Digital storytelling can be used by language teachers at all levels in many ways, from introducing new vocabulary/phrase/grammar, structures to helping students enhance and synthesize language output, spoken and written. It also can help students organize thoughts/ideas as they learn to create stories for various audience and present their ideas and knowledge through target language in an individualized and meaningful way. Here are some successful stories to share with you.
Rance-Roney (2008) successfully took her students exploring English and their feelings toward US culture through “What Is an American?” digital story project. Learners’ first digital story production involved writing an “I AM” poem and producing that poem in a digital format. YuLing (Lucy) began her story by saying: “I am Lucy. Lovable. Kind. Open minded. I love nature. I hate complaining.” This project of restricted writing allowed learners to focus on learning how the technology works, mainly inserting digital images. Then, they moved from defining who they were to describing “Americans.” Sunwha, through search on Korean Google, found a website that contained sketched figures illustrating emotions, which fit perfectly with the message she was trying to portray. Her voice spoke:
“One tradition of the Korean culture is for people to take off shoes when they go into their houses. I moved to America. People do not take off shoes. One day, my landlady and her family came up to my room. They didn’t take off shoes. What a day! What a dirty shoes on my floor! I can’t imagine that there are dirty germs on my room….After they were gone, I cleaned up my floor, scrubbing, brushing. Finally, I’m down with my work and I enjoy it. Look at my shiny floor. Ooh-la-la.”
Rance-Roney (2008) stated that at completion of project, each student had captured a slice of life in the United States that was a keep-sake memory, but more than that, they had acquired and practiced a great deal of languages. Moreover, they become entranced by the power of their own voices and their own images.
Another effective example occurred in Even Start, a family literacy and parenting education program at Three Oaks Elementary School. Bamibi Fischer teaches immigrants to increase literacy using digital storytelling successfully. Fischer stated that she felt that digital storytelling was a unique and progressive way for the adults to learn. She said, “Because of the process of writing and speaking, it was a winner in promoting the acquisition of language skills.” (Feldman 2007)
The third successful story is in Anna Bowe’s French class at Lely High School in Naples. She stated that learners’ reaction went from tentative to very positive and they seemed proud of what they were able to pull together. Most importantly, the production process brought a diverse class together and she subsequently saw one of the more reserved learner started regularly offering to help other. She concluded that digital storytelling has revealed its potential in language classroom because it helps create a genuine community among learners where the language of the written word is embedded and enriched by visual image and aural elements, so catchy for today’s students. She said, “They never mumbled at the idea of editing and re-editing, because their product is real and they see the reason it should look good, sound good, and feel good.”
Hazel Geier, a retired Lee County teacher who has been chronicling use of digital storytelling technique in local high schools, took part in the National Writing Project at FGCU in 2004-06. She found that students in three different high schools all have embraced the new approach of writing, learning new technology skills, demonstrated creativity and critical thinking, and have developed social skills that involve supporting one another, listening and evaluating and appreciating one another’s efforts.”
Iannotti (2006) employed digital storytelling in her digital storytelling projects for ESL students. Through the process of creating the story, students were developing an understanding of story organization and transition. It is also brought to light the contrast between spoken and written English. Moreover, Iannotti used students’ digital stories for diagnosis on individual pronunciation problems which was included in the lesson plans targeting on discrete sounds that students have the most problems with. The scripts were used to explore sentence-level stress, encouraging students to consider what words and ideas should be emphasized, contrasting function and content word stress. She concluded that digital stories rule one: keep it simple. Iannotti stated that she has learned two very important lessons as an instructor: first, you need a manageable project with realistic goals to ensure success for the students; second, a young wife trying to make crab soup for her mother-in-law’s birthday makes for an amazing digital story.
The digital story made by Meg Garcia, a high school English and Art History teacher from southern California, is an outstanding example of authentic, object-based storytelling (Springer, Kajder, and Borst Brazas 2004). Meg's story revolved around the child she hopes one day to have - a daughter, to be named Matisse after the French early Twentieth Century artist. His colorful, decorative paper cutouts provided the visual foundation of the narrative. The story starts as follows:
Matisse Margaret Garcia will be the name of my daughter. I want my child to be unique and use her personal pair of scissors to craft the shape of her life. I want her imagination to be as vivid as gouache on paper . . . I want her to be named after Matisse, who, in the face of crippling arthritis could not keep the sea snail in the depths of the ocean . . .
Several factors make Meg's digital story successful. First, she chose a subject that she is comfortable enough in her knowledge, Matisse and his work to allow her personal reflections to remain center stage. Second, she strikes exactly the right emotional chord throughout. Her sensitivity to the artworks is keen and the associations gleaned from each personal and real. Third, words are chosen with a precision and economy that allow the individual images to carry the force of the story. Last but not least, what cannot be conveyed here, in writing, is the expressive power of her own voice, which, in fact, is the most powerful element of digital storytelling.
The same factors can be found in some of the digital stories that Dr. Schmidt showed us in class last week. Some of them are absolutely powerful, which is the kind of impact a traditional written story can never achieve. In fact, I have made one based on my first midwest adventure in summer 2008, which has been a fascinating experience for me. I know how much impact it will have on students through the production process because I have gone through it myself, which is one critical step for teachers to go through. I will continue exploring and I have to say that digital storytelling has definitely found its place in my classroom.
Sunday, October 25, 2009
Tuesday, October 20, 2009
Why digital storytelling in language classroom?
It is commonly said of ESL/EFL practitioners that we are constantly looking for new ways to teach language as well as new materials and new tricks to keep learning interesting for the students and for ourselves (Iannotti 2006). Technology offers a number of opportunities for connecting classrooms to the world and learners have many options for learning and communication ranging from instant messaging to blogging to podcasting. Why digital storytelling? I have personally experienced the power of digital storytelling, undergoing the whole process, from pre-production, production, post-production, to showcase, I have realized that digital storytelling can be a powerful tool from the applied linguistics aspect. Digital storytelling can be a compelling and satisfying process that helps learners explore the meaning of their own experience, give value to it, and communicate personals experience on multiple levels to others through the production of their language output, both spoken and written. Moreover, it is learner-centered in the best way imaginable as it asks learners to make meaning out of experience we acknowledge significant. I have a strong passion about what digital storytelling can bring to the language classroom and would like to share the literature review that I have done, including some successful stories.
Digital storytelling has been found facilitating the convergence of four student-centered learning strategies: student engagement, reflection for deep leaning, project-based learning, and the effective integration of technology into instruction (Barrett 2006). Moreover, Gils (2005) suggested many advantages of using digital storytelling in education, including personalizing learning experience and improving the involvement of students in the process of learning. Furthermore, Combs and Beach (1994) study indicated that storytelling improves learners’ communication skills as well as creates a class bond through shared experiences.
Studies have also found that digital storytelling facilitates the language learning process. For language learners, producing a digital story engages them in creating, using, and perfecting all of their emerging language skills in remarkable synergy (Rance-Roney 2008). In other words, in the process of storytelling, learners become more creative, gain speaking skills, and improve their verbal organizing skills and ability to empathize. Moreover, with the advancement of technology, it is made easier using digital images to enhance the visual communication and appealing of storytelling, which involves planning, writing, editing, illustrating, and producing the components so that we communicate “the heartfelt essence, not just the events.” (Benton 2006)
Tsou, Wang & Tseng (2006) found that integrating digital storytelling into language curriculum is a creative language learning technique that can improve learners’ level of learning in reading, writing, speaking and listening. In addition, it also enhances the teaching in the language classroom. In Ohler’s DAOW of literacy, four major literacy components involved in the process of digital storytelling, including digital, art, oral, and writing, blend well in a digital storytelling environment where all components can reinforce each other and lead to improvement in learners’ literacy and expression in all area. In a language classroom, the emphasis should weigh more on the last two components even though the former two definitely have added value to the performance of language output. The writing may not be the final product of a digital story, however, the writing skills that students employ in the process of creating their digital story embrace many aspects of writing that are considered important in school as well as the world outside school. The oral literacy, an important role in digital storytelling, usually shows as the final outcome which provides learners varied and abundant opportunities to learn, produce and acquire spoken language. In other words, digital stories require students to synthesize the techniques of both creative and expository writing as well as compelling narration (spoken output) in order to produce a successful piece of media, therefore, are considered as an effective and efficient tool in language learning.
In addition to findings of the previous studies, whether to use digital storytelling in language classroom should lay on learners’ responses, which may lead to strong motivations and have an impact on learners’ outcome. Students from an L2 language instructor, Kristy McGeoch’s class appeared to respond positively to their digital storytelling experience.
“You will remember it if you see it in two year, I will remember every single person and funny moments – I think that was the motivation for everyone to work that hard.” ~Juergen, Austria
“So when I showed the digital story I was very proud of me. Also I thought I got the best present from AU.” ~Betty, Korea
“ I really feel like we are a family, to do the whole thing and show each other our own story – it make each other feel warm. I really think we have been close friends. So that’s why I loved these classes.” ~Nicole, China
Retrieved April 28, 2009 from http://www.kirstymcgeoch.com/
I personally have incorporated digital storytelling in the curriculum for one writing class. The digital story about one Taiwanese Mythology, the Origin of Moon Festival, was made with no narration but only key vocabularies to go with each digital image. The assignment for the students was to write a story based on their interpretation of the visuals, music, and key vocabulary, which had generated quite amazing quality works, both in content and language. Then, the follow up assignment was for students to tell a digital story from their own cultures, which had given students another opportunity to not only demonstrate their language proficiency level but also bring their cultures to the awareness of the peers. I consider it a successful evidence of what digital storytelling can do in language classroom. Even though my students are at university level, I am sure that digital storytelling can work effectively for younger learners. In fact, through the literature review process, I have not found many studies or research done among university level students, which actually makes me excited because it means that there’s plenty for me to do!
Digital storytelling has been found facilitating the convergence of four student-centered learning strategies: student engagement, reflection for deep leaning, project-based learning, and the effective integration of technology into instruction (Barrett 2006). Moreover, Gils (2005) suggested many advantages of using digital storytelling in education, including personalizing learning experience and improving the involvement of students in the process of learning. Furthermore, Combs and Beach (1994) study indicated that storytelling improves learners’ communication skills as well as creates a class bond through shared experiences.
Studies have also found that digital storytelling facilitates the language learning process. For language learners, producing a digital story engages them in creating, using, and perfecting all of their emerging language skills in remarkable synergy (Rance-Roney 2008). In other words, in the process of storytelling, learners become more creative, gain speaking skills, and improve their verbal organizing skills and ability to empathize. Moreover, with the advancement of technology, it is made easier using digital images to enhance the visual communication and appealing of storytelling, which involves planning, writing, editing, illustrating, and producing the components so that we communicate “the heartfelt essence, not just the events.” (Benton 2006)
Tsou, Wang & Tseng (2006) found that integrating digital storytelling into language curriculum is a creative language learning technique that can improve learners’ level of learning in reading, writing, speaking and listening. In addition, it also enhances the teaching in the language classroom. In Ohler’s DAOW of literacy, four major literacy components involved in the process of digital storytelling, including digital, art, oral, and writing, blend well in a digital storytelling environment where all components can reinforce each other and lead to improvement in learners’ literacy and expression in all area. In a language classroom, the emphasis should weigh more on the last two components even though the former two definitely have added value to the performance of language output. The writing may not be the final product of a digital story, however, the writing skills that students employ in the process of creating their digital story embrace many aspects of writing that are considered important in school as well as the world outside school. The oral literacy, an important role in digital storytelling, usually shows as the final outcome which provides learners varied and abundant opportunities to learn, produce and acquire spoken language. In other words, digital stories require students to synthesize the techniques of both creative and expository writing as well as compelling narration (spoken output) in order to produce a successful piece of media, therefore, are considered as an effective and efficient tool in language learning.
In addition to findings of the previous studies, whether to use digital storytelling in language classroom should lay on learners’ responses, which may lead to strong motivations and have an impact on learners’ outcome. Students from an L2 language instructor, Kristy McGeoch’s class appeared to respond positively to their digital storytelling experience.
“You will remember it if you see it in two year, I will remember every single person and funny moments – I think that was the motivation for everyone to work that hard.” ~Juergen, Austria
“So when I showed the digital story I was very proud of me. Also I thought I got the best present from AU.” ~Betty, Korea
“ I really feel like we are a family, to do the whole thing and show each other our own story – it make each other feel warm. I really think we have been close friends. So that’s why I loved these classes.” ~Nicole, China
Retrieved April 28, 2009 from http://www.kirstymcgeoch.com/
I personally have incorporated digital storytelling in the curriculum for one writing class. The digital story about one Taiwanese Mythology, the Origin of Moon Festival, was made with no narration but only key vocabularies to go with each digital image. The assignment for the students was to write a story based on their interpretation of the visuals, music, and key vocabulary, which had generated quite amazing quality works, both in content and language. Then, the follow up assignment was for students to tell a digital story from their own cultures, which had given students another opportunity to not only demonstrate their language proficiency level but also bring their cultures to the awareness of the peers. I consider it a successful evidence of what digital storytelling can do in language classroom. Even though my students are at university level, I am sure that digital storytelling can work effectively for younger learners. In fact, through the literature review process, I have not found many studies or research done among university level students, which actually makes me excited because it means that there’s plenty for me to do!
Sunday, October 18, 2009
Electronic Reading Workshop for preservice teachers
Larson, L. C. (2008). Electronic reading workshop: Beyond books with new literacies and instructional technologies. Journal of Adolescent & Adult Literacy, 52 (2), 121-131.
Research has shown that embedding technology in literacy methods courses is an effective factor in preparing tomorrow's teachers to weave technology into their lesson plans and consequently, affect K-12 students during field experience and in future classrooms. Therefore, Larson decided to help her undergraduate students explore ways in which new literacies can be intertwined with the electronic reading workshop (ERW) that has four components: literature selection, literature response journals, literature conversations, and project response options, with technologies incorporated.
Literature Selection
Instead of print text, ebooks, online reading materials, and hypertexts were used. Larson stated that electronic reading experience was unique to individual readers, several trends emerged. One preservice teacher stated, "As I read, I would highlight passages that i thought to be important to the story and then use the text box tool to explain the significance of those passages....I personally used those tools as a reflective element on my own progress and thoughts throughout the story." In fact, in Larson's Language Arts Method course, 17 of the 22 assessed at least one editing tool. Moreover, while enjoying these features, the preservice teachers identified possible uses for such tools in their future elementary or middle-level classrooms, such as to attach a document with spelling words, definition, questions or prompts related to the text. Prior to engaging in this experience, 20 of the participants perceived the idea of an ebook as "daunting or unfavorable", however, at the end of the book, all participants rated the ebook reading experience as positive even though still favored traditional literature.
literature response journals
Larson introduced emails and blogs for the correspondences between teachers and students. In class, the preservice teachers were also introduced Rosenblatt's (1978) transactional theory or reader response and encouraged participants to write in a literature response journal to provide a continuing account of "thoughts, emotions, ideas, and textual transactions" using a word processing program, such as Microsoft Word.
literature conversations
This component allows students to discuss their reading experience with their peers through electronic forms of communication, including emails exchanges, message board threaded discussion groups, and real-time online chat. A quick overview of the message board and its functions along with a lesson in composing and assessing quality literature response prompts were provided for the preservice teacher before the first discussion prompts were posted. A list of ideas why traditional face-t0-face literature conversations may not meet the needs of all students were generated and advantages and disadvantages of online discussion were identified. .
project response option
The preservice teachers collaborated with their group members to generate a unique literature extension project that reflected their personal interests as well as their ideas for potential implementation in their future classrooms, of which a distinctive projects emerged, including an example of a virtual guide to the literature, which is a series of PowerPoint slides with internet links serving as a resource for children reading the book. The second example is a digital oral history, a multimedia presentation created with sounds, digital photography, scanned documents and a voice recording. This group also shared steps for creating this project. The other projects include a 1870 newspaper project, a live broadcast, and more.
Larson stated this ERW not only provides an accessible framework for teachers who wish to enhance their current literacy curriculum by integrating commonly available technologies but also helped prepared the preservice teachers for the upcoming challenge of integrating new literacies and differentiating instruction to meet the needs of their future students. I think it's critical for the preservice teachers to go through the actual learning process, which situates them better into the TPACK framework while preparing for their curriculum.
Research has shown that embedding technology in literacy methods courses is an effective factor in preparing tomorrow's teachers to weave technology into their lesson plans and consequently, affect K-12 students during field experience and in future classrooms. Therefore, Larson decided to help her undergraduate students explore ways in which new literacies can be intertwined with the electronic reading workshop (ERW) that has four components: literature selection, literature response journals, literature conversations, and project response options, with technologies incorporated.
Literature Selection
Instead of print text, ebooks, online reading materials, and hypertexts were used. Larson stated that electronic reading experience was unique to individual readers, several trends emerged. One preservice teacher stated, "As I read, I would highlight passages that i thought to be important to the story and then use the text box tool to explain the significance of those passages....I personally used those tools as a reflective element on my own progress and thoughts throughout the story." In fact, in Larson's Language Arts Method course, 17 of the 22 assessed at least one editing tool. Moreover, while enjoying these features, the preservice teachers identified possible uses for such tools in their future elementary or middle-level classrooms, such as to attach a document with spelling words, definition, questions or prompts related to the text. Prior to engaging in this experience, 20 of the participants perceived the idea of an ebook as "daunting or unfavorable", however, at the end of the book, all participants rated the ebook reading experience as positive even though still favored traditional literature.
literature response journals
Larson introduced emails and blogs for the correspondences between teachers and students. In class, the preservice teachers were also introduced Rosenblatt's (1978) transactional theory or reader response and encouraged participants to write in a literature response journal to provide a continuing account of "thoughts, emotions, ideas, and textual transactions" using a word processing program, such as Microsoft Word.
literature conversations
This component allows students to discuss their reading experience with their peers through electronic forms of communication, including emails exchanges, message board threaded discussion groups, and real-time online chat. A quick overview of the message board and its functions along with a lesson in composing and assessing quality literature response prompts were provided for the preservice teacher before the first discussion prompts were posted. A list of ideas why traditional face-t0-face literature conversations may not meet the needs of all students were generated and advantages and disadvantages of online discussion were identified. .
project response option
The preservice teachers collaborated with their group members to generate a unique literature extension project that reflected their personal interests as well as their ideas for potential implementation in their future classrooms, of which a distinctive projects emerged, including an example of a virtual guide to the literature, which is a series of PowerPoint slides with internet links serving as a resource for children reading the book. The second example is a digital oral history, a multimedia presentation created with sounds, digital photography, scanned documents and a voice recording. This group also shared steps for creating this project. The other projects include a 1870 newspaper project, a live broadcast, and more.
Larson stated this ERW not only provides an accessible framework for teachers who wish to enhance their current literacy curriculum by integrating commonly available technologies but also helped prepared the preservice teachers for the upcoming challenge of integrating new literacies and differentiating instruction to meet the needs of their future students. I think it's critical for the preservice teachers to go through the actual learning process, which situates them better into the TPACK framework while preparing for their curriculum.
Tuesday, October 6, 2009
A total PK-6 Shock!
I am serious about the shock that I have gone through in class last week! I have always been aware that extra precautions need to be taken into consideration and implemented bringing young learners online. However, listening to real stories and experience from Denise and classmates has brought me to realize how big the challenge is for Pk-6 teachers to include technology in their classrooms, which is in fact beyond my anticipation. However, I still think it's absolutely worth the efforts trying and making it happen for the following reason:
"What makes today's kids really sip up and fires their neutral fibers? Technology. Kids don't see laptops, MP3 players, cell phones, PDAs, DVD players, and video games as technology, it's just life. Therefore, schools need to connect education to their students' lives with technology."~ Todd E. Wright, a forth grade teacher (Barone and Wright, 2008)
I have been dealing with university students who are fully functioning adults, therefore, I had never worried about getting parents consent forms for any of the online activities from my syllabus. However, the discussions have alerted to my attention in terms of the security issue and their reaction to online crisis management for young adults, which has been overlooked in my teaching career. For that, I'm grateful to have the opportunity to sit in the discussion.
"What makes today's kids really sip up and fires their neutral fibers? Technology. Kids don't see laptops, MP3 players, cell phones, PDAs, DVD players, and video games as technology, it's just life. Therefore, schools need to connect education to their students' lives with technology."~ Todd E. Wright, a forth grade teacher (Barone and Wright, 2008)
I have been dealing with university students who are fully functioning adults, therefore, I had never worried about getting parents consent forms for any of the online activities from my syllabus. However, the discussions have alerted to my attention in terms of the security issue and their reaction to online crisis management for young adults, which has been overlooked in my teaching career. For that, I'm grateful to have the opportunity to sit in the discussion.
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