Toni Duke, M. Ed. Presents…
A Technology for Education:DIGITAL STORYTELLING
Digital Storytelling Innovation, T. Duke
Digital Storytelling Innovation, T. Duke
Digital Storytelling Innovation, T. Duke
Joe Lambert’s “Seven Elements of
Effective Digital Stories”1. a point of
view2. a
dramatic question
3. emotional content 4. economy 5. pacing 6. the gift of
your voice
7. an accompany-
ing soundtrack
Digital Storytelling Innovation, T. Duke
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.
Digital Storytelling Innovation, T. Duke
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).
Digital Storytelling Innovation, T. Duke
Digital Storytelling Innovation, T. Duke
Five Stages of the Innovation Process (Rogers, E. M.,2003)
Knowledge
Persuasion
Decision
Implementation
Confirmation
Digital Storytelling Innovation, T. Duke
Knowledge
Digital Storytelling Innovation, T. Duke
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.
Digital Storytelling Innovation, T. Duke
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!
Digital Storytelling Innovation, T. Duke
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!
Digital Storytelling Innovation, T. Duke
Implementation
Adequate Teacher Training & Support
Computers with speakers & microphones
Digital cameras
Internet access to www Clipart
Head Phones
Voice Recorders
Digital Storytelling Innovation, T. Duke
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)
Digital Storytelling Innovation, T. Duke
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
Digital Storytelling Innovation, T. Duke
Activities to Support Lessons on Traditional Storytelling
Mini –lessons on Traditional Storytelling
Activities
Digital Storytelling Innovation, T. Duke
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
Digital Storytelling Innovation, T. Duke
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
Digital Storytelling Innovation, T. Duke
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
Digital Storytelling Innovation, T. Duke
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
Digital Storytelling Innovation, T. Duke
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
Digital Storytelling Innovation, T. Duke
Students learn to enrich literacy development beyond mere reading and writing printed text (Thesen, 2011).
S-Curve Diffusion of Innovation
Digital Storytelling Innovation, T. Duke
1800s 1993 2011
Traditional Storytelling
has been around for m
any
years
Digital Storytelling grew
out
of the work of Joe Lam
bert
Diffusion of D
igital Storytelling in
education has grown to new
heights with the influx of
available technology
Digital Storytelling Innovation, T. Duke
Innovators & Early Adopters
Digital Storytelling Innovation, T. Duke
Potential Laggards
Digital Storytelling Innovation, T. Duke
Digital Storytelling Innovation, T. Duke
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.
Digital Storytelling Innovation, T. Duke
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.