The CDS has been assisting young people and adults in the creation and sharing of personal narratives through the combination of thoughtful writing and digital media tools since the early 's. They have the ability to build interpretive movies very simply and to lay sound tracks around the content. The serious interplay between context and content is key to what film—and rich media in general—are about.
Today the use of digital storytelling is being practiced in neighborhood community centers, schools, libraries and businesses, by novice technology users to those with advanced skills.
In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels.
Moreover, when working in a group, individuals pay more attention to content Standley [ ]. In addition, other researchers have found similar findings to those in this research. According to them, the digital learning experience can promote collaborative studying and encourages students to share resources online. Furthermore, digital content ensures that different groups are helping each other, as networked digital content connects the whole class; students who participate in digital storytelling projects have better communication, organisational skills, and more confidence in terms of asking questions and expressing opinions Robin [ ]; VanderArk and Schneider.
The fact that students helped one another in problem solution and concept development reinforces the idea that cooperation and collaboration levels are increased with digital storytelling, in other words students have a higher engagement level when they are working in groups to create a story.
This research affirms that digital storytelling is suitable for a constructive approach to learning; because students work on their own story after receiving basic instructions from the teacher.
Students have their own individual approach based on their interactions and experiences and generate novel outputs by using different sources in their creation of the digital story. These findings are in line with those reported by other researchers, such as Garrard who observed that digital storytelling supports constructivist learning and concluded that digital storytelling is a good method of teaching with positive impacts Garrard [ ].
In addition, the findings of research conducted by Normann concur with this research. The constructivist approach has several perspectives on learning since it recognises that human beings use their own personal vision in explaining the acquired information Duffy et al.
This was supported by teachers in our study who concluded that digital storytelling permits students to learn by doing, and providing a flexible learning environment enables students to use their own ideas. At the beginning, tasks, software and digital storytelling are explained by the teacher, which requires a teacher-led mode. Following this step, students have the necessary knowledge from which to start working autonomously, with some teacher supported learning.
Robin, who has a similar outlook on digital storytelling, found that a story created by the teacher will help students to enhance their abilities. Thus students improve their skill set with teacher support in project development Robin [ ].
This research indicates that the utilisation of digital storytelling in education increases skills. Teachers witnessed that digital storytelling via technology integration assisted students, and helped them overcome their problems. As supported by Ohler, who viewed digital storytelling as a concept supporting creativity, students could solve crucial problems in unprecedented ways. Furthermore, teachers viewed digital storytelling as a valuable tool to increase research skills. A myriad of skills, such as spelling, writing, teamwork or collaborating with students and teachers, can be improved.
Needless to say, the uptake of technology improves technical skills Ohler [ ]. Sadik arrived at a different conclusion in his research, where classroom observations and interviews showed that the use of technology is only effective if teachers have the expertise to customise content for story creation Sadik [ ]. In addition, the findings of teacher interviews indicate that digital storytelling is an effective tool to help students improve their technical skills and information literacy.
Students have the opportunity to choose the skill they want to work on and improve. This may include individual skills, such as spelling and writing, as well as interpersonal skills such as working in a team, or collaborating with students and teachers. Miller also found that in every class engaged in digital storytelling, one student acted like a tutor. This student not only worked on the project, but also provided technical support to peers in terms of developing their stories.
In this sense, students are empowered to use their strongest skills, and improve them. Their research skills are also honed during video searches, scanning images and selecting audio content for the story Miller [ ]. Also, the findings indicated that teachers believe that the use of stories in education is very beneficial for countries receiving immigrants, such as Australia, because a digital story incorporates multiple aspects of the curriculum, and all teachers should use this medium at some stage.
One teacher commented that in their school, where they work with many students from non-English-speaking countries, students welcome the opportunity to express themselves through visual media, rather than more words; it facilitates communication for new students and builds their confidence. Similar finding were reported by Benmayor who stated that digital storytelling can help learners to transfer their knowledge, skills and culture, thereby evolving their thinking process and helping them gain confidence.
Accordingly, digital storytelling can be classified as an asset based pedagogy Benmayor [ ]. Additionally, the findings of teacher interviews indicated that, with digital storytelling, not only students but the teachers also got the opportunity to improve their technological skills. This included the use of electronic devices such as personal computers, cameras and recorders.
Miller reported similar findings. She stated that digital storytelling is the best application for teachers to encourage students to increase their use and knowledge of technology and technical skills. Furthermore, in order to create these stories, not only the students but also the teachers are obliged to increase their technical proficiency in using personal computers, digital cameras, recorders, etc.
This helped teachers keep up with the latest technology Miller [ ]. It can help them improve their confidence, and contribute to enhanced social and psychological skills.
These findings are in line with other research outcomes reported in literature. Van Gils found that personalised education is one of the main advantages of digital storytelling. He argued that learners can present their experiences, reflections and evaluate their achievements while creating digital stories Van Gils [ ]. According to Ohler, digital storytelling helped students to become active participants rather than passive consumers of information Ohler [ ]. Academic efforts that focus on the benefits of digital storytelling are supported by government agencies.
Several governing and regulatory authorities have been working on improving the education system in terms of motivation, learning outcomes and professional integration. According to AusVELS students are expected to enrich their learning experience, not only in a single aspect of the curriculum, but in all areas. It considers storytelling to be one of the modules which can be used to equip students with professional learning and teaching skills.
Consequently, suffice to say that digital storytelling has, inter alia, the benefit of increasing student motivation, especially for those students who have difficulties with reading and writing, allowing personalisation of the learning experience, acquiring experience with in-depth and comprehensible reading and becoming more proficient at technical aspects of language. Digital storytelling can be used to develop personalised learning experiences for students, thereby responding to diverse individual needs.
As the latest report for the Programme for International Student Assessment PISA indicated that the use of technology in education can increase various skills of learners, the findings of this research also suggested that digital storytelling can enhance several learning skills including writing, designs, library and research, technology and communication.
In addition, digital storytelling can help students with tasks they previously found very difficult including spelling, sentence formation and building, and forming the whole body of a text; this integration of technology assisted students to overcome their writing problems. However, age and ability to learn technological subjects have some impact on the outcomes. When compared with primary school students, secondary school students have the ability to learn more and faster.
They use the internet and computers more than primary school students. This was apparent during the study, especially where primary school students worked exclusively on their stories in the class, secondary school students worked on their stories, both inside and outside the class.
Furthermore, teachers observed that students were learning without realising. Provided that students are clearly informed about the task that is required of them, digital storytelling is useful as an all-round skill development tool; the use of digital storytelling can therefore reinforce various complementary skills.
The findings of the cross-case analysis based on the rubric data are presented in the following sections. Figure 1 shows the mean of overall scores received by students for digital story quality for all cases. The overall scores were very close, despite the differences in age, subject, knowledge, technology use, etc. Nevertheless, the students in primary school i. There are two reasons for this. Firstly, primary school students did not have prior exposure to Moviemaker software while more secondary school students had used it before.
Overall scores for digital story quality for the five case studies. Furthermore, age and ability to learn technological subjects have sme impact. When compared with primary school students, secondary school students have the ability to learn faster and learn more.
They use the internet and computer more regularly than primary school students. This was apparent during the study where the primary school students worked on their stories only in the class. On the other hand, secondary school students worked more regularly on their stories, both inside and outside the class. It is observed that the subject does not impact student performance. However, the approach taken by the teacher proved to have significant impact. This was observed in two cases.
In Years 3—4, the teacher observed that students were struggling with their writing and opted to introduce software so that the students had a clear idea about what was required of them. This additional step increased student performances. In Year 7, the teacher asked the students to present their work when it was finished.
Consequently, almost every fortnight there was a story presentation in class and this contributed to their engagement and better performance. There were two groups, one of which was working very well, while the other group was not interested in school work. Although digital storytelling created some interest in the second group, especially during video shoots and presentation, it was not easy to engage them with the overall task.
They did not work on the story creation, required constant help from the teacher and received a very low mark. Figure 2 shows the mean score obtained for the selected criteria for the five case studies. This shows that primary school students performed well in story aspects such as purpose, plot, pacing of narrative, dramatic question, story characters, and emotional content. This is because they planned their storyboard well. The key to their success was that they spent more time in writing and editing their story with some help from the teacher, before actually starting the creation process.
However, they did not perform as well in technological components, emotional content and economy of the story. On the other hand, secondary school students were a complete contrast. They performed not so well in the story aspects since they did not want to spend much time writing and storyboarding. This can be traced back to their age group and knowledge in technology use.
Teachers had a positive attitude towards the use of digital storytelling as a teaching tool in their classrooms, as both students and teachers had the opportunity to improve their technological skills, which included the use of various electronic devices, as previously mentioned. Teachers indicated that digital storytelling increased and enhanced the use of technology in the classroom, which helped students improve their technical skills and information literacy; digital storytelling can also be applied to subjects such as English and History, and in almost all the sciences including mathematics, social studies and humanities.
Furthermore, teachers confirmed that the use of digital stories in education is beneficial for countries receiving immigrants, such as Australia. The ability for expression through visual media, rather than words, facilitates communication for new students and builds their confidence. In addition, teachers fulfilled the role of facilitator, consultant, and could scaffold the learning process more effectively when they used digital storytelling in class.
Since the main aim of this research was to investigate the impact of digital storytelling on student learning, the outcomes of this research will enable both teachers and students to tap into the power of digital storytelling and more engaged teaching and learning. The research focused on how to implement digital storytelling in the classroom, describing the digital story workshop, and explaining teacher roles and student tasks; therefore, this research gives a clear picture of how to integrate digital storytelling into schools.
Consequently, the new knowledge generated by this research can inform future educational policy. Furthermore, a number of story development models have been created in the past to help educators achieve better learning outcomes with digital storytelling; however, none of these models provide a holistic pedagogical framework for engaging students with digital storytelling during various stages of learning. This research presented a new e-Learning Digital Storytelling eLDiSt framework for using digital storytelling as a pedagogical model for constructivist learning.
In addition, even though the findings of this research are important and have the potential to inform policy, practice and theory, generalisations could not be derived due to the following reasons.
The research only included participants from one school even though there were two levels: primary and secondary and limitations related to the participant sample used, since unequal numbers of students from primary and secondary schools took part in this research. In future research this limitation could be overcome by using multiple sites instead of one school, and the same participant sample, if possible.
Another issue is related to the limited access to technology in the school; the students faced some technical problems while creating their digital stories, also there was some shortage of computers in the labs.
The results of this research indicate that digital storytelling can provide support to students with special needs, such as ESL and VCAL students. In addition, digital storytelling can help students to improve their confidence, and can contribute to better social and psychological skills. Armstrong S: The power of storytelling in education. In Snapshots Edited by: Armstrong S.
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Given the degree with which humans embrace stories, it only makes sense to use stories as a marketing tool. Combining this concept with the Internet yields the basis of digital storytelling as a marketing tool.
First, there must be a story. Keep in mind that great storytelling is an art that incorporates a variety of talents. Great storytellers know how to involve their listeners — how to connect with them, touch their emotions and trigger a desired response.
The best storytellers use every element at their disposal, from sound effects to gestures, and they project a persona with which listeners can identify. A great digital story weaves together text, background music and images to present a total experience.
The first element is a great digital story. However, when used for marketing purposes, an effective digital story needs to include additional elements. The average American is bombarded with marketing messages at every turn, and most consumers have learned an art of their own — how to ignore sales pitches. A digital story, however, can engage them in a manner that leaves them more receptive to marketing efforts.
This makes digital storytelling an art that every marketer should master.
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