajder, S., 2004).

“The goal of digital storytelling is to allow a writer to experience the power of personal expression” (Bull, G. and Kajder, S., 2004).


Five Stages of the Innovation Process (Rogers, E. M.,2003)

Knowledge

Persuasion

Decision

Implementation

Confirmation


Knowledge


Persuasion In a time of financial shortages, schools do not have funding

to spend on high-dollar technology. However, most of them have computers or computer labs, access to a digital camera, and all kids have a story to tell.

Students are able to make connections to the world outside of school with their completed projects, providing a larger audience for them.

Parents and others can view the work their children have completed.

Students feel more proud about their finished products than they do from receiving a grade on a written paper.

Opportunities for collaborative learning as students work with a partner to complete projects.


Persuasion, cont’dCross curricular – students can create projects that

involve writing, narrating, public speaking and technology in math, language arts, science, music, social studies, art…no subject is off limits for the implementation of this creativity!


Decision

The implementation of Digital Storytelling has the following educational benefits:

Students will become more interested in writing if their audience is expanded.

Classrooms can make connections in other schools, states, countries!

Could indirectly increase student achievement on standardized writing test.

Little to no additional cost to schools!


Implementation

Adequate Teacher Training & Support

Computers with speakers & microphones

Digital cameras

Internet access to www Clipart

Head Phones

Voice Recorders


Confirmation Like traditional storytelling, one uses voice inflection to draw in the audience, but with digital storytelling one engages viewers with music and pictures or illustrations instead of physical movement. “Digital stories derive their power by weaving images, music, narrative and voice together, thereby giving deep dimension and vivid color to characters, situations, experiences, and insights” (Rule, as cited in Digital Storytelling, 2009). (Thesen, 2011)


Traditional and Digital Storytelling: An overviewStorytelling has

traditionally focused on the telling of folktales,

fairy tales, myths, legends, and other

familiar tales, which have been passed down over

generations.

These time-honored stories introduce students to a multitude of genres

and help develop an appreciation for other

cultures and traditions, while exposing students

to important lessons, values, and universal

truths.

1800s


Activities to Support Lessons on Traditional Storytelling

Mini –lessons on Traditional Storytelling

Activities


Word emphasis Teacher models; Students practice phrases putting emphasis on different words in sentence; Students practice emphasizing words in their writing with partner;

Students make revisions to their writing as necessary. Volume of voice/pitch Diaphragmatic exercise; Teacher models;

Students practice story using appropriate volume/pitch with partner; Students make revisions to their writing

as necessary. Tempo/Rate/Silences Teacher models; Students practice phrases

using different tempos and silences; Students practice reading story with appropriate tempos/silences

with partner; Students make revisions to their writing as necessary. Facial expressions/eye contact


Pass the face game; Teacher models; Students practice reading story with appropriate

facial expressions with partner; Students make revisions to their writing as

necessary.Gestures/Movements Pantomiming; Teacher models; Students

practice reading story with subtle gestureswith partner; Students make revisions to their writing as necessary.Bringing it all together Students pair up and complete performance

rubric with partner to make finalchanges to presentation.Storytelling presentations Students present their stories in

traditional storytelling format.Adapted from M. Hamilton & M. Weiss (1990).The NERA


Timeline explanation:

“Digital storytelling as we practice and teach it grew out

of the work of Joe Lambert and Dana Atchley at the

Center for Digital Storytelling at U.C. Berkeley in 1993.

The community of practice that has evolved from this

work is based on the premise that everyone has a story to tell” (Bull, G. and Kajder, S.,

2004).

1993


Students need exposure to 21st century technology skills to be competitive in the workforce and further education

Writing creates a voice for studentsHelps struggling writers with expression

Why the Need Exists In Education


ResearchiLearn Digital Storytelling is an available

curriculum to aid the learning and diffusion of Digital Storytelling in our schools (Infusing Technology, n.d.), providing:Teacher trainingTeacher books and on-line documentationStudent books on CD rom


Students learn to enrich literacy development beyond mere reading and writing printed text (Thesen, 2011).

S-Curve Diffusion of Innovation


1800s 1993 2011

Trad

itional S

torytellin

g

has

been

around fo

r man

y

years

Dig

ital Sto

rytelling g

rew o

ut

of th

e work

of Jo

e Lam

bert

Diff

usio

n o

f Dig

ital Sto

rytelling in

educatio

n h

as gro

wn to

new

heig

hts w

ith th

e infl

ux o

f

available tech

nolo

gy


Innovators & Early Adopters


Potential Laggards


ReferencesBull, G. and Kajder, S. (2004). Digital storytelling

in the language arts classroom. Learning & Leading with Technology,32(4).

Center for Digital Storytelling (CDS, n.d.). Retrieved from http://www.storycenter.org/cookbook.html

Infusing Technology, LLC (n.d.). Retrieved from http://www.infusingtechnology.com/Digital_Storytelling.html

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.

http://www.storycenter.org/cookbook.html

http://www.storycenter.org/cookbook.html


References, cont’dThesen, A., & Kara-Soteriou, J. (2011). Using

digital storytelling to unlock student potential. New England Reading Association Journal, 46(2), 93-100. Retrieved from EBSCOhost.

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