Transcript DIGITAL STORYTELLING WORKSHOP Monday, October 17, 2008-UTSA

DIGITAL STORYTELLING
WORKSHOP
Monday, November 24, 2008
University of Texas at San Antonio
Academy of Teacher Education
&
School of Science and Technology
by
Bulent Dogan, Ed.D.
STORYTELLING
• Power of storytelling
• Storytelling is the ancient
art
• Crucial elements of
storytelling
• It existed as long as
humanity
• Modern tools for
storytellers
Digital Storytelling (DS)
• New technology brought new possibilities
• What is Digital Storytelling?
– DS is a process of creating a short movie
• Script or an original story
• Images, video, music
• Narration
• 2-10 minutes
• Topics:
– personal tales,
– retellings of historical events,
– teaching/introducing a specific subject
SAMPLE DS 1
• ALMOST PARADISE
Types of DS
• Personal or narrative stories
• Stories that inform or instruct
• Stories that re-tell historical events
Elements of DS (Lambert, 2003)
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Point of View
A Dramatic Question
Emotional Content
The Gift of Your Voice
The Power of the Soundtrack
Economy
Pacing
Process of Creating DS
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•
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Writing
Script
Storyboarding
Locating Multimedia
Creating Digital Story
Sharing
Benefits of DS
• Developing social and learning skills
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–
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The director’s chair effect
Representing individuals' voice
Identity construction
Personalization of learning
Transformative process for students
Increase in:
• Student motivation and engagement,
• Creativity,
• Self-confidence
– In the classroom, DS helps
• Students respect for each others’ backgrounds
• To facilitate discussions in the classroom
• Shy students to express themselves
Benefits of DS (CONT’D)
• The process of creating DS claimed to
develop 18 out of 20 of these skills
(Jakes, 2006).
• Students most notably develop certain
skills:
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–
–
–
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Information literacy,
Visual literacy,
Technological literacy and media literacy,
Creativity and taking more risks,
More effective communication (Howell & Howell,
2003; Jakes, 2006; Robin, In press).
DS in K-12 Education
• Common Uses of Digital Storytelling in the
Classroom
• Effective use of Digital Storytelling in the
Classroom
• Challenges and Barriers for Using Digital
Stories in the Classroom
Uses of DS in the classroom
• Who is going to create Digital Stories?
– Teachers themselves
– Students
– Stories created by others
• Primary use is to teach a subject
• Other uses:
– Graduation portfolios
– Collaborative team work
– State use of DS for meeting technology standards
• Two most common uses of DS:
– Using Digital Storytelling to Teach Writing
– Using Digital Storytelling for Targeted groups of students
Common uses of DS
• Two most common uses of DS:
– Using Digital Storytelling to Teach Writing
• Process of creating DS is suitable for teaching writing
• Scott County Schools example: State required writing portfolios
• No more: “I don’t have nothing to write about” (Banaszewski,
2002).
• Technology aspect is motivating factor for students
– Using Digital Storytelling for Targeted groups of students
• Transformative and empowering feature of DS (Hull & Nelson,
2005).
• Motivational benefits for special need students (Salpeter, 2005).
• Helps minority students to construct identity (Weiss, 2002).
Effective use of DS
• Increase in number of educational tools but
inadequate guidance for how to use them
• Coaching required for DS to see a difference in
student learning (Banaszewski, 2005).
• Requirements for effective integration of
technology & DS
• Professional development programs concentrated
on integration of technology
• More instruction and guidance needed on how to
use DS in the classroom.
SAMPLE DS 2
• The Pythagorean theorem
Current Research on DS
•
Dogan, B. & Robin, B. (2008). Implementation of Digital Storytelling in
the Classroom by Teachers Trained in a Digital Storytelling Workshop. In
C. Crawford et al. (Eds.), Proceedings of Society for Information
Technology and Teacher Education International Conference 2008 (pp.
902-907). Chesapeake, VA: AACE.
http://bdogan.wordpress.com/publications/
My Research
•
To document teachers’ use of DS in the classroom
after attending the workshop at the UH.
1. To what extent do teachers trained in the University of
Houston’s DS workshop integrate DS in the classroom?
2. If they have used digital stories in the classroom, in
what ways have they been used by the teachers? What
purpose did teachers have in using digital stories in the
classroom?
3. If they were not used, what were the barriers that kept
teachers from using DS in the classroom?
Results
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Sample uses
– By students
• Video yearbook,
• History fair project,
• Description of field trips taken,
• Social and science investigations, etc..
– By Teachers
• As opposed to PowerPoint
• Highlighting a time in history
• Sharing personal experiences
• Teaching a subject matter
Types of Digital Stories
– In Survey II
• Personal or narrative stories (52%)
• Stories that inform or instruct (47%)
• Stories that re-tell historical events (35%)
Cross-Curriculum Use
– All interviewed teachers shared DS with other teachers
Results (cont’d)
• 3 main themes emerged from the data:
– impacts on 21st century skills,
– impacts on motivation and engagement level,
– impacts on special groups of students.
• The creation process of DS and 21st century skills
Results (Cont’d)
• Motivation factor & “Director’s chair” Effect
(Banaszewski, 2005; Paull, 2002)
• Interviewed Teachers
– “It’s like they’re creating the new Hollywood”
– “Getting to use computers and technology” ”21st century
kids”
– Chance of self expression: “They were so inspired to
create… that they got to tell a story about themselves”
• Students’ academic performance
Results (cont’d)
•
Impacts of DS on special groups of students (Salpeter, 2005; Weiss, 2002).
– Interviewed teachers:
• “Students felt more confident about their work.” –Response to an open-ended
item
• Another teacher: DS for targeted groups of students, such as students who are
new to U.S.
• Interviewee #2 saw benefits with his “marginal students”
•
Expected problem: “Time issues”
•
Results: “Access to hardware”
•
Lack of technical assistance and support: No problem
Other Results and Considerations
• Teaching Style
– Interviewed teachers
• Digital Storytelling Outside of the Classroom
– Both survey results indicated this
– Other teachers or family members
– potential uses for DS outside of the classroom
•
Digital Stories: Easy to Use, Learn and Teach
– One of the 5 themes
– easy to create and teach with available resources
• Photo Story 3
• digital images.
Future Potential of DS
•
Future Potential in K-12
•
Implementation of DS depends on
– access to technology,
– proper training of the users,
– and on-going technical support.
•
Remarkable FEATURES about DS:
– creates motivation
– draws attention easily
– Easy to make with already available tools
•
Motivating factors
– director’s chair effect ,
– the chance for self expression,
– opportunity to use computers
Resources and Sample Stories
• http://www.coe.uh.edu/digital-storytelling/ This website is
the University of Houston’s official digital storytelling
resource and research site.
• http://bdogan.wordpress.com/research/ This website is a
research blog about digital storytelling. This website which
includes information about Digital Storytelling, tutorials, and
current research.
• http://techszewski.blogs.com/ Tom Banazewski’s digital
storytelling blog
• http://www.distco.org DISTCO 2008 Official website
• http://www.storycenter.org/ Center for digital storytelling
SAMPLE DS 3
• Gettysburg Speech