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

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. economy5. 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). 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

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. 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’d Cross 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 Digital Storytelling Innovation, T. Duke 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 overview Storytelling 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. Digital Storytelling Innovation, T. Duke

Activities to Support Lessons on Traditional Storytelling Digital Storytelling Innovation, T. Duke 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 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 gestures with partner; Students make revisions to their writing as necessary. Bringing it all together Students pair up and complete performance rubric with partner to make final changes 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 Innovation, T. Duke

Students need exposure to 21 st century technology skills to be competitive in the workforce and further education Writing creates a voice for students Helps struggling writers with expression Why the Need Exists In Education Digital Storytelling Innovation, T. Duke

Research iLearn Digital Storytelling is an available curriculum to aid the learning and diffusion of Digital Storytelling in our schools (Infusing Technology, n.d.), providing: Teacher training Teacher books and on-line documentation Student books on CD rom Digital Storytelling Innovation, T. Duke

Students learn to enrich literacy development beyond mere reading and writing printed text (Thesen, 2011). Digital Storytelling Innovation, T. Duke

S-Curve Diffusion of Innovation Digital Storytelling Innovation, T. Duke 1800s Traditional Storytelling hasbeen around for many years Digital Storytelling grew out of thework of Joe Lambert Diffusion of Digital Storytelling ineducation has grown to new heightswith the influx of available technology

Innovators & Early Adopters Digital Storytelling Innovation, T. Duke

Potential Laggards Digital Storytelling Innovation, T. Duke

References Bull, 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 Infusing Technology, LLC (n.d.). Retrieved from tml Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press. Digital Storytelling Innovation, T. Duke

References, cont’d Thesen, A., & Kara-Soteriou, J. (2011). Using digital storytelling to unlock student potential. New England Reading Association Journal, 46(2), Retrieved from EBSCOhost. Digital Storytelling Innovation, T. Duke